ALEX | Alabama Learning Exchange

Composing in Common Time

Classroom Resource Information

Title:

Composing in Common Time

URL:

https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/2-Composing-in-Common-Time

Content Source:

Other
Carnegie Hall

Type:

Learning Activity

Overview:

Students will review steady beat and four-beat rhythmic patterns. Students can work in groups or alone to compose four-beat rhythm patterns in common time. Worksheets are provided to download. Worksheets include 4/4, 3/4, and 6/8 meter signatures. Videos are provided to demonstrate how the activity can be taught.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	4) Organize personal musical ideas using iconic notation and/or recording technology, with guidance. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: 1 Music: General	4) Organize personal musical ideas using iconic notation and/or recording technology. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 -C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes. Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la. Creating Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments. Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks. Reading/ Writing Read 4-beat melodic phrases on a modified staff on which mi is indicated. Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks. Identify melodic patterns on a modified staff when played on a pitched instrument. Responding/ Evaluating Create rubric for evaluation of peer compositions. With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education ARTS (2017) Grade: 2 Music: General	4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions? Concepts & Vocabulary: Rhythm Eighth note, eighth rest, half note, half rest, whole note, whole rest Strong/ weak beat — 2/4; 3/4 meter Accelerando/ ritardando Melody Pitch Set: Do , Re, Mi, So, La Five-line staff Treble clef Names of lines/ spaces (treble staff) Harmony Melodic ostinati Partner songs Form AAB, AABA, Rondo Verse/ Refrain Expression Orchestral instrument families Piano (p), forte (f) Crescendo/ decrescendo Orchestral Music: programmatic Indigenous music: Native American American music: slave songs, colonial folk songs Other Age-appropriate pitch matching (B3-D5)¹ Mallet/ drumming technique: alternating hands Skill Examples: Performing Perform original melodic patterns in do pentatonic as an introduction to a known song. Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant. Creating Create a melody on pitched instruments using speech rhythms from a selected poem. Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments. Reading/ Writing Notate speech rhythms from a selected poem, using iconic or standard notation. Using music composition software, create an original composition based on a personally selected topic. Responding/ Evaluating Refine compositions based on self-evaluation of a recorded performance. Indicate dynamic markings for original compositions.
Arts Education ARTS (2017) Grade: 3 Music: General	4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions? Concepts & 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) Skill Examples: Performing Play a variety of classroom instruments with proper technique. Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. Creating Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato). Reading/ Writing Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas. Responding/ Evaluating Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance. Develop criteria to critique and refine selected musical examples.
Arts Education ARTS (2017) Grade: 4 Music: General	4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions? Concepts & 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) Skill Examples: Performing With limited guidance, perform simple chord progressions on pitched instruments. Play a variety of classroom instruments with proper technique. Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. Creating With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values. Create vocal harmony using rounds, ostinati, canons and partner songs. Reading/ Writing Use notation and/or recording technology to document personal musical ideas. Responding/ Evaluating Describe the way sound is produced by various instruments and the human voice. Listen, identify and respond to music of different composers and world cultures.
Arts Education ARTS (2017) Grade: 5 Music: General	4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions? Concepts & 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) Skill Examples: Performing Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do. Improvise melodies in a major diatonic scale by singing or using a pitched instrument. Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms. Perform pre-written musical ideas. Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument. Notate simple rhythms and melodies within a specified meter and tonality. Creating Create a 12-bar blues song using appropriate chordal structure and lyrics. Explore and identify musical instruments from different historical periods and world cultures. Reading/ Writing Write an original blues song. Identify elements of music including tonality, dynamics, tempo and meter. Identify patterns of whole and half steps in a major scale. Compose 4 or 8 measure pieces using appropriate notation. Responding/ Evaluating Review and refine a composition. Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance. Listen to, identify, and respond to music of different composers, historical periods, and world cultures. Identify terms related to form. Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations. Identify vocal timbre as soprano, alto, tenor, or bass. Write short self-reflections about his/her composition and the creative process.

Tags:

common time, compose, meter signature, notation, rhythm, time signature

License Type:

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Composing in Common Time