literature and music a keeping score lesson

Literature and MusicA Keeping Score Lesson

Joan PerezPearl Zanker School

Milpitas School District


Essential Understanding What is the “Big Idea” of the unit or lesson? Students will understand that: Music can enhance and evoke a response. Skills and Knowledge Students Need and/or Will Develop Needed:Good listening skillsExpose students to classical music by having them listen to classical music.Students will become familiar with musical terms. Will develop:The ability to read the novel, Island of the Blue Dolphin, or other literature book.The ability to summarize chaptersThe ability to recognize and plot, setting, problem and solution, rise and fall of action, etc to make an

excitement graph of the chapters in the novel, using coordinating grids.The ability to become familiar with a variety of pieces of classical music, as they listen critically to different

music, using adjectives to describe each piece.The ability to illustrate chapterThe ability to choose music to enhance illustration.

Literature and MusicA Keeping Score LessonMusic Content Standards

Grade 3Listen to, Analyze, and Describe Music

1.3 Identify melody, rhythm, harmony, and timbre in selected pieces of music when presented aurally. 1.4 Identify visually and aurally the four families of orchestral instruments and male and female adult voices. 1.5 Describe the way in which sound is produced on various instruments.

Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Analyze and Critically Assess

4.1 Select and use specific criteria in making judgments about the quality of a musical performance.

Derive Meaning 4.3 Describe how specific musical elements communicate particular ideas or moods in music.

Connections and Applications

5.1 Identify the use of similar elements in music and other art forms (e.g., form, pattern, rhythm).


1.4 Describe music according to its elements, using the terminology of music.

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Analyze and Critically Assess 4.1 Use specific criteria when judging the relative quality of musical performances.

Connections and Applications 5.1 Identify and interpret expressive characteristics in works of art and music. 5.2 Integrate several art disciplines (dance, music, theatre, or the visual arts) into a well-organized presentation or performance.


1.4 Analyze the use of music elements in aural examples from various genres and cultures.

Analyze and Critically Assess

4.1 Identify and analyze differences in tempo and dynamics in contrasting music selections.


Content Standards

Language ArtsGrade 4Word Recognition

1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

2.0 Reading ComprehensionStudents read and understand grade-level-appropriate material.Structural Features of Informational Materials

2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment). 2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Organization and Delivery of Oral Communication

1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence.

Math

Grade 4

2.0 Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:

2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3 x and connect them by using a straight line). 2.2 Understand that the length of a horizontal line segment equals the difference of the x- coordinates.

Art

Grade 4

Creating, Performing, and Participating in the Visual Arts

2.0 Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.


Objectives: (final performance or product) In what way(s) will students demonstrate what they have learned?

Students will: Write a short summary of a chapter, illustrate that chapter, and choose music to enhance the chapter. Each student will be

responsible for one chapter and will contribute to a class movie Student Pre-Assessment How do you know what the students already know? What pre-assessment activities will help you determine what students already know?

Pretest on musical terms.Teacher observation from class brainstorming on musical terms and exposure.KWL chart Teacher’s Needs Assessment What content knowledge and resources will you need to implement this lesson?

Knowledge of musical termsCurricular knowledge of novel to be taught. Computer with Adobe Premiere, and ability to use that software.Combine summary, illustration, and music, using Adobe Premiere, to make a class “movie of the novel”. Final Student Assessment How will you know that students have achieved the standard?

Students write a critical response after viewing final product.


Learning Sequence The Lesson Plan: What are the various steps in the unit/lesson implementation? Introduction:Expose students to classical music by having them listen to classical music.Using the terms as a spelling list, the students will become familiar with musical terms.Instruction: Read novel chapter by chapter.Simultaneously students will listen to musical excerpts from the San Francisco Symphony for Kids

web site and fill in worksheet with their ideas.Discuss words that describe the music (adjectives) and fill this information in on the worksheet.As class listens to musical excerpts, also discuss what chapters each musical piece might be used

inand note this on the worksheet.After completing novel, each student will create an excitement graph, based on rise and fall of

action in novel.Using averaging, create class excitement graph.Students assigned a chapter to summarize, illustrate, and choose music to go with the chapter.Students meet in groups to discuss the rough draft of their summary, illustration, and music.

Groups discuss the appropriateness of chosen music using musical terms.Each student will complete the final draft of the chapter.


Vocabulary What vocabulary will students need to know and learn, in order to achieve the standards addressed in the unit/lesson? 1. scale 2. melody 3. rhythm4. tempo5. adagio 6. largo7. andante8. allegro9. presto 10. dynamics 11. pianissimo 12. piano 13. mezzo piano 14. mezzo forte 15. forte16. fortissimo 17. crescendo 18. decrescendo 19. staccato20. legato 21. accelerando22. ritardando 23. pitch See attached sheet for spelling lists with definitions of musical terms.


Equipment, Materials and Resources

What equipment, materials, and resources will you need to implement the unit/lesson and the student assessment?

NovelComputer with access to the internet and sfskids.org Adobe Premiere software

Additional Notes

What adaptations might you make to the learning sequence, to meet the needs of different students?

Any other notes or comments you would offer with regard to implementing this unit/lesson?

This is planned as a long-term unit, in which several aspects in different curricular areas, will be taught simultaneously.

Since few, if any students, may have any expose or background in music, instruction will need to begin below current grade level.

