Haunting Music

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

3, 4, 5

Overview

Students will identify elements of music in orchestral program music. They will create a mural inspired by orchestral music.

Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.17
Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

Vocabulary

Rhythm

Bar lines
Measures

Pitch set: Low So, Low La, High Do
Treble clef reading (Mi, Re, Do)
Middle C to high G
Ledger lines

Partner songs
Rounds
Ostinati

Theme and variations
Coda
D.S. al coda
Repeat sign
Fermata

Phrase/ phrasing
Pianissimo (pp), fortissimo (ff)

Age-appropriate audience and performer etiquette
Orchestral instruments: 4 families
Age-appropriate pitch matching (Bb3 - Eb5)

Essential Questions

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Skills Examples

Performing

Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

Express melodic contour through movement.

Reading/ Writing

When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

Identify and respond to simple music forms (e.g., AB, ABA).
Identify elements of music using appropriate vocabulary.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.18
Demonstrate and describe how expressive qualities are used in performers’ interpretations to reflect expressive intent.

Vocabulary

Rhythm

Bar lines
Measures

Pitch set: Low So, Low La, High Do
Treble clef reading (Mi, Re, Do)
Middle C to high G
Ledger lines

Partner songs
Rounds
Ostinati

Theme and variations
Coda
D.S. al coda
Repeat sign
Fermata

Phrase/ phrasing
Pianissimo (pp), fortissimo (ff)

Age-appropriate audience and performer etiquette
Orchestral instruments: 4 families
Age-appropriate pitch matching (Bb3 - Eb5)

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing

Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

Express melodic contour through movement.

Reading/ Writing

When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

Identify and respond to simple music forms (e.g., AB, ABA).
Identify elements of music using appropriate vocabulary.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.17
Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

Vocabulary

Rhythm

Conducting patterns in
Syncopation

Melody

Pitch set: Do, Re, Mi, Fa, So, Ti
Treble clef reading (La, So, Mi, Re, Do)
Middle C through High B
Create melodic sequences
Half-step
Whole step

Harmony

Canons
Chord components
Chord progression (I, V)
Crossover bordun

Form

Phrasing: antecedent and consequent
D.C. al coda
Fine

Expression

pp through ff

Other

Age-appropriate audience and performer etiquette
Orchestra instruments within the 4 families
Age-appropriate pitch matching (A3-E5)

Essential Questions

Skills Examples

Performing

Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).

Creating

Develop criteria and use them to critique their own performances and the performances of others.

Reading/ Writing

Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.

Responding/ Evaluating

Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
Explain how the elements and subject matter of music connect with disciplines outside the arts.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.18
Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers’ and personal interpretations to reflect expressive intent.

Vocabulary

Rhythm

Conducting patterns in
Syncopation

Melody

Pitch set: Do, Re, Mi, Fa, So, Ti
Treble clef reading (La, So, Mi, Re, Do)
Middle C through High B
Create melodic sequences
Half-step
Whole step

Harmony

Canons
Chord components
Chord progression (I, V)
Crossover bordun

Form

Phrasing: antecedent and consequent
D.C. al coda
Fine

Expression

pp through ff

Other

Age-appropriate audience and performer etiquette
Orchestra instruments within the 4 families
Age-appropriate pitch matching (A3-E5)

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing

Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).

Creating

Develop criteria and use them to critique their own performances and the performances of others.

Reading/ Writing

Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.

Responding/ Evaluating

Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
Explain how the elements and subject matter of music connect with disciplines outside the arts.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.17
Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

Vocabulary

Rhythm

Melody

Pitch set: Do-centered diatonic
Treble clef reading (choral octavos)
Grand staff
Bass clef
Accidentals
Major scale

Harmony

Part singing/ playing
Chord progression (I, IV, V)
Arpeggio
Descant
Level bordun

Form

Rondo form
12-Bar blues

Expression

Vibrato
Tremolo
Reggae
Blues
Timbre: soprano, alto, tenor, bass

Other

Age-appropriate audience and performer etiquette
Age-appropriate pitch matching (Ab3-F5)

Essential Questions

Skills Examples

Performing

Analyze the formal structure of music that is to be performed.
Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).

Creating

Choose a literary work, such as a poem or story, to generate musical ideas for performance.

Reading/ Writing

Examine performance music for expressive elements, and use correct notation to indicate placement.

Responding/ Evaluating

Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
Consider and articulate the influence of technology on music careers.
Develop and apply criteria for critiquing more complex performances of live and recorded music.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.18
Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers’ and personal interpretations to reflect expressive intent.

