Harleman - Basal Project

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1 Harleman - Basal Project Grade Series Element Pg # Musical Example Summary 0 Silver Burdett Duration pg. 237 Unit 7 Lesson 5 "Drumming Selection" (CD 6-8) and "Nocturne" (CD 6-9) Coordinate movements to long and short sounds. This is a listening and visual movement lesson allowing the student to listen to musical examples and let their body reflect the length in movements. 0 MacMillan Pitch pg. 36 Unit 1 Lesson 7 "Wee Willie Winkie" (CD 1-28) The focus of the lesson is on the upward and downward direction of pitch. Relate to the up and down motion of roller coaster, use hand gestures while singing. 0 Silver Burdett Texture pg. 250 Unit 10 Lesson 1 "Did You Feed My Cow?" (CD 6-21) To perform a call-andresponse song by singing, pantomiming and playing instruments. To change the texture from singing and acting out to playing a drum. 0 MacMillan Form pg. 192 Unit 5 Lesson 6 "Three Little Fishies" (CD 4-35) To listen to a song and pick out the changes of direction in the music. This also separates different section, creating form. 0 Silver Burdett Timbre pg. 199 Unit 2 Lesson 2 "I Bought Me a Cat" (CD 5-3 and 5-4) Experiment with making vocal sound effects. The student gets to make different animal noises during the song. This illustrates that animals don't sound alike, just as the timbre of human voices. 0 MacMillan Expression pg. 24 Unit 1 Lesson 4 "Hello Song" (CD 1-10), "Play the Drum" (CD 1-13), and "Wake Me, Shake Me" (CD 1-17) The lesson is about recognizing dynamics loud and soft. The student can sing or play the drums at different dynamics. Wednesday, October 18, 2006

2 Coordinate movements to long and short sounds. This is a listening and visual movement lesson allowing the student to listen to musical examples and let their body reflect the length Supplemental Ideas The focus of the lesson is on the upward and downward direction of pitch. Relate to the up and down motion of roller coaster, use hand gestures while singing. To perform a call-andresponse song by singing, Language Arts, question and answer pantomiming and playing instruments. To change the texture from singing and acting out to playing a drum. To listen to a song and pick out the changes of direction in the music. This also separates different section, creating form. Experiment with making vocal sound effects. The student gets to make different animal noises during the song. This illustrates that animals don't sound alike, just as the timbre The lesson is about recognizing dynamics loud and soft. The student can sing or play the drums at different Page 1 of 8

3 Grade Series Element Pg # Musical Example Summary 1 Silver Burdett Duration pg. 70 Unit 10 Lesson 3 " Arre, Caballito!" (CD 2-15) To distinguish between long and short sounds in accompanying a song. Students get to tap out rhythms of the song on rhythm sticks. 1 MacMillan Pitch pg. 74 Unit 2 Lesson 5 "Wishy Washy" (CD 2-13) The focus of the lesson is on pitch - high and low. Listen to recording, identify high sounding instruments and low sounding ones. 1 MacMillan Texture pg. 233 Unit 6 Lesson 2 "The Great Big Enormous Turnip" (CD 5-8) Students will play an additional different instrument for each of the characters on the turnip. They should choose the instruments appropriately to depict the characters. 1 Silver Burdett Form pg. 88 Unit 13 Lesson 2 "All Night, All Day" (CD 2-30) Match movements to visual representation of phrases. Teacher will write on the board and bracket off the phrase so students can understand, then add movements. 1 MacMillan Timbre pg. 14 Unit 1 Lesson 1 "Hello" (CD 1-9) Have students echo the word hello in "Hello" in different styles (singing, whispering, calling, speaking) to create different timbres. 1 Silver Burdett Expression pg Unit 17 Lesson 2 "The Groundhog Jig" (CD 6-41) Create a movement dramatization with appropriate expressive qualities. Students will dance to the song in an expressive way that reflects the music. Wednesday, October 18, 2006

