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Grieg and Chopin: Day and Night

Classroom Resource Information

Title:

Grieg and Chopin: Day and Night

URL:

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

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will discuss day and night, diurnal and nocturnal animals, and daytime/nighttime activities. They will listen to the first movement from Edvard Greig's Peer Gynt Suite and to Frederick Chopin's Nocturne No. 9, No. 2. They will identify which music sounds like day and which sounds like night. They will identify the tempo and dynamics and move to show the mood of each piece.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	15) Demonstrate how a specific music concept is used in music. Example: Respond with purposeful movement to the steady beat of a piece of music. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Analyze Essential Questions: EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. EQ: How does understanding the structure and context of music inform a response? 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 Perform songs of various genres while reflecting appropriate stylistic characteristics. Creating Purposefully move to music and articulate why they made the movement choices they made based on the music they heard. Reading/ Writing Discuss, using musical language, the characteristics of the music they hear and/or perform. Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why. Responding/ Evaluating Share ideas about musical selections of various and contrasting styles, composers and musical periods. Describe how sounds and music are used in our daily lives. Describe the difference between steady beat and rhythm. Identify and connect a concept shared between music and another curricular area. Identify and discuss various uses of music in the United States and the various meanings of the term "musician." Respond to sound with a drawing of how the sound makes them feel. Offer opinions about their own musical experiences and responses to music. Aurally identify flute, trumpet, violin, and piano.
Arts Education ARTS (2017) Grade: K Music: General	16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent. Example: Use body percussion 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 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 Perform songs of various genres while reflecting appropriate stylistic characteristics. Creating Purposefully move to music and articulate why they made the movement choices they made based on the music they heard. Reading/ Writing Discuss, using musical language, the characteristics of the music they hear and/or perform. Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why. Responding/ Evaluating Share ideas about musical selections of various and contrasting styles, composers and musical periods. Describe how sounds and music are used in our daily lives. Describe the difference between steady beat and rhythm. Identify and connect a concept shared between music and another curricular area. Identify and discuss various uses of music in the United States and the various meanings of the term "musician." Respond to sound with a drawing of how the sound makes them feel. Offer opinions about their own musical experiences and responses to music. Aurally identify flute, trumpet, violin, and piano.
Arts Education ARTS (2017) Grade: 1 Music: General	16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose. Example: Move in response to repeated phrases music and justify choices made. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Analyze Essential Questions: EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. EQ: How does understanding the structure and context of music inform a response? 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 Select appropriate music for specific events such as school festivals, community events, and class or grade level performances. Creating Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby). Reading/ Writing Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King"). Responding/ Evaluating Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Arts Education ARTS (2017) Grade: 1 Music: General	17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent. Example: 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 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 Select appropriate music for specific events such as school festivals, community events, and class or grade level performances. Creating Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby). Reading/ Writing Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King"). Responding/ Evaluating Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
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.

Tags:

day, diurnal, dynamics, Edvard Grieg, Frederick Chopin, mood, night, nocturnal, tempo

License Type:

Custom Permission Type
See Terms: http://www.keepingscore.org/sites/default/files/Terms%20of%20Use%20for%20Lesson%20Plan%20Library%20access.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

Connection to Pathways to Integration chart

This lesson can be a collaboration between music, visual arts, and science teachers.

This resource provided by:

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

ALEX Classroom Resource

Grieg and Chopin: Day and Night