Learning Resource Type

Classroom Resource

Civic Participation

Subject Area

Arts Education

Grade(s)

4

Overview

Students will discuss civic engagement and why it is important. They will discuss how composers can participate in civic engagement. They will listen to Ludwig van Beethoven's Symphony No. 3 and discuss how he dedicated it to Napoleon Bonaparte. They will identify musical elements and how they were used to convey a message. They will discuss how they can be involved in civic engagement.  

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

    AE17.MU.4.16

    Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

    Unpacked Content

    UP:AE17.MU.4.16

    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: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    EQ: How do individuals choose music to experience?

    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 7: Perceive and analyze 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.

    Unpacked Content

    UP:AE17.MU.4.17

    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: 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
    • 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.4.19

    Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

    Unpacked Content

    UP:AE17.MU.4.19

    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: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
    EQ: How do we judge the quality of musical work(s) and performance(s)?

    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.
    Link to Resource

    CR Resource Type

    Learning Activity

    Resource Provider

    Cleveland Orchestra
    Accessibility
    License

    License Type

    Custom
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