ALEX Classroom Resources

   View Standards     Standard(s): [ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[ARTS] MUS (2) 6 :

6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

[ARTS] MUS (2) 8 :

8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the tonality of a piece of music.

[ARTS] MUS (2) 10 :

10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn's Symphony No.
94, "Surprise," through movement.

Students will listen to the book Charlie Parker Played Be Bop by Chris Raschka read in an ordinary manner.  They will listen to and analyze the rhythm of Now's The Time by Charlie Parker.  The teacher will re-read the book with the swing rhythm and dynamic contrast.  The class will be divided into four groups.  They will add rhythmic, dynamic interest, and movement to four phrases from the book.  Groups will perform their phrase for the class.     

   View Standards     Standard(s): [ARTS] MUS (2) 6 :

6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

[ARTS] MUS (2) 16 :

16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

[ARTS] MUS (3) 6 :

6) Present the final version of personally created music to others and describe its expressive intent.

[ARTS] MUS (3) 16 :

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

In this resource, students will be introduced to the concept of call and response. Call and response is a form of communication that is used every day and can also be heard in music. It is a type of communication that uses rhythms and patterns. In this activity, students will create a new call and response.