ALEX | Alabama Learning Exchange

Meet the Families

Classroom Resource Information

Title:

Meet the Families

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Meet_the_Families_Redfern.pdf

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will review orchestra, instruments, and instrument families. They will identify instruments by sight and sound. They will discuss how the instruments in each family are "related." They will write a descriptive paragraph about each family.

Content Standard(s):

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: 3 Music: General	19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context. Example: Write a 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 Bar lines Measures Melody Pitch set: Low So, Low La, High Do Treble clef reading (Mi, Re, Do) Middle C to high G Ledger lines Harmony Partner songs Rounds Ostinati Form Theme and variations Coda D.S. al coda Repeat sign Fermata Expression Phrase/ phrasing Pianissimo (pp), fortissimo (ff) Other Age-appropriate audience and performer etiquette Orchestral instruments: 4 families Age-appropriate pitch matching (Bb3 - Eb5) Skill Examples: Performing Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments). Creating Express melodic contour through movement. Reading/ Writing 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. Develop criteria and use them to critique their own performances and the performances of others. Responding/ Evaluating Identify and respond to simple music forms (e.g., AB, ABA). Identify elements of music using appropriate vocabulary.
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.
Arts Education ARTS (2017) Grade: 5 Music: General	19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music. Example: Write a detailed review of a live musical performance including specific musical elements. 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 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: 2	41. Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion. Unpacked Content Teacher Vocabulary: 41. Informative text Explanatory text Topic Facts Relevant details Develop Points Conclusion Knowledge: 41. Students know: Informative or explanatory text is a piece of writing that provides factual information. Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion. Skills: 41. Students are able to: Write an informative or explanatory text. Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion. Understanding: 41. 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. Informative or explanatory writing can be used to tell facts about a topic.
English Language Arts ELA2021 (2021) Grade: 3	34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion. Unpacked Content Teacher Vocabulary: 34. Informative text Explanatory text Sources Topic Introduction Facts Relevant details Elaboration Conclusion Knowledge: 34. 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, content-specific vocabulary or by including text features. Skills: 34. 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. Understanding: 34. 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. Informative or explanatory writing can be used to tell facts about a topic. Writers elaborate details included in the text by using academic, content-specific vocabulary and text features.
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.
English Language Arts ELA2021 (2021) Grade: 5	35. Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration. Unpacked Content Teacher Vocabulary: 35. Informative text Explanatory text Sources Topic Organizational structure Details Elaboration Knowledge: 35. Students know: Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion. Elaboration means supplying additional information about details by using academic vocabulary or including text features. Skills: 35. Students are able to: Gather information from multiple sources. Write an informative or explanatory text using information gathered from sources. Write an informative or explanatory text with a clear, organized structure. Elaborate on details included in the text using academic vocabulary or text features. Understanding: 35. 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 multiple research sources. Writers elaborate details included in the text by using formal academic vocabulary and text features.