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Unit 4: Lesson 2Students Experiment with Classroom Instruments; Instruct on Music Elements--Dynamics, Duration, Pitch, and Timbre

Unit 4

Planting a Community

                

 

 

Purpose 

In this unit, students read like detectives, asking questions and looking for clues about what characters are thinking, feeling, and doing. As they read, students compose music that represents those investigations in order to gain a deeper understanding of the characters and how they relate to the central theme of the story.

 

Unit Description

In this unit, students create a whole-class musical composition to Seedfolks by Paul Fleischman, a Newbery Medal winning author. Seedfolks is told in a series of character chapters connected by a central theme. To prepare, students become “reading detectives,” annotating the text as they ask questions and look for clues about what characters are thinking, feeling, and doing. In doing so, they are making inferences and text-to-text connections and working toward identifying a central theme of the book. As students read, they learn a range of music elements and create music using classroom instruments and found objects to represent what they have learned about the characters. As a culminating event, the class creates and performs a Seedfolks Composition for an invited audience.

Intention of Unit

A4L Unit 4, Planting a Community, was initially designed and developed to target four primary literacy goals that were identified by teachers as particularly difficult for their students to master and apply – making inferences, text-to-text connections, determining theme, and annotating text.  The integration of an art form was perceived as a promising character traits with musical sounds and rhythm, by inspiring students to express and convey meaning and emotions, and to facilitate visualization of a theme for the text. 
 

Unit 4 Art Form

The art form designed for this Unit is music.  In much the same way that a story is conveyed in motion pictures or any media arts genre, the music is interwoven and connected to the text and images to identify and guide the viewer’s emotional interpretation of about what the characters are thinking, feeling and doing.  E.g.; the musical score is connected to descriptions of images and actions so that once the viewers have experienced the combined words with associated sounds, they can visualize what is happening when only the associated music is heard.    
 
The creation of music through found objects as well as available musical instruments is used as the art genre in this Unit.  This decision was made to comply with the strategy for equity and access used in all the A4L Units so that all students could experience the creation of a musical score even though their school may not have access to traditional musical instruments and students are not already knowledgeable about how to play them. 
This approach of relying on sounds, rhythm, dynamics, duration, pitch and timbre is not unprecedented and is masterfully used in music and dance compositions such as the Stomp and in the motion picture August Rush, as well as many other examples.  By using found objects to make sounds that convey the personality traits and actions of the characters in Seedfolks, students learn to listen intently and to discriminate the meaning of sounds and to be resourceful in finding ways to create music without formal music instruction.  
 

Differentiation Options

 
Vocal Music:  In addition to using music produced with found objects, a musical alternative is to use sounds produced by the human voice or body.  For example, the voice can also produce sounds that create different levels of dynamics, duration, pitch and timbre.  The voice alone is sufficient to produce the range of sounds and variations to define the characteristics of each character in the text and a thematic overview of the book.  The voice may also be effectively supplemented by sounds created using other parts of the body (e.g. clapping, rubbing hands, humming, stomping feet, etc.) or through a combination of voice and use of other found objects or musical instruments as suggested in the Unit.  
 
Visual Arts & Writing:  A substitute for the art genre of music could also be visual arts and writing, in which the students complement the association of sounds with quick linear gesture drawings and later with colors that convey character traits, emotions, and action.
 

Newly Added Feature: This Unit's student texts have been translated into Spanish

 

                

 

Common Core State Standards

Arts for Learning is aligned with the Common Core State Standards for Reading, Writing, Speaking and Listening, and Language. This Overview describes the scope of the standards and this Quick Reference Guide provides each of the standards fully or partially met within this A4L Unit, followed by the charts that specifically identify the standards addressed in each lesson and step in the Unit. The standards are also coded and listed at the beginning of each lesson in the unit. Arts for Learning also provides a comprehensive student assessment program in each unit. This A4L Assessment Toolkit Quick Reference Chart indicates an overview of the locations of the tasks to be scored in the unit.
 
Each A4L unit is developed on a common framework and contains a 3-part sequence of instruction that educational research suggests will help students become more self-directed, independent learners. There is a gradual hand-off of responsibility--from teacher to students-- that is supported by assessment and teacher help as needed. Throughout A4L units the arts serve as motive and means to advance reading for meaning and writing thoughtfully.

