Learning Activity

Responding to Pete the Cat: I Love My White Shoes Sound Story

Subject Area

Arts Education

Grade(s)

3

Overview

Students will watch a recording of Pete the Cat: I Love My White Shoes sound story.  They will respond to the chosen instruments and important words/phrases that were played. 

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

Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.1

Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.

Unpacked Content

UP:AE17.MU.3.1

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: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and 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.

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.

Phase

Before/Engage
Learning Objectives

Learning Objectives

Students will:

1. Describe a connection between the instruments and important words chosen in the sound story.

2. Describe how the performers showed expression in the sound story.

Activity Details

1.  Watch the sound story Pete the Cat: I Love My White Shoes by Eric Litwin

2.  Guide students in identifying the words the performers chose to emphasize with instruments.

  • Have a copy of the book to help the students if they forget some of the important words/phrases.

3.  Describe what instruments or sounds were used to emphasize these important words/phrases - Why do you think they used these instruments/sounds?

4.  Would you change any instruments or important words/phrases if you were to perform this sound story?  If so, what would they be?  

Assessment Strategies

Assessment Strategies

The teacher will informally assess:

1. Students' identification of important words/phrases and the instruments are chosen to represent those words.

2. Students' descriptions of why the instruments were chosen.

Background and Preparation

Background / Preparation

1.  Acquire a copy of the book Pete the Cat: I Love My White Shoes by Eric Litwin.

2.  Review the video and make a list of the important words/phrases that were played.

 

Digital Tools / Resources

Pete the Cat: I Love My White Shoes
http://viewpure.com/nWKXXua5_-Y?start=0&end=0

Approved Date

Owner (Author)

tstricklin
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