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Elephants in Tutus

Classroom Resource Information

Title:

Elephants in Tutus

URL:

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

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will listen to the story Ballet of the Elephants by Leda Shubert and the music Circus Polka: For a Young Elephant by Igor Stravinsky. They will analyze rhythm patterns, create choreography for animal movements, and choose an instrument to accompany them. They will write a paragraph to describe the animal and its movements. They will perform their animal ballet for the class.

Content Standard(s):

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.
Arts Education ARTS (2017) Grade: 3 Music: General	2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter. Example: Perform rhythmic accompaniments using pitched instruments or body percussion. 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 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 Play a variety of classroom instruments with proper technique. Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. Creating Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato). Reading/ Writing Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas. Responding/ Evaluating Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance. Develop criteria to critique and refine selected musical examples.
English Language Arts ELA2021 (2021) Grade: 2	40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure. Unpacked Content Teacher Vocabulary: 40. Personal narrative Fictional narrative Logical Sequence of events Details Actions Thoughts Feelings Closure Knowledge: 40. Students know: A narrative is a piece of writing that tells a story. A narrative story describes a sequence of events in a logical order (beginning, middle, end). A narrative story describes the actions, thoughts, and feelings of the characters. Skills: 40. Students are able to: Write a personal narrative that recalls a personal experience or write a fictional narrative with a made-up story. Write a narrative with a logical sequence of events and provide details that describe how the character feels, acts, and thinks. Write a narrative that ends with a sense of closure. Understanding: 40. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
English Language Arts ELA2021 (2021) Grade: 3	33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure. Unpacked Content Teacher Vocabulary: 33. Personal narrative Fictional narrative Logical plot Sequence of events Characters Transitions Closure Knowledge: 33. Students know: A narrative is a piece of writing that tells a story. A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story. A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending. A narrative story describes the actions, thoughts, and feelings of the characters. Narrative transitions indicate when and where the story is occurring. Skills: 33. Students are able to: Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story. Write a narrative with a logical sequence of events and details that describe how the characters feels, acts, and thinks. Use appropriate transitions in narrative writing. Write a narrative that ends with a sense of closure. Understanding: 33. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure. Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Tags:

accompany, ballet, choreography, Igor Stravinsky, instruments, Leda Shubert

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

Elephants in Tutus