Vocabulary

Rhythm

Melody

Pitch set: Do-centered diatonic
Treble clef reading (choral octavos)
Grand staff
Bass clef
Accidentals
Major scale

Harmony

Part singing/ playing
Chord progression (I, IV, V)
Arpeggio
Descant
Level bordun

Form

Rondo form
12-Bar blues

Expression

Vibrato
Tremolo
Reggae
Blues
Timbre: soprano, alto, tenor, bass

Other

Age-appropriate audience and performer etiquette
Age-appropriate pitch matching (Ab3-F5)

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing

Analyze the formal structure of music that is to be performed.
Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).

Creating

Choose a literary work, such as a poem or story, to generate musical ideas for performance.

Reading/ Writing

Examine performance music for expressive elements, and use correct notation to indicate placement.

Responding/ Evaluating

Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
Consider and articulate the influence of technology on music careers.
Develop and apply criteria for critiquing more complex performances of live and recorded music.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.14
Create works of art based on observations of surroundings.

Vocabulary

Creativity
Criteria
Critique
Design
Media
Mixed media
Monochromatic
Principles of design

Rhythm

Technology
Visual image

Essential Questions

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Skills Examples

Discuss how art can be used to express ideas in poems and short stories.
Observe and compare similar themes, subject matter and images in artworks from historical and contemporary eras.
Discuss the relationships between the elements of art.
Use historical and cultural artworks to answer questions about daily life.
Discuss how we encounter art and artists in everyday life.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.14
Create works of art that reflect community and/or cultural traditions.

Vocabulary

Constructed environment
Cultural traditions
Digital format
Engagement
Tertiary color
Preservation
Proportion
Principles of design

Unity

Shade
Style
Tints & shades

Essential Questions

Skills Examples

Create a quilt square in the style of the Gee's Bend Quilters.
State what materials or processes you prefer and why.
Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
Investigate differences in cultural style, genres, and context through historical time periods.
Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
Identify and describe how artists have depicted Alabama history.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.1
Combine ideas to develop an innovative approach to creating art.

Vocabulary

Cultural context
Formal & conceptual vocabulary
Genre
Linear perspective
Preserve
Principles of design

Movement
Emphasis

Relief
Vanishing point

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
Have students keep journals to reflect on and combine ideas for their works of art.
Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
Create tessellations in connection with interdisciplinary subjects such as mathematics.
Write a short story and illustrate the story with original drawings.
Draw and transform two-dimensional shapes into three-dimensional forms.
Write a personal artist statement to accompany an original work of art.
Draw a landscape including foreground, middle ground, and background.
Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
Create a bas-relief by carving into a clay slab.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

CR Resource Type

Lesson/Unit Plan

Resource Provider

The Kennedy Center

License Type

Custom

https://www.kennedy-center.org/education/resources-for-educators/classroom-reso…

Custom License Type (URL)

https://www.kennedy-center.org/terms-conditions/

Comments or Notes

Lesson can be printed https://docs.google.com/document/u/1/d/1eYfUH6-Kl5iNIbPPQsmLTZcdJqd6XXbyJxauFgpXwyE/copy

Approved Date

2021-06-14

Haunting Music

Learning Resource Type

Subject Area

Grade(s)

Overview

AE17.MU.3.17 Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.3.18 Demonstrate and describe how expressive qualities are used in performers’ interpretations to reflect expressive intent.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.4.17 Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.4.18 Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers’ and personal interpretations to reflect expressive intent.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.5.17 Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.5.18 Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers’ and personal interpretations to reflect expressive intent.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.VA.3.14 Create works of art based on observations of surroundings.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.VA.4.14 Create works of art that reflect community and/or cultural traditions.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.VA.5.1 Combine ideas to develop an innovative approach to creating art.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

CR Resource Type

Resource Provider

License Type

URL (web address)

Custom License Type (URL)

Comments or Notes

Approved Date

AE17.MU.3.17
Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

AE17.MU.3.18
Demonstrate and describe how expressive qualities are used in performers’ interpretations to reflect expressive intent.

AE17.MU.4.17
Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

AE17.MU.4.18
Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers’ and personal interpretations to reflect expressive intent.

AE17.MU.5.17
Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

AE17.MU.5.18
Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers’ and personal interpretations to reflect expressive intent.

AE17.VA.3.14
Create works of art based on observations of surroundings.

AE17.VA.4.14
Create works of art that reflect community and/or cultural traditions.

AE17.VA.5.1
Combine ideas to develop an innovative approach to creating art.