ALEX | Alabama Learning Exchange

Cultural Connections

Classroom Resource Information

Title:

Cultural Connections

URL:

https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/2-culturalconnections.pdf

Content Source:

Other
Cleveland Orchestra

Type:

Learning Activity

Overview:

Students will listen to In the Hall of the Mountain King by Edvard Grieg and define folk songs. They will research Norway and create a landscape using collage or drawing techniques. They will listen for repetition in the music and then act out the story.

Content Standard(s):

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: 2 Music: General	17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent. Example: Without prompting, play instruments to reflect dynamics in a piece of music. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Interpret Essential Questions: EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. EQ: How do we discern musical creators' and performers' expressive intent? 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: 2 Visual Arts	3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary. Example: Use the book A House for Hermit Crab by Eric Carle. Create a real or imagined home. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Principles of design Balance Brainstorming Composition Concepts Characteristic Elements of art Space Value Expressive properties Foreground Middle ground Neutral colors Resist Skill Examples: Create two-dimensional artworks such as drawing or painting by using a variety of media. Use the book, The Goat in the Rug by Charles L. Blood & Martin Link to learn about weaving. Use clay or pipe cleaners to create small animal sculptures. Work in groups to brainstorm ideas for a collaborative art project. Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions. Use the book A House for Hermit Crab by Eric Carle to explore collage techniques. Create a real or imagined home using two-and-three-dimensional media. Learn how to properly use and store brushes, close glue bottles and marker tops. Use found objects such as leaves, rocks, paper tubes, egg cartons, etc. to create artworks. Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values. Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Tags:

Edvard Grieg, folk songs, landscape, Norway, repetition

License Type:

Custom Permission Type
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Partnered Event:

ALEX Resource Development Summit

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This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Cultural Connections