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Lollipop Bop

Classroom Resource Information

Title:

Lollipop Bop

URL:

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

Content Source:

Other
Cleveland Orchestra

Type:

Learning Activity

Overview:

Students will listen to the book Charlie Parker Played Be Bop by Chris Raschka read in an ordinary manner. They will listen to and analyze the rhythm of Now's The Time by Charlie Parker. The teacher will re-read the book with the swing rhythm and dynamic contrast. The class will be divided into four groups. They will add rhythmic, dynamic interest, and movement to four phrases from the book. Groups will perform their phrase for the class.

Content Standard(s):

Arts Education ARTS (2017) Grade: 2 Music: General	1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose. 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 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	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	8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. Example: Respond with purposeful movement to reflect the tonality of a piece of music. 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 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 age-appropriate music with attention to expressive markings indicated in the printed music. Creating Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes. Reading/ Writing Identify expressive markings in printed music. Identify meter marking in printed music. Responding/ Evaluating Notate from dictation 8-beat rhythm patterns using standard notation. Perform short melodic patterns from standard or iconic notation.
Arts Education ARTS (2017) Grade: 2 Music: General	10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent. Example: Identify dynamic changes in Haydn's Symphony No. 94, "Surprise," through movement. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? 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 age-appropriate music with attention to expressive markings indicated in the printed music. Creating Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes. Reading/ Writing Identify expressive markings in printed music. Identify meter marking in printed music. Responding/ Evaluating Notate from dictation 8-beat rhythm patterns using standard notation. Perform short melodic patterns from standard or iconic notation.

Tags:

Charlie Parker, Chris Raschka, dynamics, jazz, movement, rhythm

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Partnered Event:

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This resource provided by:

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

ALEX Classroom Resource

Lollipop Bop