4 To distinguish between long and short sounds in accompanying a song. Students get to tap out rhythms of the song on rhythm sticks. Supplemental Ideas Language, Spanish The focus of the lesson is on pitch - high and low. Listen to recording, identify high sounding instruments and low, xylophones Students will play an additional different instrument for each of the characters on the turnip. They should choose the instruments appropriately to depict the Match movements to visual representation of phrases. Teacher will write on the board and bracket off the phrase so students can understand, then add Have students echo the word hello in "Hello" in different styles (singing, whispering, calling, speaking) to create different timbres. Vocal development Create a movement dramatization with appropriate expressive qualities. Students will dance to the song in an expressive way that reflects the Incorporates holidays Page 2 of 8

5 Grade Series Element Pg # Musical Example Summary 2 MacMillan Duration pg. 24 Unit 1 Lesson 3 "Head and Shoulders, Baby" (CD 1-18) The focus of this lesson is on beat and tempo - to listen and move to a song and determine if it has a steady beat. Also to move to the beat at different speeds. 2 Silver Burdett Pitch pg Unit 3 Lesson 1 "Let's Go Fly a Kite" (CD 1-14) Realize that tone in a melody move upward and downward. Have the students trace in the air with their hands the direction of the song. 2 Silver Burdett Texture pg. 46 Unit 11 Lesson 1 "Michael, Row the Boat Ashore" (CD 2-9) Be able to recognize solo and chorus textures in a song. Add movements to the solo and chorus sections so students have a better understanding. 2 Silver Burdett Form pg Unit 7 Lesson 1 "Old Dan Tucker" (CD 1-28) Be able to recognize contrasting sections (AB) in a song. Discuss with students that sometimes in music ideas are repeated and sometimes they are different. 2 MacMillan Timbre pg. 94 Unit 2 Lesson 8 "John Jacob Jingleheimer Schmidt" (CD 2-35) Make students aware of vocal tone color. "Sizzling" to songs helps the student develop diaphragmatic breath control. 2 MacMillan Expression pg Unit 5 Lesson 4 "Two Little Sausages" (CD 4-33) To learn accents as they add surprise to music. Clap, stamp, and move to demonstrate single louder sounds - accents. 3 MacMillan Duration pg Unit 4 Lesson 1 "Frog Went A-Courtin'" (CD 4-10) Learn the length of sixteenth notes in rhythm. Pat a pattern with four sounds to a beat while listening to the song. Wednesday, October 18, 2006

6 Supplemental Ideas The focus of this lesson is on beat and tempo - to listen and move to a song and determine if it has a steady beat. Also to move to the beat at different Realize that tone in a melody move upward and downward. Have the students trace in the air with their hands the direction of the song. Language Arts Be able to recognize solo and chorus textures in a song. Add movements to the solo and chorus sections so students have a better understanding. Culture Social Studies Be able to recognize contrasting sections (AB) in a song. Discuss with students that sometimes in music ideas are repeated and sometimes they are different. Literature/Mathematics Make students aware of vocal tone color. "Sizzling" to songs helps the student develop diaphragmatic breath control. Language Arts, writing a poem To learn accents as they add surprise to music. Clap, stamp, and move to demonstrate single louder Learn the length of sixteenth notes in rhythm. Pat a pattern with four sounds to a beat while listening to the song. Literature/Language Arts, write about another animal's adventure Page 3 of 8

