PSKOR Spring Sharing

1. PSKOR Spring Sharing Listening LessonsApril 2, 2011 *Note – for some of the slides to work, your computer needs the MusiSync font. This is a free downloadable font you can find at http://www.fontspace.com/robert-allgeyer/musisync This font is helpful for making manipulatives, listening maps and flashcards.

2. Walking the Dog-George Gershwin Listening lesson on Form -Holly Campbell holly.campbell@ops.org

3. Materials: Promenade (arr. Of Walking the Dog) by George Gershwin from Spotlight on Music, Grade 1, CD 7:29) Background Information: Walking the Dog (Promenade) was written by Gershwin (1898-1937) for the 1937 film Shall We Dance with Fred Astaire and Ginger Rogers. This selection is played while a dog is walked across a cruise ship. In 1960, the song was arranged and named Promenade. The music for the rest of the film has never been published or released to the public.

4. Procedure: Day 1: Give background information on piece. Have S listen to piece and have them ID the instruments they hear (clarinet, piano, woodblock, string section, bells). Day 2: Review of last session. This time, use listening map to help S discover how many themes there are (two) and how many times they occur (theme 1 occurs three times, theme 2 occurs once).

7. Bourreé from Music for the Royal Fireworks-George Frederic Handel (1685-1759) Listening lesson on Loud/Soft -Holly Campbell holly.campbell@ops.org

8. Materials: Spotlight on Music Grade 1 CD #12 track 27; Loud/Soft cards Background Information: Handel wrote a famous work for chorus. It was called Messiah. Music for the Royal Fireworks (HWV 351) is a wind band suite composed by George Frideric Handel in 1749 under contract of George II of Great Britain for the fireworks in London's Green Park on April 27, 1749. It was to celebrate the end of the War of the Austrian Succession and the signing of the Treaty of Aix-la-Chapelle in 1748.

9. Procedure: Students will listen to the piece of music (about a minute or so). When the music is soft, students will hold up a card that says soft; when the music is loud, students will hold up a card that says “loud”. Students will listen to the piece of music again. This time, when the music is soft, students will move using soft sounds (tiptoe). When the music is loud, the students will move loudly (stomping).

10. Chinese Dancefrom the Nutcracker-Tchaikovsky Listening lesson on High/Low or Instrument Identification -Jean Murray jean.murray@ops.org

11. Materials: CD, ribbons, individual flute and violin pictures Procedure: HIGH/LOW: Listen for High/Low sounds in the song. Stand up on high sounds. Touch the floor on low sounds. Play again. This time hand out ribbons or scarves. When you hear the high sound, wave your ribbons up high. On low sounds, wave down low.  INSTRUMENT IDENTIFICATION: (Liz Arcaro)—NWU Kodaly level I Talk about the flute and violin and show pictures. ½ the class will get flute pictures and the other ½ will get violin pictures. When you hear your instrument hold your picture up.

12. NEXT CLASS Talk about what “Pizzicato” means and what it would look like. Pretend to play the flute and violin when you hear them.

13. FOSSILS (Carnival of the Animals)-Saint-Saens Listening lesson on y -Jean Murray jean.murray@ops.org

14. Materials: Xylophone & Clarinet pictures, CD, rhythm sticks, poster with rhythm Procedure: • Listen to the first 9 seconds of the piece. This is the first theme and it is played on the xylophone. Show them a picture of the xylophone. Tell the S to listen to the entire movement and count how many times they hear that theme played. (5 times) • S identify a second theme (Twinkle, Twinkle) played by the piano. Stand up when you hear this theme. • Show picture of clarinet. When you hear the clarinet, pretend to conduct with your stick. • Show the xylophone rhythm pattern and practice speaking. • Hand out rhythm sticks to play the rhythm on the floor like a xylophone. • Put it all together!

