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Instrument Frenzy

Classroom Resource Information

Title:

Instrument Frenzy

URL:

https://www.nyphilkids.org/frenzy.html

Content Source:

Other
New York Philharmonic

Type:

Interactive/Game

Overview:

Students will sort orchestral instruments into families - brass, woodwind, percussion, and strings.

Content Standard(s):

Arts Education
ARTS (2017)
Grade: 3
Music: General

19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

Unpacked Content

Artistic Process: Responding

Anchor Standards:

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

Essential Questions:

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Concepts & Vocabulary:

Rhythm

Bar lines
Measures

Pitch set: Low So, Low La, High Do
Treble clef reading (Mi, Re, Do)
Middle C to high G
Ledger lines

Partner songs
Rounds
Ostinati

Theme and variations
Coda
D.S. al coda
Repeat sign
Fermata

Phrase/ phrasing
Pianissimo (pp), fortissimo (ff)

Age-appropriate audience and performer etiquette
Orchestral instruments: 4 families
Age-appropriate pitch matching (Bb3 - Eb5)

Skill Examples:

Performing

Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

Express melodic contour through movement.

Reading/ Writing

When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

Identify and respond to simple music forms (e.g., AB, ABA).
Identify elements of music using appropriate vocabulary.

Arts Education
ARTS (2017)
Grade: 4
Music: General

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

Unpacked Content

Artistic Process: Responding

Anchor Standards:

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

Essential Questions:

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

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

Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).

Creating

Develop criteria and use them to critique their own performances and the performances of others.

Reading/ Writing

Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.

Responding/ Evaluating

Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
Explain how the elements and subject matter of music connect with disciplines outside the arts.

Tags:

brass, orchestra, orchestral families, percussion, strings, woodwinds

License Type:

Attribution
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

The Metadata published by the New York Philharmonic is available free of restrictions under the Creative Commons Zero Public Domain Dedication. This means that you can use it for any purpose without having to give attribution. However, the New York Philharmonic requests that you actively acknowledge and give attribution to the New York Philharmonic. Attribution supports future efforts to release other data.

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Instrument Frenzy