Presto Largo
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This learning activity provided by:
Author:
Tiffani Stricklin
System: Jefferson County School: McAdory Elementary School
General Activity Information
Activity ID:
1755
Title: Presto Largo
Digital Tool/Resource: Presto Largo from MusicK8.com
Web Address – URL:
Overview: Students will identify fast and slow while listening to a song. They will demonstrate contrasts in tempo by using locomotor and non-locomotor movement. Finally, they will be able to label fast as Presto and slow as Largo.
This activity was created as a result of the Arts COS Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
Arts Education 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.
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.
Learning Objectives: The students will:
demonstrate the contrast between presto and largo using locomotor and non-locomotor movements.
Strategies, Preparations and Variations
Phase: Before/Engage
Activity:
Show video Presto Largo .
How did the turtle move? Fast
ask students to run in place quickly to represent Presto
How did the rabbit move? Slow
ask students to crawl through space to represent Largo
In order to get the children physically involved and gain a physical sense of the concept of tempo through movement, ask the children to enact the animal they think represents the tempo of the music they hear: run in place quickly like the turtle to represent Presto and crawl through space slowly like the rabbit to represent Largo
Review established movement rules (such as keep your body to yourself, respect other's personal space, etc.)
Play the song again.
Students run in place during “Presto”
Students crawl through space during “Largo”
Ask students the difference between Presto and Largo
Presto is fast and Largo is slow
Assessment Strategies:
The teacher will use informal observations to assess the students as they move to show “presto” and “largo”.
Advanced Preparation: 1. The teacher will need a computer and projector with sound capabilities.
2. The teacher will need an internet connection.
Variation Tips (optional):
Notes or Recommendations (optional):
Keywords and Search Tags
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