Classroom Resource

Moods

Subject Area

Arts Education

Grade(s)

3, 4, 5

Overview

Students will listen to "In the Hall of the Mountain King" from the Peer Gynt Suite by Edvard Greig. They will discuss how the music makes them feel. They will listen to the story Jubal's Wish by Audrey and Don Wood. They will identify the characters and their traits. They will listen to different pieces of music and choose which would represent each character.  

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
http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Moods_Boyes.pdf

CR Resource Type

Lesson/Unit Plan

Resource Provider

San Francisco Symphony
Accessibility
License

License Type

Custom

Custom License Type (URL)

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

Comments or Notes

This chart is referenced in the lesson plan.  It explains how teachers have integrated music into the classroom.

Connection to Pathways to Integration chart

Approved Date

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