ALEX | Alabama Learning Exchange

Perspectives USA

Classroom Resource Information

Title:

Perspectives USA

URL:

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

Content Source:

Other
Cleveland Orchestra

Type:

Learning Activity

Overview:

Students will listen to America the Beautiful sung by Ray Charles. They will identify the musical elements used to express meaning. They will compare and contrast two poems about America. They will brainstorm their ideas for America.

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	18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent. Example: Sing music with expressive qualities and summarize expressive intent. 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 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.

Tags:

America, Katharine Lee Bates, Langston Hughes, Ray Charles, Walt Whitman

License Type:

Custom Permission Type
See Terms: https://www.clevelandorchestra.com/help/tos/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Comments

This resource provided by:

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

ALEX Classroom Resource

Perspectives USA