Presto Largo

Learning Resource Type

Learning Activity

Subject Area

Arts Education

Grade(s)

K

Overview

Students will identify fast and slow while listening to a song. They will demonstrate contrasts in tempo by using locomotor and non-locomotor movement. Finally, they will be able to label fast as Presto and slow as Largo.

This activity was created as a result of the Arts COS Resource Development Summit.

Phase

Before/Engage
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.8

Explore and achieve awareness of music contrasts in a variety of music selected for performance.

UP:AE17.MU.K.8

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
  • Demonstrate a steady beat and maintain it while performing.
  • Sing using head voice and appropriate posture.
  • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Creating
  • Create a wide variety of vocal and instrumental sounds.
Reading/ Writing
  • Explore connections between sound and its visual representation.
Responding/ Evaluating
  • Move to music of various and contrasting styles, composers and cultures.
  • Demonstrate audience behavior appropriate for the context and style of music performed.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Learning Objectives

The students will:

  1. demonstrate the contrast between presto and largo using locomotor and non-locomotor movements.

Activity Details

  1. Show video Presto Largo.
  2. How did the turtle move?  Fast
  • ask students to run in place quickly to represent Presto
  • How did the rabbit move?  Slow
    • ask students  to crawl through space to represent Largo
  • In order to get the children physically involved and gain a physical sense of the concept of tempo through movement, ask the children to enact the animal they think represents the tempo of the music they hear:  run in place quickly like the turtle to represent Presto and crawl through space slowly like the rabbit to represent Largo
  • Review established movement rules (such as keep your body to yourself, respect other's personal space, etc.)
  • Play the song again.
    1. Students run in place during “Presto”
    2. Students crawl through space during “Largo”
  • Ask students the difference between Presto and Largo
    • Presto is fast and Largo is slow

    Assessment Strategies

    1. The teacher will use informal observations to assess the students as they move to show “presto” and “largo”. 

    Background / Preparation

    1. The teacher will need a computer and projector with sound capabilities. 

    2. The teacher will need an internet connection.

    Presto Largo from MusicK8.com
    http://viewpure.com/iN5Jv9s-z80?start=0&end=0

    Approved Date

    Owner (Author)

    tstricklin
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