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Call and Response

Classroom Resource Information

Title:

Call and Response

URL:

https://www.sfsymphony.org/SanFrancisco/media/SanFrancisco/PDFs/Education-Music%20Connects/AIM-Activity-Call-and-Response.pdf

Content Source:

Other
San Francisco Symphony

Type:

Learning Activity

Overview:

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.

Content Standard(s):

Arts Education ARTS (2017) Grade: 2 Music: General	6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 3: Refine and complete artistic work. Process Components: Evaluate and Refine Essential Questions: EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. EQ: How do musicians improve the quality of their creative work? 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: 2 Music: General	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. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Analyze Essential Questions: EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. EQ: How does understanding the structure and context of music inform a response? 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 Demonstrate understanding of musical intent when performing, through attention to expressive markings. Creating Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression Reading/ Writing Identify repeat signs and multiple verses in a verse/refrain song Responding/ Evaluating Explain musical decisions that contribute to the expressive intent of the music. Describe the context of lyrics in a verse/refrain song.
Arts Education ARTS (2017) Grade: 3 Music: General	6) Present the final version of personally created music to others and describe its expressive intent. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 3: Refine and complete artistic work. Process Components: Present Essential Questions: EU: Musicians' presentation of creative work is the culmination of a process of creation and communication. EQ: When is creative work ready to share? 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: 3 Music: General	16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? 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 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.

Tags:

call and response, communication, patterns, rhythms

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Call and Response