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16. CURRICULUM CONNECTIONS: *Science: Bring in a fossil and show the students what they look like. Learn about how fossils are formed. *Language Arts: Read the story “Rattlebone Rock” by Sylvia Andrews; ISBN-13: 978-0064434843. *Note: On the “Carnival of the Animals” video this section is very entertaining. Footage from the Calgary Zoo dinosaur section is interspersed with the live orchestra. At one point the soloist pretends to play on dinosaur bones. http://www.amazon.com/Carnival-Animals-Live-Action-Animation/dp/6300246515/ref=sr_1_2?s=dvd&ie=UTF8&qid=1301783404&sr=1-2

17. Idea from Jayne Frederickson

18. Habanera (Carmen)-Ravel Listening lesson on j e -Jean Murray jean.murray@ops.org

19. Materials: : CD, finger cymbals, woodblocks, maracas Procedure: • Tell S that this is a dance from Cuba. The entire song has a rhythmic ostinato. • Listen to the first part of the song. Can you identify what the ostinato rhythm is? (j eq q) Have the student write the rhythm on the board. • S can play the rhythmic ostinato. Assign an unpitched instrument for each beat of the ostinato. Play cymbals on beat 1, woodblocks on the “&” of beat 2, and maracas on beats 3 & 4 of each measure.

20. j eq q Finger cymbals wood block maracas maracas

21. Adagio(Farewell Symphony)-Haydn Listening lesson on loud/soft (piano/forte) -Carmen Campbell carmen.campbell@ops.org

22. Materials: : CD “Adagio” of movement 4, Farewell Symphony by Haydn , Book: : “Farewell Symphony” by Anna Harwell Celenza (ISBN 1-57091-406-0) Procedure: Class #1: Talk about how Papa Haydn liked to use music to make a statement. Haydn was so angry about how his musicians didn’t get to go home to see their families that he decided to write a composition that has the musicians get up and leave the stage individually to show his disapproval to the prince. Read the book to the kids (paraphrased). Class #2: Listen to the piece. What happens to the volume of the music when each musician gets up to leave the stage? (quiet/soft)

23. “Badinerie” from Suite in B Minor-J.S. Bach Listening lesson on m -Carmen Campbell carmen.campbell@ops.org

24. Materials: recording, visual with mmmq Badinerie: a short, lively dance piece in duple meter. Badinerie comes from the French word badiner, which means to joke around or banter.

25. Procedure: • Clap pattern on sheet (S haven’t seen this paper yet). How many ti-tika’s do you hear? (3) • Show visual with ti-tika rhythm pattern. Practice saying the pattern. • Play first half of piece [on flute]. How many times is the ti-tika pattern heard (4). S keep track with fingers. Do the same with the second half (pattern also played 4 times) • Play the recording. Signal when the pattern is heard. Is this faster or slower than what I played? (MUCH faster)

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27. I Danced with the GnatFrom 8 Russian Folk Songsby Anatol Liadov Listening lesson on m -Carmen Campbell, from Tina Stoll carmen.campbell@ops.org

28. Materials: recording, rhythm cards 4 (ta); 8 (ti-ti); 4 (tika-tika); 8 (ti-tika) Procedure: Play through, having students tap the beat (every time you play). Have them figure out the rhythm 4 beats at a time, playing as needed and having them speak back the rhythm when written. Play again to make sure it is correct. (May be helpful to have a strong student track music while teacher plays, or T & S can sing melody to check rhythm as well.) This can be used to introduce piccolo and later on talk about embellishments.

30. Viennese Musical Clock-Zoltán Kodály Listening lesson on rondo form (same/different) -Alaina Wilson alaina.wilson@ops.org

31. Materials: recording, clock icons, movement space, picture of Glockenspiel clock/Big Ben/other buildings with clocks Procedure: • Students look at pictures of various buildings, including a Glockenspiel clock. The common feature is that they all have clocks. • Students will hear a song about a musical clock. Sing “Listen to the clock, let’s listen to the clock” (do so, mi so, do/so, do so, mi so, do). • When students hear that section (A), they will become a “Mickey Mouse” watch, with their arms going around. • With magnetic clock icons, show a rondo form: ABACADA Coda • For the B section, students will swing their arms like the pendulum of a Grandfather clock. • For the C section, students will play “peek-a-boo” like a cuckoo clock. • For the D section, students will dance in a circle like the figures on the Glockenspiel clock. • For the Coda, students can “wag their tails.”

