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Crafting Cartoons

Classroom Resource Information

Title:

Crafting Cartoons

URL:

https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-craftingcartoons.pdf

Content Source:

Other
Cleveland Orchestra

Type:

Learning Activity

Overview:

Students will listen to and analyze music composed for cartoons. They will evaluate the mood of the music. Working in groups of four, students will write a storyline for a cartoon while listening to Anxiety Montage by Carl Stallings.

Content Standard(s):

Arts Education ARTS (2017) Grade: 5 Music: General	16) Demonstrate and explain, citing evidence, 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 Melody Pitch set: Do-centered diatonic Treble clef reading (choral octavos) Grand staff Bass clef Accidentals Major scale Harmony Part singing/ playing Chord progression (I, IV, V) Arpeggio Descant Level bordun Form Rondo form 12-Bar blues Expression Vibrato Tremolo Reggae Blues Timbre: soprano, alto, tenor, bass Other Age-appropriate audience and performer etiquette Age-appropriate pitch matching (Ab3-F5) Skill Examples: Performing Analyze the formal structure of music that is to be performed. Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby). Creating Choose a literary work, such as a poem or story, to generate musical ideas for performance. Reading/ Writing Examine performance music for expressive elements, and use correct notation to indicate placement. Responding/ Evaluating Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing. Discuss contributions of musical elements to aesthetic qualities in performances of self and others. Consider and articulate the influence of technology on music careers. Develop and apply criteria for critiquing more complex performances of live and recorded music.
Arts Education ARTS (2017) Grade: 5 Music: General	18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, 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 Melody Pitch set: Do-centered diatonic Treble clef reading (choral octavos) Grand staff Bass clef Accidentals Major scale Harmony Part singing/ playing Chord progression (I, IV, V) Arpeggio Descant Level bordun Form Rondo form 12-Bar blues Expression Vibrato Tremolo Reggae Blues Timbre: soprano, alto, tenor, bass Other Age-appropriate audience and performer etiquette Age-appropriate pitch matching (Ab3-F5) Skill Examples: Performing Analyze the formal structure of music that is to be performed. Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby). Creating Choose a literary work, such as a poem or story, to generate musical ideas for performance. Reading/ Writing Examine performance music for expressive elements, and use correct notation to indicate placement. Responding/ Evaluating Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing. Discuss contributions of musical elements to aesthetic qualities in performances of self and others. Consider and articulate the influence of technology on music careers. Develop and apply criteria for critiquing more complex performances of live and recorded music.
English Language Arts ELA2021 (2021) Grade: 5	34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences. Unpacked Content Teacher Vocabulary: 34. Personal narratives Fictional narratives Literary elements Characters Plot Setting Conflict Dialogue Voice Event sequences Knowledge: 34. Students know: A narrative is a piece of writing that tells a story. A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made-up story. A narrative story describes a sequence of plot events in a logical order (beginning, middle, end). Narrative writing includes text elements, like characters, setting, and conflict. Dialogue is a conversation between two or more characters in a text. Skills: 34. Students are able to: Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story. Write a narrative with a logical sequence of plot events. Incorporate literary elements into their narrative writing, like characters, setting, and conflict. Include dialogue in narrative writing. Use a strong voice in writing by developing a personal writing style. Understanding: 34. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, and conflict. Incorporating dialogue between the characters can add details to their narrative writing. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Tags:

Carl Stallings, cartoons, evaluate

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

Crafting Cartoons