ALEX | Alabama Learning Exchange

Creating Patterns

Classroom Resource Information

Title:

Creating Patterns

URL:

https://artsintegration.com/2014/10/24/patterns-integrating-math-and-the-arts/

Content Source:

Other
The Institute for Arts Integration and STEAM

Type:

Learning Activity

Overview:

In this activity, students will identify patterns, such as AB, ABA, AABA. They will provide examples seen in the classroom and the community. They will create a movement pattern using one of these forms. While listening to music, they will identify the form and choreograph a movement to represent each section.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Dance	2) React to stimuli by creating movement that changes at least one of the elements of dance. Example: Identify elements of movement that are personally difficult to perform and discuss in a journal how this impacts movement choice in choreography. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Explore Essential Questions: EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. EQ: Where do choreographers get ideas for dances? Concepts & Vocabulary: locomotor non-locomotor non-locomotor vs locomotor movements elements of dance choreography improvisation structure concepts and inspiration for choreography feedback and revision notation Skill Examples: Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling). Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography. Identify how it feels to perform the same movement fast and slow. Create a connected shape, improvise while disconnected, and finish back in original connected shape. Perform improvised movement based on a famous painting. Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level. Create three movements and develop a symbol to go with each (such as ⟲ for turn).
Arts Education ARTS (2017) Grade: K Dance	8) Demonstrate tempo changes with movements that match music or sound stimuli. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Express Essential Questions: EU: Space, time, and energy are basic elements of dance. EQ: How do dancers work with space, time, and energy to communicate artistic expression? Concepts & Vocabulary: Elements of Dance Space Tempo/ Speed Energy Basic movement qualities Embody Body Pattern Shape Locomotor/ Non-locomotor Same side vs cross body Spatial Awareness General Space Personal Space Safety Principles in movement Space Prop Skill Examples: Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small). Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate. Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level. Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky. Practice actions using varied movement qualities: stomp (hard), float (soft). Demonstrate same side and cross-body locomotor and non-locomotor movements. Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations. Hold hands and form group shape formations. Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape. Discuss how we use space safely. Practice using safety principles discussed. Demonstrate full body movement sequence through observation, demonstration, and repetition. Practice learned sequence of heel, together right and left, and marching in place. Practice and perform dance with others in the safety of classroom, gym or outside space. Use a scarf to improvise flowing or staccato movement.
Arts Education ARTS (2017) Grade: 1 Dance	1) Respond with movement to a variety of prompts. Examples: music/sound, artwork, tactile Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Explore Essential Questions: EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. EQ: Where do choreographers get ideas for dances? Concepts & Vocabulary: Prompts elements of dance choreography structure content and inspiration for movement improvisation dance phrase feedback and revision notation Skill Examples: Create movement based on music/ sound, artwork or tactile prompts. Demonstrate a leap in a different direction, a turn on a different level or a run in different timing. Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit). Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness. Perform a dance in different ways, changing the elements of the movement. Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education ARTS (2017) Grade: 1 Dance	2) Experiment with changing a movement, utilizing the elements of dance. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Explore Essential Questions: EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. EQ: Where do choreographers get ideas for dances? Concepts & Vocabulary: Prompts elements of dance choreography structure content and inspiration for movement improvisation dance phrase feedback and revision notation Skill Examples: Create movement based on music/ sound, artwork or tactile prompts. Demonstrate a leap in a different direction, a turn on a different level or a run in different timing. Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit). Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness. Perform a dance in different ways, changing the elements of the movement. Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education ARTS (2017) Grade: K Music: General	1) Explore and experience music concepts. Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence. 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 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 Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: K Music: General	8) Explore and achieve awareness of music contrasts in a variety of music selected for performance. Examples: Demonstrate high/low, loud/soft, same/different. 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 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: 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	8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance. Example: Respond with purposeful movement to reflect the melodic contour 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 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: 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.

Tags:

AABA, AB, ABA, choreograph, form, movement, pattern

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Creating Patterns