Literature and MusicSan Francisco Symphony for Kids Worksheet

www.sfskids.org

Station 1 All in the Family

Benjamin BrittenYoung Person's Guide to the Orchestra

Johann Sebastian BachBrandenburg Concerto No. 3 Peter TchaikovskyScherzo from Symphony No. 4 Gustav MahlerAdagietto from Symphony No. 5 Peter TchaikovskyDance of the Reed Flutes, The Nutcracker Béla BartókGame of Pairs from Concerto for Orchestra Leos JanacekSinfonietta Igor StravinskyVivo from Pulcinella Christopher RouseKu-Ka-Illimoku

Station 2 Big Moments

Sergei ProkofievDance of the Knights, Romeo and Juliet

Aaron CoplandFanfare for the Common Man

Ludwig van BeethovenSymphony No. 5

Richard WagnerRide of the Valkyries

Richard StraussSunrise from Also Sprach Zarathustra

Igor StravinskyRite of Spring

Modest MussorgskyGreat Gate of Kiev

Station 3 Great Tunes

Wolfgang MozartA Little Night Music

Antonín DvořákLargo from Symphony No. 9

Franz SchubertTheme from Symphony No. 8

Gustav MahlerThird movement from Symphony No. 1

Felix MendelssohnWedding March, Midsummer Night's Dream

Aaron CoplandSimple Gifts

George GershwinRhapsody in Blue

Johannes BrahmsThird movement from Symphony No. 3

Peter TchaikovskyWaltz of the Flowers from The Nutcracker

Literature and MusicSan Francisco Symphony for Kids Worksheet

www.sfskids.org

Station 4 Musical Critters

Sergei ProkofievThe Duck from Peter and the Wolf

Nicolai Rimsky-KorsakovFlight of the Bumblebee

Sergei ProkofievThe Cat from Peter and the Wolf

Camille Saint-SaensThe Elephant from Carnival of the Animals

Edward ElgarDan the Bulldog from Enigma Variations

Richard StraussSheep from Don Quixote

Station 5 Once Upon a Time

Zoltan KodalyViennese Musical Clock

Sergei ProkofievMidnight from Cinderella

Maurice RavelBeauty's theme from Mother Goose

Maurice RavelBeast's theme from Mother Goose

Nicolai Rimsky-KorsakovThe Sea and Sinbad's Ship, Sheherazade

Richard StraussTill Eulenspiegel's Merry Pranks

Igor StravinskyThe Firebird

Paul DukasThe Sorcerer's Apprentice

Station 6 Sneak Preview

Giaocchino RossiniStorm from William Tell

Sergei ProkofievYoung Juliet from Romeo and Juliet

Edvard GriegIn the Hall of the Mountain King

Igor StravinskyInfernal Dance from The Firebird

Maurice RavelBeauty and the Beast

Igor StravinskyFinale from The Firebird

Leonard BernsteinCool Fugue from West Side Story

Hector BerliozDance of the Sylphs

Richard StraussSheep from Don Quixote

Ottorino RespighiPines of Rome

Literature and MusicMusical terms

Scale - Successive notes of a key or mode either ascending or descending.

Melody – Organization of music using pitch;

the part of the music you can hum, whistle or sing; the tune.

Rhythm- The organization of in time, the part

of the music that you can tap you toes. Tempo – The speed of the music

Adagio –A tempo having slow movement; very slowly; restful at ease.Largo - Large, broad, slow and stately Andante – ModerateAllegro - Direction to play lively and fast.Presto – Very fast

Pitch - The frequency of a note determining how high or low it sounds.

Dynamics - The loudness or softness of a musical composition.Pianissimo - Very soft “pp”.Piano - An instruction in sheet music to play softly “p”.Mezzo piano - Moderately soft “mp”Mezzo forte -Moderately loud “mf”Forte - A symbol indicating to play loud “f”Fortissimo - Very loud “ff”

Crescendo - Gradually growing louder;

increase the volumeDecrescendo – Gradually grow softer; decrease

the volume Staccato - Short detached notes, as opposed to

legato.Legato - Word to indicate that the movement or

entire composition is to be played smoothly.

Accelerando - Gradually quicken tempo.Ritardando - Gradually growing slower

Literature and MusicExcitement Graph Blank

10

9

8

7

6

5

4

3

2

11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 29

Cha

pter

s

Literature and MusicExcitement Graph

Island of the Blue Dolphins

10

9

8

7

6

5

4

3

2

11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 29

Eart

hquake t

idal w

ave

Whte

men c

om

e K

. hid

White m

en r

etu

rn

K.

leaves isla

nd

More

pets

Rontu

die

d

Catc

hes R

onu-A

ru

stu

ck in B

lack c

ave

met

Ale

unt

girl

K.

and T

uto

k f

riends

Help

ed o

tter-

Mon-a

-nee

saw

devilfish

Rontu

fig

ht

dogs

2 b

irds L

ura

i, T

ain

or

Batt

le d

evilifis

h

Built

house ,

fence

Sea e

lephant

hurt

leg

Made c

ave h

ouse

Tam

es R

ontu

Ram

o k

ille

d

Burn

ed v

illa

ge

Went

canoe leaked

Pic

ked p

lace 4

house

Batt

le

Kim

ki chie

f

white m

en c

om

e

Tribe leaves K

.jum

p o

ff

Title

Ale

uts

arr

ive

found f

ish

Ale

uts

ready

literature and music a keeping score lesson

Documents