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Musical Hooves on the Steppes: The Morin Huur of Mongolia

Classroom Resource Information

Title:

Musical Hooves on the Steppes: The Morin Huur of Mongolia

URL:

https://folkways.si.edu/hooves-on-steppes-morin-huur-mongolia/throat-singing/music/tools-for-teaching/smithsonian

Content Source:

Smithsonian

Type:

Lesson/Unit Plan

Overview:

Students will explore Mongolian life and music. They will imitate environmental sounds through dance and instrumental improvisation. There are four sections in the lesson.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Music: General	1) Improvise rhythmic and melodic ideas and describe connection to specific purpose and context. Example: Explore instrumental/vocal timbres to create a sound carpet to accompany the story, "The Three Little Pigs. " Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Imagine Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? 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	1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts. Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Imagine Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? 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	1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts. Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Imagine Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? 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:

improvisation, instruments, Mongolia, movement

License Type:

Custom Permission Type
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Comments

PDF lesson plan https://folkways-media.si.edu/docs/lesson_plans/FLP10039_mongolia_khoomei.pdf

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Musical Hooves on the Steppes: The Morin Huur of Mongolia