7 Grade Series Element Pg # Musical Example Summary 3 MacMillan Pitch pg. 38 Unit 1 Lesson 6 "Down by the River" (CD 1-19) Recognizing pitch and whether it's the same or different. Students can signal when melodic patterns are the same. Stand when they hear a 'do re mi' pattern sung correctly. 3 MacMillan Texture pg. 218 Unit 5 Lesson 3 "Sandy Land" (CD 5-30) Move and show recognition of melody accompanied and unaccompanied. Try different accompaniments. 3 Silver Burdett Form pg. 62 Unit 6 Lesson 1 "Ambos a dos" (CD 2-35) Demonstrate an understanding of AB form. Listen to recordings of songs in AB form. Have students name other songs that are in AB form. 3 Silver Burdett Timbre pg. 108 Unit 11 Lesson 13 "Scherzo" (CD 4-14) Become familiar with the woodwind quintet through listening. Be able to identify the various instruments. 3 Silver Burdett Expression pg Unit 5 Lesson 1 "The Star-Spangled Banner" (CD 6-19) Understand how music and words can "paint" pictures in the imagination. 4 Silver Burdett Duration pg Unit 2 Lesson 1 "Do Wah Diddy Diddy" (CD 1-14) Show beats in sets of two by performing original hand patterns. Listen to song and clap a steady beat, then split into groups and have students create hand patterns to perform while singing. 4 Silver Burdett Pitch pg Unit 3 Lesson 6 "That's How I'd Be Without You" (CD 2-15) Identify steps, leaps, and repeats in the notation of a song. Work with the students in leaping from low to high and vice versa. Also discuss the direction of the notes in the song. Wednesday, October 18, 2006

8 Supplemental Ideas Recognizing pitch and whether it's the same or different. Students can signal when melodic patterns are the same. Stand when they hear a 'do re mi' pattern sung correctly. Move and show recognition of melody accompanied and unaccompanied. Try different accompaniments. Demonstrate an understanding of AB form. Listen to recordings of songs in AB form. Have students name other songs that are in AB Language, Spanish Become familiar with the woodwind quintet through listening. Be able to identify the various instruments. Explain how sound is made on instruments Understand how music and words can "paint" pictures in Social Studies/History Show beats in sets of two by performing original hand patterns. Listen to song and clap a steady beat, then split into groups and have students create hand patterns to perform Language Arts, read poems that rhyme and ask students questions Identify steps, leaps, and repeats in the notation of a song. Work with the students in leaping from low to high and vice versa. Also discuss the direction of the notes in the Vocal development/ear training Language Arts, write other lyrics Science, making own instruments Page 4 of 8

9 Grade Series Element Pg # Musical Example Summary 4 MacMillan Texture pg Unit 6 Lesson 2 "The Cat Came Back" (CD 6-5) Sing the song with some students singing the melody with others accompanying with speech ostinatos. 4 Silver Burdett Form pg Unit 6 Lesson 3 "Great Day" (CD 3-18) Define ABA form and call-andresponse style through performance. Have class divide and give a performance of their understanding of ABA form. 4 MacMillan Timbre pg Unit 6 Lesson 3 "The Court of King Carraticus" (CD 6-10) Students signal upon hearing changes accompaniment of the song. The student will be able to identify different timbres of instrumental families. 4 MacMillan Expression pg. 23 Unit 1 Lesson 3 "Hi! Ho! The Rattlin' Bog" (CD 1-12) Discuss vocal performance loud and soft. Students can signal when they hear the lighter register of the song. Expressive qualities of being able to sing in a variety of ways. 5 MacMillan Duration pg Unit 1 Lesson 1 "Get Up!" (CD 1-9) Clap the beat of a song. Describe the difference between beat and rhythm. Echo clap rhythms with quarter notes, eighth notes and quarter rests. 5 MacMillan Pitch pg Unit 3 Lesson 4 "Song of Peace" (CD 3-10) Working on singing a song with solfege and hand signs. Identify major/minor tonality. Recognizing 'fa' in the example song. 5 Silver Burdett Texture pg Unit 4 Lesson 1 "Our Melody" (CD 2-17) Create harmony by adding countermelodies in a performance of a song. Perform for each other in small groups. Wednesday, October 18, 2006

10 Sing the song with some students singing the melody with others accompanying with Supplemental Ideas Define ABA form and call-andresponse style through performance. Have class divide and give a performance of their understanding of ABA Literature Students signal upon hearing changes accompaniment of the song. The student will be able to identify different timbres of instrumental families. Discuss vocal performance loud and soft. Students can signal when they hear the lighter register of the song. Expressive qualities of being able to sing in a variety of Vocal Development Clap the beat of a song. Describe the difference between beat and rhythm. Echo clap rhythms with quarter notes, eighth notes and quarter Working on singing a song with solfege and hand signs. Identify major/minor tonality. Recognizing 'fa' in the example Create harmony by adding countermelodies in a performance of a song. Perform for each other in small Page 5 of 8

