ALEX | Alabama Learning Exchange

Feel the Music

Classroom Resource Information

Title:

Feel the Music

URL:

https://www.uen.org/lessonplan/view/18802

Content Source:

Other
Utah Education Network

Type:

Lesson/Unit Plan

Overview:

Students will analyze music by describing the dynamics, pitch, and duration. They will move to show emotion in the music. They will use finger paints to express their emotion while listening to music.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	1) Explore and experience music concepts. Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence. 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 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 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.
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 Visual Arts	1) Engage in self-directed exploration and imaginative play with art materials. a. Use motor skills to create two-dimensional art. Examples: Finger painting, watercolors, paper collage, and rubbings. b. Use motor skills to create three-dimensional art. Examples: Rolling, folding, cutting, molding, pinching and pulling clay. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Concepts & Vocabulary: Art Artwork Collaboratively Collage Cool colors Warm colors Elements of Art Color Line Shape Imaginative play Play Portfolio Primary colors Principles of design Pattern Printmaking Skill Examples: Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings. Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay. Work with a partner to create works of art. Working in small groups, use recycled materials to create artworks. Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods. Read the book Lines that Wiggle by Candace Whitman to explore different styles of line. Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay. Use symbols to help tell a personal or make-believe story. Manipulate art media to create textures and patterns. Identify and use organic and geometric shapes to create works of art. Show respect for self and others while making and viewing art. Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors. Use patterns in designing colored stripes on the shirt of a person you know. Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking. Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header. Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Tags:

duration, dynamics, emotion, feelings, finger paint, mood, pitch

License Type:

Custom Permission Type
See Terms: https://www.uen.org/ueninfo/guidelines/terms-of-use.shtml
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Feel the Music