ALEX | Alabama Learning Exchange

Mozart vs. Beethoven - Real Classical Composers

Classroom Resource Information

Title:

Mozart vs. Beethoven - Real Classical Composers

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Mozart_vs_%20Beethoven_Real_Classical_Composers_Daw.pdf

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will discuss four time periods of music - Baroque, Classical, Romantic, and Modern. They will list facts about Wolfgang Amadeus Mozart and Ludwig van Beethoven. They will compare and contrast the music of Mozart and Beethoven. They will identify that Mozart and Beethoven are composers of the Classical Period.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Music: General	19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context. Example: Write a review of a live musical performance. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria. EQ: How do we judge the quality of musical work(s) and performance(s)? 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: 4 Music: General	19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context. Example: Write a detailed review of a live musical performance. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria. EQ: How do we judge the quality of musical work(s) and performance(s)? 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 Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation). Creating Develop criteria and use them to critique their own performances and the performances of others. Reading/ Writing Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music. 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. Responding/ Evaluating Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.). Explain how the elements and subject matter of music connect with disciplines outside the arts.
Arts Education ARTS (2017) Grade: 5 Music: General	19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music. Example: Write a detailed review of a live musical performance including specific musical elements. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria. EQ: How do we judge the quality of musical work(s) and performance(s)? 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 Analyze the formal structure of music that is to be performed. Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby). Creating Choose a literary work, such as a poem or story, to generate musical ideas for performance. Reading/ Writing Examine performance music for expressive elements, and use correct notation to indicate placement. Responding/ Evaluating Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing. Discuss contributions of musical elements to aesthetic qualities in performances of self and others. Consider and articulate the influence of technology on music careers. Develop and apply criteria for critiquing more complex performances of live and recorded music.