ALEX Classroom Resource

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

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

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.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions

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

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.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

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

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.

Students:
Given a group of objects,

• sort the objects into categories (no more than ten objects in any category).
• Count the number of objects in each category.
• Order the categories by count.
• Justify their reasoning.
• Discuss information conveyed in analyzing graphs.

Students know:

• how to count.
• Sort objects.
• Category descriptors (e.g. triangles, rectangles, round, curved sides, color, etc).

Students are able to:

• sort objects.
• Effectively use strategies to count groups of objects.
• Read and understand graphs.

Students understand that:

• objects can be grouped into categories based on like characteristics.
• They can gain information from graphs.

Learning Objectives:
M.K.15.1: Identify more and less when given two groups of objects.
M.K.15.2: Identify object attributes.
Examples: color, shape, size, texture, use.
M.K.15.3: Count objects up to ten.
M.K.15.4: Count to 10 by ones.