03/25/13-4/04/13-Grand Staff

Music Fundamentals

Lesson Objective:SWBAT: Recognize and label parts of the grand staff and note names. SWBT:Create a method for identifying notes on the treble clef and bass clef. SWBAT: Identify and utilize ledger lines at least two above and below the staff. SWBAT: List the letters of the music alphabet. SWBT: Identify and draw a brace on the grand staff.

Essential Skill to be mastered: Students will be able to recognize and identify various notes on the treble and bass clef. Students will be able to utilize ledger lines on the grand staff. Students will be able to create a method for remembering the notes of the music alphabet and their placement on the grand staff to share with others.

I can statement: I can list the letters of the music alphabet. I can label and identify the lines and spaces of the treble clef. I can label and identify the lines and spaces of the bass clef. I can label and identify the lines and spaces of a grand staff. I can share and teach a system for learning the lines and spaces of the grand staff.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Pretest  Day 2: Introduction to the treble clef lines and spaces. Discuss methods previously learned that help identify the lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 3: Introduction to the bass clef. Discuss methods previously learned to help indentify lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 4:Introduction to grand staff and brace. Review methods to remember lines and spaces. Have students share with class and teach to class. Students will be given a piece of music to label lines and spaces. Day 5:Review and Test

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Application, Synthesis

Vocal Tone Color-03/04/13-03/08/13

Vocal Tone Color

Lesson Objectives: SWBAT identify and classify vocal range. SWBAT define and describe tone color of their voice and others. SWBAT describe the relationship between style and vocal tone color. SWBAT recognize and compare/contrast different media in music. SWBAT describe the relationship between a work of art and its medium.

 Essential Skills to be Mastered: Students will be able to identify and describe tone color of voices. Students will be able to describe relationships that occur between styles of music and vocal tone color. Students will be able to compare and contrast different types of media in music and visual arts. Students will be able to recognize the effect that mood has on the tone color of the voice.

IPI Level: Teacher-led instruction, Student Active Engaged Learning

Teaching Strategy Utilized: Day1: Round the room activity: Students will say the same phrase and we will determine who has the low, medium, or high sound. Read the text on pg. 42  and discuss tone color and range. Listen to the song "Little Wheel A Turnin" and listen for soprano, alto, tenor, and baritone voices. Day 2: Brainstorm verbal descriptors of various voice qualities such as bright, nasal, and raspy. Read the text on the top of pg. 43 and discuss mood. How are mood and tone color related? Read the first phrase aloud and read it using different voices that display different moods. Discuss which type of vocal tone color is most appropriate. Discuss how and when a singer should breathe. Change the tempo of the song, perform, and discuss the effects. Day 3: Read and discuss the text on pg. 46. Introduce medium as it applies to visual art and music. Discuss the pictures of the different mediums and discuss. Play the recording of the "Minuet" and discuss mediums that are applied to music. Read pg. 47 and discuss the composer Maurice Ravel. Partner work: identify mediums used in ten other art examples in the book. Day 4: Read aloud and evaluate the text and painting on pg. 48.  Discuss the mood and the artist's use of color and the term palette. In what ways do the colors change the way a picture is perceived?  Read pg. 49 of the text and listen to two instrumental pieces and evaluate the tone colors used. Discuss the relationship between the artist's palette and the composer's palette.

Rigor or Level reached on Bloom's Taxonomy: Explain, Analyze

2/20/13-03/04/13-Harmony

Harmony

Lesson Objective:SWBAT: Create and perform harmony in a song. SWBAT: Experience harmony by learning and performing partner songs. SWBAT: Identify and perform harmony through a canon. SWBAT: Explain and describe the difference between a round and a canon. SWBAT: Differentiate and explain between songs that contain melody with countermelody, partner songs, and rounds.

Essential Skills to be mastered: Students will be able to differentiate between songs that use different types of harmony. Students will perform harmony by using melody with countermelody, partner songs, and rounds. Students will be able to explain the differences and similarities between these types of harmony.

IPI Level: Teacher-led instruction, Student Active Engaged Learning

Teaching Strategy Utilized: Day 1: Read text on pg. 34 and define harmony. Listen to "Top of the World" and focus on melody and countermelody. Have students raise their hand when harmony occurs in the song. Discuss the term unison and define. Day 2: Listen to "Down the Ohio" and Vive L'Amour. Discuss Are the same chords used at the same time in both songs? During the verses? Discuss verse and refrain. Locate in the music. Could a refrain from a different song, C, that could be played with A, also be played with B? Discuss other possible partner songs such as "My Home is in Montana" and "On Top of Old Smoky" from the 5th grade book.  Day 3: Read the text on pg. 38 and define canon. Listen to "Catch a Falling Star" and develop conversations about how the canon begins, ends, and when groups enter. Listen to an instrumental example (Symphony No. 1 in D Major-Gustav Mahler) of a canon. Have them listen for a famous tune and discuss imitation. Day 4: Read the text on page 40 and define a round. Determine the difference between a round and a canon. Listen to a three-part round "Yibane Amenu" and perform. Listen and perform a five-part round "Sing to the Lord" and focus on dividing into groups and keeping part independence. What are the challenges of singing so many parts? What is easy about singing a round? Review songs that contain Melody with Countermelody, Partner Songs, and a Round. Day 5: Listening Assessment: What do you Hear? Number 3

Rigor or Level reached on Bloom's Taxonomy: Analysis, Evaluation, Comprehension

Written Assessment:

In a paragraph explain the difference between harmony and unison. Provide two examples either from class or a song that you know and can describe. Pretend you are writing to someone who has never heard of these two concepts.

In a paragraph describe at least three ways to create harmony using examples from class such as a round, melody with countermelody, and partner songs. Pretend that you are explaining this concept to someone who has never heard of harmony before.