11 Grade Series Element Pg # Musical Example Summary 5 MacMillan Form pg Unit 6 Lesson 1 "Young People of the World" (CD 6-3) Demonstrate recognition of ABAB form by changing movement at each section. Read about form; look at the song and find the two main sections and cannon at end. 5 Silver Burdett Timbre pg Unit 7 Lesson 1 "Chester" (CD 4-19 or 20) Identify characteristic sound of voices. Students can bring in their own CD's later to discuss and describe different tone colors. 5 Silver Burdett Expression pg Unit 5 Lesson 4 "Turn, Turn, Turn" (CD 9-7) and "So Long, It's Been Good to Know You" (CD 9-8) Analyze the expressive elements in two songs that contrast in mood and content. Have students look for dynamic markings. 6 MacMillan Duration pg Unit 1 Lesson 3 "Rock Around the Clock" (CD 1-14) Play a rhythmic ostinato with a song using half, quarter, eighth notes and quarter rests. 6 Silver Burdett Pitch pg Unit 2 Lesson 3 "The Butterfly" (CD 1-23) Recognize the difference between a phrase end and a cadence. Discuss what a 'finished' feeling is and talk about tonal centers. 6 Silver Burdett Texture pg Unit 1 Lesson 7 "I Got Rhythm" (CD 6-4) Recognize and perform syncopated rhythms in a song. Have students work on the rhythm chart before singing and performing the song. 6 Silver Burdett Form pg Unit 5 Lesson 4 "Für Elise" (CD 3-6) Discover and explore the structure of rondo form. Have students create their own rondo piece. 6 MacMillan Timbre pg. 132 Unit 3 Lesson 6 "This Can't Be Love" (CD 3-12), "Said I Wasn't Gonn' Tell Nobody" (CD 3-13) and "Sonata in g minor" (CD 3-14) Recognize jazz piano, organ, piano and harpsichord. Compare harpsichord, organ and piano. Wednesday, October 18, 2006

12 Supplemental Ideas Demonstrate recognition of ABAB form by changing movement at each section. Read about form; look at the song and find the two main sections and cannon at end. Vocal Development Identify characteristic sound of voices. Students can bring in their own CD's later to discuss and describe different tone History, origin of song Analyze the expressive elements in two songs that contrast in mood and content. Have students look for dynamic markings. Music History/Science, life cycles Play a rhythmic ostinato with a song using half, quarter, eighth notes and quarter rests. Music History Recognize the difference between a phrase end and a cadence. Discuss what a 'finished' feeling is and talk about tonal centers. Culture Recognize and perform syncopated rhythms in a song. Have students work on the rhythm chart before singing and performing the song. Music History/Literature Discover and explore the structure of rondo form. Have students create their own rondo Recognize jazz piano, organ, piano and harpsichord. Compare harpsichord, organ Culture Page 6 of 8

