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4 th Grade Arts Advantage Music Curriculum Unit 1 Gallery Walk Discussion Questions

4 th Grade Arts Advantage Music Curriculum Unit 1 Gallery Walk Discussion Questions . How well did the lessons on elements, rounds and ostinatos in Unit 1 prepare students for the assessment?

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4 th Grade Arts Advantage Music Curriculum Unit 1 Gallery Walk Discussion Questions

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  1. 4th Grade Arts Advantage Music Curriculum Unit 1 Gallery Walk Discussion Questions • How well did the lessons on elements, rounds and ostinatos in Unit 1 prepare students for the assessment? • How well does the assessment reflect the expected student learning of the California music standards for this unit? • Do you see evidence that the students were or were not able to: a) describe music according to the elements; b) sing a round; c) sing an ostinato; d) identify and compare two musical styles? • If you could suggest one improvement to the assessments, what would it be?

  2. 4th Grade Arts Advantage Music CurriculumUnit 2 Lidia E. Sánchez, Presenter

  3. Lesson 1:World Instrument Families

  4. Orchestra Instrument FamiliesReview • What are the four musical instrument families in an orchestra? BRASS STRINGS PERCUSSION WOODWINDS

  5. Orchestra Instrument FamiliesReview • How do each of the instrument families produce a sound? BRASS STRINGS PERCUSSION WOODWINDS

  6. San Francisco Symphony Kids Websitewww.sfskids.org Music Tech Teacher.com www.musictechteacher.com Music Tech Teacher Instrument Family Quiz

  7. Important Vocabulary MEMBRANOPHONE (“membrane”– o –phone) Membrane ~ skin. The instruments produces sound when you cause the membrane to vibrate.

  8. Important Vocabulary IDIOPHONE (“Idiot” – o –phone) The sound is produced by shaking or scraping the instrument.

  9. Important Vocabulary CHORDOPHONE (cord – o –phone) The sound is produced by stretching strings between two points.

  10. Important Vocabulary AEROPHONE (air-o-phone) You blow into it, the air vibrates (or makes something else vibrate) and produces a sound.

  11. Can you guess what type of instrument this is? • World instruments we have: what types of instruments are they? • With a partner, take out your world instruments and any other instruments you may have brought and discuss which type of instrument you think it is based on how it produces a sound. • Share out whole group • Musical instrument classification – Create World Instruments Tree Map with pictures

  12. Lesson 2:Create a Composition

  13. Important Vocabulary • COMPOSITION (Compose) – creating original music by organizing sound. • IMPROVISATION (Improvise) – spontaneous (spur-of-the-moment) creation of music • PATTERN – repeated parts in music • RHYTHM – the combination of long and short, even or uneven sounds that convey a sense of movement in time.

  14. Reviewing Note Values • For today, there are 4 beats/counts in a measure (time signature is 4/4). • How many of each note would fit in a measure? (See Notes Charts) • Why do you think each note has the name that it does? (connect to fractions) • What happens when we try to fit more notes into a measure? • These can all be mixed up to create a rhythm in a piece of music.

  15. Reviewing Rest Values • For today, there are 4 beats/counts in a measure (time signature is 4/4). • How many of each rest would fit in a measure? (See Rests Chart) • Why do you think each rest has the name that it does? (connect to fractions) • What happens when we try to fit more rests into a measure? • These can also all be mixed up with notes to create a rhythm in a piece of music.

  16. Practice Reading Notes and Rests • Let’s practice some patterns whole-group by clapping out the rhythm patterns. • Get into groups of 3-4. The teacher will assign you a few rhythm cards to try. Work in a group to clap out the patterns. • Volunteers clap out a pattern for the group. • Practice a few rhythm cards with musical instruments.

  17. Let’s Make Some Music! • Improvise! With a partner, create some rhythmic patterns with an instrument of your choice. • Compose! Now, write down two patterns you and your partner improvised. • Use the notes and rests values packet to help you!

  18. Summative Assessment • Using one or two instruments from the world instrument families, compose 4 measuresof a rhythmic pattern. • Student partners will each provide a copy of the composition and fill out the prompts on the Rhythmic Composition Information Sheet. • Partners will perform their original compositions in front of the class.

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