 

 

 

 

Part 1

Learning

Unit 4: Lesson 2

Students Experiment with Classroom Instruments; Instruct on Music Elements--Dynamics, Duration, Pitch, and Timbre

Unit 4: Lesson 2

Students Experiment with Classroom Instruments; Instruct on Music Elements--Dynamics, Duration, Pitch, and Timbre

 
 

LITERACY OBJECTIVE

By the end of this lesson students will be able to use classroom instruments to explore the elements of music and use musical elements to show character traits in Peter and the Wolf.
 
 

LITERACY "I CAN" STATEMENT

"I can use classroom instruments to explore the elements of music and can use musical elements to show character traits in Peter and the Wolf."
 
 

 

LESSON OVERVIEW

 

Steps Pacing: 75-90 Minutes
LESSON 2, PART A:
30 Minutes
LESSON 2, PART B:
45-55 Minutes

 

Standards Alignment

 

Targeted CCSS

 

Secondary CCSS

 
 

Teaching Resources

 

ELL Vocabulary Support 

 

Classroom Charts

 

Art Materials

 

Life & Learning Skills

 

  Differentiation Options  

 

  Leveraging Moments

 

 

 

LESSON 2: PART A

STEP 1: INTRODUCE LESSON 2

 
 
Process: Give an overview of the lesson objectives: Introduce students to classroom instruments and found objects; instruct on music elements--dynamics, duration, pitch, and timbre.

 

Teaching Tip: Encouraging Exploration by all Students

 

Suggested Dialogue

 

Introducing Lesson 2

 

 

 

STEP 2: PUT STUDENTS IN MUSIC-READING GROUPS: SEEDFOLKS ENSEMBLES

 
 
Process: Put students into music-reading groups, called Seedfolks Ensembles. For guidance see menu below, Grouping Students for Music & Reading: Seedfolks Ensembles.
 
Introduce the "Go" signal. The "Go" signal can be a single solid tap on a drum or cymbal, and will be used to tell students when to move throughout the room or to begin playing instruments. Practice the "Go" signal for students to move to sit with their assigned groups.

 

Teaching Tip: Grouping Students for Music & Reading

 

 

 

STEP 3: INTRODUCE MUSIC AS ORGANIZED SOUND & LISTEN TO EXAMPLES OF MUSIC WITH FOUND OBJECTS

 
 
Process: Explain that one definition of music is "organized sound." One way to plan or organize sound is to change how an instrument or musical piece sounds by manipulating the elements of music. Guide students to listen to music made with found objects. the two YouTube examples, Trash Can Solo and STOMP are incorporated into the Suggested Dialogue, but feel free to use alternative or additional examples.

 

Classroom Management and Setup: Classroom Instruments & Classroom Organization

 

Suggested Dialogue

 

Music is Organized Sound

 

Play Stephen Perkins' Trash Can Solo from 0:00-0:57

 

Play Stephen Perkins' Trash Can Solo from 0:57-1:20

 

Play STOMP from 0:00-0:35

 

Play STOMP from 0:35-2:00

 

 

 

STEP 4: STUDENTS EXPERIMENT WITH CLASSROOM INSTRUMENTS & LEARN SOUND MANAGEMENT SIGNALS

 
 
Process: Show students the standard instruments and found objects that will be available to them. Introduce the "Freeze" signal and the "At rest" cue. Facilitate a discussion on appropriate ways to handle the instruments. See menu below Classroom Instruments & Classroom Organization (Step 3) for information on gathering instruments and setting up the classroom for music.
 
Timing for instruction on music signals and instruments is 15 minutes.

 

Classroom Management and Setup: Classroom Instruments & Classroom Organization

 

Classroom Management & Setup: Sound Management Signals

 

Suggested Dialogue

 

Introducing Instruments

 

Introducing the "Freeze" signal

 

Guiding Students to Music Stations

 

Guiding Students to Experiment with Instruments, Rotating through Music Stations

 

Students Sharing Discoveries

 

Discussing Proper Handling of Instruments

 

 

 

LESSON 2: PART B

 
 
Have students either sit with their ensembles at a designated music station or gather a range of instruments and sit together at their desks. Ask each student to pick up an instrument. Briefly review the "Go," "Freeze," and "At rest" sound management signals instructed in Part A.
 
 
 

STEP 5: INSTRUCT ON MUSIC ELEMENT--DYNAMICS

 
 
Process: Prior to instruction, prepare a chart titled Elements of Music, to be displayed throughout the unit (see sample chart in menu below or click here for a blank version). Cover each term and reveal when instructed. Or, write the term and a definition during instruction.
 
