Classroom Resource

Antonin Dvorak

Subject Area

Arts Education

Grade(s)

3, 4, 5

Overview

Students will listen to and analyze Antonín DvoÅ™ák's music.  They will discuss spirituals and Native American music.  They will discuss inspiration and influence on different types of music. They will compose melodic music about something that inspires them.    

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

AE17.MU.3.2

Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Unpacked Content

UP:AE17.MU.3.2

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.3.16

Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

Unpacked Content

UP:AE17.MU.3.16

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: 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
  • 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 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.2

Generate musical ideas within related tonalities and meters.

Unpacked Content

UP:AE17.MU.4.2

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: 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
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • 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
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.16

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

Unpacked Content

UP:AE17.MU.4.16

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: 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
  • 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 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.2

Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Unpacked Content

UP:AE17.MU.5.2

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: 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
  • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
  • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
  • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
  • Perform pre-written musical ideas.
  • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
  • Notate simple rhythms and melodies within a specified meter and tonality.
Creating
  • Create a 12-bar blues song using appropriate chordal structure and lyrics.
  • Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
  • Write an original blues song.
  • Identify elements of music including tonality, dynamics, tempo and meter.
  • Identify patterns of whole and half steps in a major scale.
  • Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
  • Review and refine a composition.
  • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
  • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
  • Identify terms related to form.
  • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
  • Identify vocal timbre as soprano, alto, tenor, or bass.
  • Write short self-reflections about his/her composition and the creative process.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
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.
Link to Resource
https://minnesota.publicradio.org/radio/services/cms/education/dvorak.pdf

CR Resource Type

Lesson/Unit Plan

Resource Provider

Minnesota Public Radio
Accessibility

Accessibility

Text Resources: Content is organized under headings and subheadings
License

License Type

Attribution

Approved Date

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