33. Imperial March-John Williams Listening lesson on o -Alaina Wilson alaina.wilson@ops.org

34. Materials: recording, listening map, Darth Tater (optional) Procedure: • Students read rhythm of “Darth Tater” motive. • Students read rhythm of “Spud Trooper” motive. • Sometimes they will hear the entire motive, sometimes just fragments. • Divide class into two groups. One group will say the Darth Tater motive when they hear it, the other will say the Spud Trooper motive. • I don’t do a lot with this beyond chanting the rhythm when they hear it. Students seem to be engaged when they hear music they don’t expect from me.

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36. “Knecht Ruprecht”Album for the Young, No. 12 Robert Schumann (1810-1856) Listening lesson on y -Tom Michalek michalek@esu9.org

37. Source for this activity: “From Folk Songs to Masterworks: Art Music Listening Lessons for Grades K-6”, by Ann Eisen with Lamar Robertson, Sneaky Snake Publications. From Tom: Although this was an expensive resource, it has been well worth the money! It is full of great listening activities, categorized by grade level and music concept. Each masterwork is preceded with a singing game that leads into the listening lesson, such as the one below. The book comes with four CD’s, although this particular selection is available on iTunes. Materials: recording, listening map (rhythm on the board)

38. Procedure: • Sing and play “Chicken on the Fencepost” • Tap the rhythm and sing the words. • Tap the rhythm of the song from the board. • All tap the song rhythm. Make the following changes by the teacher tapping the new rhythm and the class responding by tapping and saying the new rhythm. The teachers adds the changes to the original song rhythm each time. • Make other additions phrase by phrase as indicated in the music (measures 9-24) by choosing from one of the styles below: • Teacher clapping the rhythm and class echoing back with rhythm names. • Class tapping and saying the rhythm patterns from flashcards. • Reading the new rhythm from the board after teacher has added new rhythms • Play Knecht Ruprecht from Schumann’s Album for the Young. • Class taps the rhythm silently while the music plays. • Class taps the rhythm aloud while the music plays. • All listen as the music is played up to tempo. • All tap as the music is played up to tempo.

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45. Eine Kleine Nacht MusicW.A. Mozart Listening lesson with journaling -Colleen Zelazny zelazc@yahoo.com

46. Materials: recording, journaling questions and pencils Journaling Questions: Have S. listen to "Eine Kleine Nachtmusik" by Mozart.  Give them information on it and a little on Mozart – what it means in German and etc. Talk about where Austria is.  Can bring in a picture of Salzburg – Mozart’s home.  Have S. answer the following questions:  1) What instrument family do you hear? 2) What does this piece of music make you think of and why? 3) Write 5 adjectives (musical or otherwise) describing this piece.

47. Fingertips/Isn’t She LovelyStevie Wonder Listening lesson compare/contrast -Colleen Zelazny zelazc@yahoo.com

48. Materials: recordings of “Fingertips” and “Isn’t She Lovely” by Stevie Wonder; Book: “Little Stevie Wonder” by Quincy Troupe; ISBN 13: 978-0618340606 Procedure: First Lesson: I read the book to them, and we talked about him, what instruments he played, that he was blind, that he was still living (we figured out how old he was), etc. Second Lesson: I brought in two recordings.  The first one was "Fingertips" - a song he recorded when he was 12 and then "Isn't She Lovely".  Then we did a little comparison of the two songs:  what instruments did we hear, what was the same different, did his voice sound the same, different, etc.  "Fingertips" is mostly harmonica but you can hear him a little at the begin talking.  For "Isn't She Lovely", I had the students sing the beginning motive "isn't she lovely", and raise their hand whenever they heard it in the song, which happens quite a bit.  Some of the students even caught it being played on the harmonica.

49. Children’s SymphonyHarl McDonald Listening lesson on form -Jayne Frederickson jayne.frederickson@ops.org

50. Materials: Recording, listening map, Book: “Jingle Bells” by Maryann Kovalski; ISBN: 978-0316502580 Procedure: