Learning Resource Type

Classroom Resource

Tempo in Your Feet

Subject Area

Arts Education

Grade(s)

3, 4, 5

Overview

Students will identify and move to show the following tempo markings: adagio, andante, moderato,
allegro, and presto.  They will play a game to identify the tempo for a variety of music.  

    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.

    Unpacked Content

    UP:AE17.MU.3.18

    Vocabulary

    Rhythm
    • Bar lines
    • Measures
      • Melody
        • Pitch set: Low So, Low La, High Do
        • Treble clef reading (Mi, Re, Do)
        • Middle C to high G
        • Ledger lines
        Harmony
        • Partner songs
        • Rounds
        • Ostinati
        Form
        • Theme and variations
        • Coda
        • D.S. al coda
        • Repeat sign
        • Fermata
        Expression
        • Phrase/ phrasing
        • Pianissimo (pp), fortissimo (ff)
        Other
        • 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.4.18

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

    Unpacked Content

    UP:AE17.MU.4.18

    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.5.18

    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

    Lesson/Unit Plan

    Resource Provider

    Other

    Resource Provider other

    San Francisco Symphony
    Accessibility

    Accessibility

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