Use your body to show musical contrast
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This learning activity provided by:
Author:
Casaundra Taylor
System: Huntsville City School: Academy For Academics & Arts
General Activity Information
Activity ID:
2055
Title: Use your body to show musical contrast
Digital Tool/Resource:
Web Address – URL:
Not Applicable
Overview: Students will use their body and voice to show a musical contrast between high/low, loud/soft, and same/different.
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: Students are able to explore and achieve awareness of music contrasts using their voice and body to show the difference between high/low, loud/soft, and same/different.
Strategies, Preparations and Variations
Phase: During/Explore/Explain
Activity: 1. Students will listen to samples of music where a person is screaming (loud) and a person is whispering (soft) to show a musical contrast in voice. Then they will hear a sample of a high pitched voice and a low pitch voice. Lastly, they will identify if two sounds are the same or if they are different.
2. Now that we have heard examples of musical contrast the students will use hand signals to identify the musical contrast. For example, when comparing high or low students will raise their hand for a high sound and for a low sound they will put their hands on the carpet. The teacher will give the students several opportunities to make musical comparisons before the students add body movement to the music.
3. Students will now use body movement with their voice to show these comparisons. The teacher will ask students to show a high pitch, students will use their voice and their body to show this. (Example: stand up tall and sing la or ti). Then the teacher will ask students to show a low sound with their body and voice. Students may choose to get low to the ground and sing do or re.
Assessment Strategies:
Advanced Preparation: Make sure students understand the difference between their speaking voice and their singing voice.
Variation Tips (optional):
Notes or Recommendations (optional):
Keywords and Search Tags
Keywords and Search Tags:
