Learning Resource Type

Classroom Resource

Crafting Cartoons

Subject Area

English Language Arts
Arts Education

Grade(s)

5

Overview

Students will listen to and analyze music composed for cartoons.  They will evaluate the mood of the music.  Working in groups of four, students will write a storyline for a cartoon while listening to Anxiety Montage by Carl Stallings.  

    English Language Arts (2021) Grade(s): 5

    ELA21.5.34

    Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

    Unpacked Content

    UP:ELA21.5.34

    Vocabulary

    • Personal narratives
    • Fictional narratives
    • Literary elements
    • Characters
    • Plot
    • Setting
    • Conflict
    • Dialogue
    • Voice
    • Event sequences

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made-up story.
    • A narrative story describes a sequence of plot events in a logical order (beginning, middle, end).
    • Narrative writing includes text elements, like characters, setting, and conflict.
    • Dialogue is a conversation between two or more characters in a text.

    Skills

    Students are able to:
    • Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
    • Write a narrative with a logical sequence of plot events.
    • Incorporate literary elements into their narrative writing, like characters, setting, and conflict.
    • Include dialogue in narrative writing.
    • Use a strong voice in writing by developing a personal writing style.

    Understanding

    Students understand that:
    • Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, and conflict.
    • Incorporating dialogue between the characters can add details to their narrative writing.
    • Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
    Arts Education (2017) Grade(s): 5 - Music

    AE17.MU.5.16

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

    Unpacked Content

    UP:AE17.MU.5.16

    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: 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
    • 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 7: Perceive and analyze 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.

    Unpacked Content

    UP:AE17.MU.5.18

    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.
    Link to Resource

    CR Resource Type

    Learning Activity

    Resource Provider

    Cleveland Orchestra
    Accessibility
    License

    License Type

    Custom
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