ALEX | Alabama Learning Exchange

Four Seasons in a Deciduous Forest

Classroom Resource Information

Title:

Four Seasons in a Deciduous Forest

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Four_Seasons_in_a_Deciduous_%20Forest_Knapp.pdf

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will listen to and analyze each movement of Antonio Vivaldi's The Four Seasons. They will identify musical elements that represent each season. They will use oil pastels to create a deciduous tree in all four seasons.

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	18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent. Example: Sing music with expressive qualities and 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 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: 2 Visual Arts	2) Explore personal interests and curiosities with a range of art materials. a. Create two-dimensional art. Examples: Paper-weaving, drawing, and resist painting. Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link. b. Create three-dimensional art. Examples: Clay animals and pipe cleaner sculptures. Use a book about clay, When Clay Sings by Byrd Baylor. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations? Concepts & Vocabulary: Principles of design Balance Brainstorming Composition Concepts Characteristic Elements of art Space Value Expressive properties Foreground Middle ground Neutral colors Resist Skill Examples: Create two-dimensional artworks such as drawing or painting by using a variety of media. Use the book, The Goat in the Rug by Charles L. Blood & Martin Link to learn about weaving. Use clay or pipe cleaners to create small animal sculptures. Work in groups to brainstorm ideas for a collaborative art project. Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions. Use the book A House for Hermit Crab by Eric Carle to explore collage techniques. Create a real or imagined home using two-and-three-dimensional media. Learn how to properly use and store brushes, close glue bottles and marker tops. Use found objects such as leaves, rocks, paper tubes, egg cartons, etc. to create artworks. Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values. Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education ARTS (2017) Grade: 3 Visual Arts	1) Elaborate on an individual or prompted imaginative idea. Examples: Create an imaginative mask showing his/her personality. Look at masks from different cultures such as Chinese, African and Native American. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Concepts & Vocabulary: Creativity Criteria Critique Design Media Mixed media Monochromatic Principles of design Rhythm Technology Visual image Skill Examples: Use a variety of materials to create a three-dimensional mask showing a student's personality. Use torn paper scraps to create rhythm in a landscape. Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes. Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes). After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom. Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks. Collaborate with others to create a work of art that addresses an interdisciplinary theme. Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork. Recognize and identify choices that give meaning to a personal work of art. Create a drawing using monochromatic colors (paint, oil pastels, etc.). Explore individual creativity using a variety of media. Understand what effects different media can have in a work of art.