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Appalachian Analysis

Classroom Resource Information

Title:

Appalachian Analysis

URL:

https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/4-appalachiananalysis.pdf

Content Source:

Other
Cleveland Orchestra

Type:

Learning Activity

Overview:

Students will listen to and analyze Appalachian Spring by Aaron Copland. They will discuss how Copland uses instruments to paint a musical picture. They will research the Appalachian Mountains and write informational texts about the natural habitat and geographical features.

Content Standard(s):

Arts Education ARTS (2017) Grade: 4 Music: General	16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? 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 Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation). Creating Develop criteria and use them to critique their own performances and the performances of others. Reading/ Writing Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music. When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation. Responding/ Evaluating Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.). Explain how the elements and subject matter of music connect with disciplines outside the arts.
Arts Education ARTS (2017) Grade: 4 Music: General	19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context. Example: Write a detailed review of a live musical performance. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria. EQ: How do we judge the quality of musical work(s) and performance(s)? 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 Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation). Creating Develop criteria and use them to critique their own performances and the performances of others. Reading/ Writing Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music. When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation. Responding/ Evaluating Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.). Explain how the elements and subject matter of music connect with disciplines outside the arts.
English Language Arts ELA2021 (2021) Grade: 4	36. Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion. Unpacked Content Teacher Vocabulary: 36. Informative text Explanatory text Topic Sources Academic vocabulary Introduction Facts Details with elaboration Conclusion Knowledge: 36. Students know: Informative or explanatory text is a piece of writing that provides factual information that was gathered from research sources. Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion. Elaboration means to supply additional information about a detail by using academic vocabulary or by including text features. Academic vocabulary is more formal and specific than spoken language. Skills: 36. Students are able to: Gather information from sources. Write an informative or explanatory text using information gathered from sources. Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion. Elaborate on details included in the text using academic vocabulary. Understanding: 36. Students understand that: Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion. They must gather their facts about the topic from a research source. Writers elaborate details included in the text by using formal academic vocabulary and text features.

Tags:

Aaron Copland, Appalachian Mountains, informational text

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

Appalachian Analysis