Four Seasons in a Deciduous Forest

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

2, 3

Overview

Students will listen to and analyze each movement of Antonio Vivaldi's The Four Seasons.  They will identify musical elements that represent each season.  They will use oil pastels to create a deciduous tree in all four seasons.  

Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.17

Demonstrate knowledge of music concepts and how they support creators’/performers’ expressive intent.

UP:AE17.MU.2.17

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

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 understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate 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.

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): 2 - Visual Arts

AE17.VA.2.2

Explore personal interests and curiosities with a range of art materials.

UP:AE17.VA.2.2

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.1

Elaborate on an individual or prompted imaginative idea.

UP:AE17.VA.3.1

Vocabulary

  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image

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 to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.

Anchor Standards

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

CR Resource Type

Lesson/Unit Plan

Resource Provider

Other

License Type

Custom

Resource Provider other

San Francisco Symphony
http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Four_Seasons_i…

Custom License Type (URL)

http://www.keepingscore.org/sites/default/files/Terms%20of%20Use%20for%20Lesson…

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments or Notes

Connection to Pathways to Integration chart

Approved Date

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