13 Grade Series Element Pg # Musical Example Summary 6 MacMillan Expression pg Unit 5 Lesson 2 "Won t You Charleston With Me?" (CD 5-11) Choose appropriate tempo, dynamics, tone color and articulation for a song. Review dynamics and articulation markings. 7 Silver Burdett Duration pg. 14a Unit 1 Lesson 3 "What Do You Hear?" (CD 1-13) Aurally identify the tempo of eight listening selections. Remind students that tempo is determined by the speed of the beat and not necessarily by the rhythm patterns contained in the music. 7 MacMillan Pitch pg Unit 1 Lesson 9 "Go Now in Peace" To develop pitch memory and perform the major scale with numbers and/or syllables. To reinforce interval relationships through the use of hand levels, numbers and syllables. 7 MacMillan Texture pg Unit 1 Lesson 5 "Bottletop Song" To identify and describe monophonic, homophonic and polyphonic textures. 7 MacMillan Form pg. 164 Unit 7 Lesson 1 "Courante" To identify, perform and move to music containing contrast. To identify contrast in musical and visual examples. 7 Silver Burdett Timbre pg. 115 Unit 13 Lesson 2 "Tales form the Latin Woods" (CD 4-30 through 33) Distinguish tone colors of the four basic instrumental groups. Listen to the four different versions and discuss differences. 7 Silver Burdett Expression pg. 8 Introduction Lesson 3 "Flashdance What a Feeling" (CD 1-5) Recognize style characteristics of a pop dance song. Discuss the general characteristics of performance. Wednesday, October 18, 2006

14 Supplemental Ideas Choose appropriate tempo, dynamics, tone color and articulation for a song. Review dynamics and articulation markings. Vocal Development History Aurally identify the tempo of eight listening selections. Remind students that tempo is determined by the speed of the beat and not necessarily by the rhythm patterns contained in To develop pitch memory and perform the major scale with numbers and/or syllables. To reinforce interval relationships through the use of hand levels, numbers and syllables. Vocal Development To identify and describe monophonic, homophonic and polyphonic textures. Vocal Development To identify, perform and move to music containing contrast. To identify contrast in musical and visual examples. Distinguish tone colors of the four basic instrumental groups. Listen to the four different versions and discuss History Recognize style characteristics of a pop dance song. Discuss the general characteristics of Page 7 of 8

15 Grade Series Element Pg # Musical Example Summary 8 MacMillan Duration pg. 44 Unit 2 Lesson 2 "Love Song" To distinguish changes of duple, triple and quadruple meter. To perform a composition in changing meters. 8 MacMillan Pitch pg. 78 Unit 4 Lesson 1 "River" To identify the major scale and its use as a basis for melodies. To identify a tonal center. To read and perform a melodic accompaniment with accuracy. 8 Silver Burdett Texture pg Unit 5 Lesson 2 "Me and My Shadow" (CD 3-10) and "Walkin' Along" (CD 3-11) Identify polyphonic texture aurally and create it by singing partner songs. Divide the class into two sections and have them create polyphonic texture by singing both musical examples at the same time. 8 Silver Burdett Form pg Unit 6 Lesson 4 "Cielito Lindo" (CD 3-26 and 27) Discover how a melody can grow from a motive; analyze the use of a motive and its variations in a song. 8 MacMillan Timbre pg. 175 Unit 8 Lesson 4 "Perilous Night" Discuss the information on the prepared piano and the composer John Cage. Create a composition for prepared piano. 8 Silver Burdett Expression pg Unit 4 Lesson 3 "Erlkönig" (CD 6-16) and "That Lonesome Road" (CD 6-16) Compare the settings of two songs in terms of the elements of music. Discuss how music heightens the drama of song lyrics. Wednesday, October 18, 2006

16 Supplemental Ideas To distinguish changes of duple, triple and quadruple meter. To perform a composition in changing History To identify the major scale and its use as a basis for melodies. To identify a tonal center. To read and perform a melodic accompaniment with accuracy. Language, Sign Language History Identify polyphonic texture aurally and create it by singing partner songs. Divide the class into two sections and have them create polyphonic texture by singing both musical examples at the same time. Discover how a melody can grow from a motive; analyze the use of a motive and its variations in a song. Language, Spanish Social Studies Discuss the information on the prepared piano and the composer John Cage. Create a composition for prepared Science History Compare the settings of two songs in terms of the elements of music. Discuss how music heightens the drama of song Analyzing Music History Page 8 of 8

Basal Series Project - Tim Basom

Basal Series Project - Tim Basom Grade Series Element Page Musical Example Summary Supplemental Ideas 0 MacMillan Form Unit 6, Lesson 2, pg. T220 "March of the Toys" Focus: form; Review "March of the Toys."