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'Cmon - Feel the Noise

Classroom Resource Information

Title:

'Cmon - Feel the Noise

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Cmon_Feel_the_NoiseDoyle-Sweet.pdf

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will demonstrate proper audience etiquette while listening to a story and music. They will discuss Evelyn Glennie and how her deafness might have affected her ability to make music. They will listen to her music while holding a balloon and feel the vibrations. They will make a percussion instrument from household objects. They will compose a rhythm pattern and play it for the class.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	1) Explore and experience music concepts. Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence. 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 Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: K Music: General	2) Generate musical ideas. Example: Improvise rhythmic and melodic variations on given simple melodies. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. 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 Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: 1 Music: General	1) Create musical ideas for a specific purpose. Example: Improvise four-beat patterns in question and answer form. 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 Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 -C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes. Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la. Creating Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments. Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks. Reading/ Writing Read 4-beat melodic phrases on a modified staff on which mi is indicated. Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks. Identify melodic patterns on a modified staff when played on a pitched instrument. Responding/ Evaluating Create rubric for evaluation of peer compositions. With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education ARTS (2017) Grade: 2 Music: General	2) Generate musical patterns and ideas within the context of a given tonality and meter. Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter. 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.

Tags:

audience etiquette, deaf, Evelyn Glennie, instruments, percussion, vibration

License Type:

Custom Permission Type
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Accessibility

Comments

This chart is referenced in the lesson plan. It explains how teachers have integrated music into the classroom.

Connection to Pathways to Integration chart

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

'Cmon - Feel the Noise