ALEX | Alabama Learning Exchange

Musical Make-Believe

Classroom Resource Information

Title:

Musical Make-Believe

URL:

https://www.musicconstructed.com/sketch/musical-make-believe/

Content Source:

Other
Music ConstructED

Type:

Informational Material

Overview:

This article explores the use of transitions in music lessons. A transition creates a lesson that is streamlined and flows from one activity to the next. It explains four types of transitions - thematic verbal transitions, directive verbal transitions, non-verbal transitions, and literacy transitions. Students will perform songs and transitions during the lesson.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	13) Perform appropriately for the audience. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience 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 Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short). Demonstrate a steady beat and maintain it while performing. Sing using head voice and appropriate posture. Play a variety of classroom instruments, alone and with others, and demonstrate proper technique. Creating Create a wide variety of vocal and instrumental sounds. Reading/ Writing Explore connections between sound and its visual representation. Responding/ Evaluating Move to music of various and contrasting styles, composers and cultures. Demonstrate audience behavior appropriate for the context and style of music performed.
Arts Education ARTS (2017) Grade: 1 Music: General	14) Perform appropriately for the audience and specific occasion. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience 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 Sing or play music with attention to expressive elements such as dynamics and articulation Perform music from a variety of cultural traditions, focusing on holidays and special days. Creating Create new verses for familiar songs. Use manipulatives or movement to inform melodic contour. Reading/ Writing Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation. Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation. Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour. Identify expressive markings in printed music. Responding/ Evaluating Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Arts Education ARTS (2017) Grade: 2 Music: General	14) Perform appropriately for the audience, purpose, and specific occasion. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? 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	14) Perform music with expression and technical accuracy. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? 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	14) Perform music, alone or with others, with expression and technical accuracy. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? 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	14) Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? 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.

Tags:

Kodaly, literacy, nonverbal, singing, transitions, verbal

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Partnered Event:

ALEX Resource Development Summit

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This resource provided by:

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

ALEX Classroom Resource

Musical Make-Believe