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Musical Expression Through Movement

Classroom Resource Information

Title:

Musical Expression Through Movement

URL:

https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Musical-Expression-Through-Movement

Content Source:

Other
Carnegie Hall

Type:

Learning Activity

Overview:

Students will identify expressive qualities of music. They will create movement and vocalizations to demonstrate each quality. Listening suggestions and video demonstrations are provided.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	8) Explore and achieve awareness of music contrasts in a variety of music selected for performance. Examples: Demonstrate high/low, loud/soft, same/different. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Analyze Essential Questions: EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. EQ: How does understanding the structure and context of musical works inform performance? 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 Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short). Demonstrate a steady beat and maintain it while performing. Sing using head voice and appropriate posture. Play a variety of classroom instruments, alone and with others, and demonstrate proper technique. Creating Create a wide variety of vocal and instrumental sounds. Reading/ Writing Explore connections between sound and its visual representation. Responding/ Evaluating Move to music of various and contrasting styles, composers and cultures. Demonstrate audience behavior appropriate for the context and style of music performed.
Arts Education ARTS (2017) Grade: K Music: General	9) Demonstrate awareness of expressive qualities that support the creators' expressive intent. Example: Interpret a story through vocal exploration, dynamics, and tempo. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? 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 Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short). Demonstrate a steady beat and maintain it while performing. Sing using head voice and appropriate posture. Play a variety of classroom instruments, alone and with others, and demonstrate proper technique. Creating Create a wide variety of vocal and instrumental sounds. Reading/ Writing Explore connections between sound and its visual representation. Responding/ Evaluating Move to music of various and contrasting styles, composers and cultures. Demonstrate audience behavior appropriate for the context and style of music performed.
Arts Education ARTS (2017) Grade: K Music: General	16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent. Example: Use body percussion to reflect dynamics in a piece of music. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Interpret Essential Questions: EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. EQ: How do we discern musical creators' and performers' expressive intent? 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 Perform songs of various genres while reflecting appropriate stylistic characteristics. Creating Purposefully move to music and articulate why they made the movement choices they made based on the music they heard. Reading/ Writing Discuss, using musical language, the characteristics of the music they hear and/or perform. Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why. Responding/ Evaluating Share ideas about musical selections of various and contrasting styles, composers and musical periods. Describe how sounds and music are used in our daily lives. Describe the difference between steady beat and rhythm. Identify and connect a concept shared between music and another curricular area. Identify and discuss various uses of music in the United States and the various meanings of the term "musician." Respond to sound with a drawing of how the sound makes them feel. Offer opinions about their own musical experiences and responses to music. Aurally identify flute, trumpet, violin, and piano.

Tags:

articulation, dynamics, expressive qualities, tempo

License Type:

Attribution Non-Commercial Share Alike
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https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

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This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Musical Expression Through Movement