ALEX | Alabama Learning Exchange

Moving to Tchaikovsky

Classroom Resource Information

Title:

Moving to Tchaikovsky

URL:

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

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will use locomotor and non-locomotor movement to identify the form of "Trepak" from The Nutcracker by Pyotr Tchaikovsky. They will identify the A section, B section, Interlude, and Coda. Younger students will identify same and different.

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: 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: 2 Music: General	8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. Example: Respond with purposeful movement to reflect the tonality of a piece of music. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Analyze Essential Questions: EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. EQ: How does understanding the structure and context of musical works inform performance? 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 age-appropriate music with attention to expressive markings indicated in the printed music. Creating Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes. Reading/ Writing Identify expressive markings in printed music. Identify meter marking in printed music. Responding/ Evaluating Notate from dictation 8-beat rhythm patterns using standard notation. Perform short melodic patterns from standard or iconic notation.
Arts Education ARTS (2017) Grade: 3 Music: General	8) Demonstrate understanding of the structure in music selected for performance. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Analyze Essential Questions: EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. EQ: How does understanding the structure and context of musical works inform performance? 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 Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others. Sing, move and respond to music from diverse cultures. Sing, move and respond to age-appropriate music of various composers. Play a variety of classroom instruments with proper technique. Creating Improvise and compose short compositions using a variety of classroom instruments and sound sources. Create new words for familiar songs. Reading/ Writing Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter. Read, write and perform extended pentatonic melodies. Responding/ Evaluating Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. Develop criteria and use it to critique their own performances and the performances of others.
Arts Education ARTS (2017) Grade: 4 Music: General	8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance. Example: Perform music in the jazz style and identify syncopated rhythms. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Analyze Essential Questions: EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. EQ: How does understanding the structure and context of musical works inform performance? 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 Sing, move and respond to music from world cultures and different composers. Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others. Creating With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources. Reading/ Writing Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter. Responding/ Evaluating Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. Use student developed criteria to critique their own performances and the performances of others.
Arts Education ARTS (2017) Grade: 5 Music: General	8) Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance. Example: Compose music in the jazz style and include syncopated rhythms. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Analyze Essential Questions: EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. EQ: How does understanding the structure and context of musical works inform performance? 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 Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control. Sing intervals on pitch within a major diatonic scale. Perform melodies on recorder while reading standard and/or iconic music notation. Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control. Sing partner songs to create harmony. Sight-read and prepare a performance. Creating Demonstrate appropriate use of legato and staccato in a song. Create a personal playlist and explain why each piece was selected. Improvise, compose and arrange music. Use technology and the media arts to create and perform music. Reading/ Writing Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes. Read, write and perform diatonic melodies and the major scale on the treble clef staff. Identify tempo markings such as allegro, presto, largo, and andante. Identify ledger-line notes A, B, and C above the treble clef staff. Identify whole and half steps of the major diatonic scale in printed music. Recognize the difference between major and minor tonalities. Write program notes to accompany performances. Responding/ Evaluating Discuss melodic and harmonic elements used in a piece of music. Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?" Demonstrate appropriate audience etiquette at live performances. Write performance reviews of performances.
Physical Education PE (2019) Grade: K	K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)
Physical Education PE (2019) Grade: 1	1-1.1) Demonstrate correct form for hopping, galloping, and sliding. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)
Physical Education PE (2019) Grade: 1	1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities. Examples: use rhythm sticks, scarves, ribbons while dancing or marching APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.
Physical Education PE (2019) Grade: 2	2-1.1) Demonstrate correct form for skipping. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)
Physical Education PE (2019) Grade: 3	3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities. APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.
Physical Education PE (2019) Grade: 4	4-1.1) Apply locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)
Physical Education PE (2019) Grade: 5	5-1.1) Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)
Physical Education PE (2019) Grade: 5	5-1.4) Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group. APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.