Play examples of the first music element--dynamics--using A4L Music Tracks 9-10, and ask for student observations. Feel free to model with classroom instruments or found objects in place of--or in addition to--the provided tracks. Reveal the definition on the classroom Elements of Music Chart. Guide students to explore dynamics and share discoveries with instruments at their desks.
 
Timing for dynamics instruction is 8 minutes. 
 
A4L Music Tracks 9-10 

 

 

 

Classroom Charts & Graphic Organizers: Elements of Music

 

Step 5b Alternatives: Optional Music Extension

 

Suggested Dialogue

 

Instructing on Dynamics

 

Students Exploring Dynamics with Instruments

 

 

 

STEP 6: INSTRUCT ON MUSIC ELEMENT--DURATION

 
 
Process: Play examples of duration using the A4L Music Track 11, and ask for student observations. Feel free to model with classroom instruments or found objects in place of--or in addition to--the example tracks. Reveal the definition on the Elements of Music Chart. Guide students to explore duration and share discoveries with instruments at their desks.
 
Timing for duration instruction is 5 minutes.
 
A4L Music Track 11
 

 

Suggested Dialogue

 

Instructing on Duration

 

Students Exploring Duration with Instruments

 

 

 

STEP 7: INSTRUCT ON MUSIC ELEMENT--PITCH

 
 
Process: Play examples of pitch using the A4L Music Track 12, and ask for student observations. Feel free to model with classroom instruments or found objects in place of--or in addition to--the example tracks. Reveal the definition on the Elements of Music Chart. Guide students to explore pitch and share discoveries with instruments at their desks.
 
Timing for pitch instruction is 5 minutes.
 
A4L Music Track 12
 

 

Suggested Dialogue

 

Instructing on Pitch

 

Students Exploring Pitch with Instruments

 

 

 

STEP 8: INSTRUCT ON MUSIC ELEMENT--TIMBRE

 
 
Process: Listen again to selected tracks, 13, 14, and 15, and ask students for descriptive words comparing the qualities of sounds between the instruments. Feel free to model with classroom instruments or found objects in place of--or in addition to--the provided examples. Define timbre, which can also be called tone color. Reveal the definition on the Elements of Music Chart. Add words to describe timbre during discussion. Guide students to explore timbre and share discoveries with instruments at their desks. See suggestions in the menu below, Support For Discussing Timbre/Tone Color.
 
Timing for timbre instruction is 10 minutes.
 
A4L Music Tracks 13, 14, and 15
 

 

 

 

Teaching Tip: Support for Discussing Timbre/Tone Color

 

Suggested Dialogue

 

Instructing on Timbre

 

Students Exploring Timbre with Instruments

 

 

 

STEP 9: CONNECT MUSIC ELEMENTS TO YOUTUBE EXAMPLES

 
 
Process: Guide students to listen again to Stephen Perkins' Trash Can Solo and STOMP, this time identifying dynamics, duration, pitch, and timbre.
 
Timing for listening and discussion is 5-7 minutes.

 

Suggested Dialogue

 

Play Stephen Perkins' Trash Can Solo from 0:57-1:20

 

Play STOMP from 2:45-4:03

 

 

 

STEP 10: CONNECT MUSIC ELEMENTS TO PETER AND THE WOLF

 
 
Process: Guide students in active listening with several themes from Peter and the Wolf to observe how the elements of music introduced in this lesson (dynamics, duration, pitch, and timbre) combine to create contrasting themes that help define and animate the story's characters. Refer to the Music & Character Connections Chart during the discussion.
 
Timing for connection to music elements and Peter and the Wolf is 10 minutes.
 
A4L Music Tracks 3, 5, 7, Peter and the Wolf, Character Themes.
 

 

 

 

Music & Character Connections Chart

 

Suggested Dialogue

 

Play Bird Theme

 

Play Cat Theme

 

Play Wolf Theme

 

 

 

STEP 11: COLLECT INSTRUMENTS and RESTORE THE ROOM

 
 
Process: Restore the room to its original state. Students return instruments to their correct storage unit. Feel free to assign students the responsibility of organizing instruments into bins and putting bins away. Students return to their regularly assigned seats.
 
Suggested Dialogue

 

Restoring the Classroom

 

 

 

STEP 12: CLOSE LESSON 2

 
 
Process: Close the lesson with a looking forward, that describes the next lesson.
 
Suggested Dialogue

 

Looking Forward

 

 

 

 

CONGRATULATIONS ON COMPLETING LESSON 2! YOU ARE NOW READY TO MOVE ONTO LESSON 3 OF UNIT 4.

 

 

 

 

You've now reached the end of our ArtsforLearning Curriculum preview.