Elk Grove Unified School District Visual and Performing Arts Resources Music

Transcription

1 Elk Grove Unified School District Visual and Performing Arts Resources Music Grade Five: Lesson 3 Title: Voices of the World Enjoying Songs from Three Different Cultures: Bolivia, Indonesia, and China Standards Addressed Creative Expression Creating, Performing, and Participating in Music 2.1 Sing a varied repertoire of music, including rounds, descants, and songs with ostinatos and songs in two-part harmony, alone and with others. Historical and Cultural Context Understanding the Historical Contributions and Cultural Dimensions of Music 3.1 Describe the social functions of a variety of musical forms from various cultures and time periods (e.g., folk songs, dances). 3.2 Identify different or similar uses of musical elements in music from diverse cultures. 3.3 Sing and play music from diverse cultures and time periods. Aesthetic Valuing Responding to, Analyzing, and Making Judgments About Works in Music 4.1 Identify and analyze differences in tempo and dynamics in contrasting music selections. Time: 30 minutes Floor Plan: Regular classroom setting. Materials Needed: Silver Burdett Ginn, The Music Connection Fifth Grade, Teacher s Manual Silver Burdett Ginn, The Music Connection Fifth Grade CD player CD 7 #17 (English) or 7 #18 (Spanish), 8 #12, and 8 #13 or VAPA CD #3 (English) or #4 (Spanish), #5, #6 Map of the world or globe Purpose: To sing and compare three songs from three different cultures. Background: People from every culture sing and use music to express themselves. To review and locate Bolivia, Indonesia, and China on the world map or globe. H:\DATA\WORD\ARTS\LESSON\MUSIC\5th-3.DOC REVISED

2 Key Questions: What is the purpose of each song? (dance, lullaby, folk song) How does each culture express these different styles? Vocabulary: Mood the feeling that a piece of music gives (i.e., the mood of a lullaby is quiet and gentle). Purpose music designed intentionally for something (i.e., to dance, to march, etc.). Style in music, style refers to the way in which the melody, rhythm, and harmony creates a special sound. Instrument mechanism that generates musical vibrations and transmits them into the air. Lullaby a song for lulling a baby to sleep. Lull means to calm or soother by gentle sound or motion. Folk song a song of unknown authorship that has for generations been current among the people of a nation or region. Dance song a piece of music for dancing. H:\DATA\WORD\ARTS\LESSON\MUSIC\5th-3.DOC REVISED

3 Steps of the Lesson 1 Set up purpose/goals Introduce the idea that people from all over the world sing and have songs about many things. 2 Engage students Introduce the Bolivian song, Pollerita, page 176 (or see attachment). (CD 7 #17-English/ CD 7 #18-Spanish or VAPA CD #3-English/ VAPA CD #4-Spanish). Play it once for listening and then play it again and have the students sing along. 3 Learning Sequence Have the students turn to page 186 and find the song Suliram (or see attachment). Read the paragraph at the top of the page (or see below). Then play the song for them as they follow along in their books (CD 8 #12 or VAPA CD #5). Have the students turn to page 188 (or see attachment) to find the final song for comparison. It is A New Moon, a folk song from China. Read the paragraph at the top of the page (or see below) and then play the recording (CD 8 #13 or VAPA CD #6). Lead a discussion about the three songs. Play parts of each one again. Compare and contrast purpose, style, speed, instruments, language, or anything else. You can use your favorite alike and different diagram on the board to help the students visually see their responses. 4 Assessment The students will be able to demonstrate an understanding of the differences by participating in the discussion and singing along with the music in the appropriate style. H:\DATA\WORD\ARTS\LESSON\MUSIC\5th-3.DOC REVISED Thoughts for the Teacher How are you making your purpose clear to the students? Explain that the students will be listening to songs from three different cultures: Bolivia, Indonesia, and China. Ask the students to find these countries on the class map or globe. How can I effectively get the students interested in the content of the lesson? This song is about dancing. A pollerita is a pleated full skirt worn by the dancer. Have the students follow the music in their books as they listen to the song. Discuss the qualities of the song that make it sound like a dance song from South America. (See the teacher s manual for ideas in the Cultural Connection section, page 176.) What are the BIG idea(s) of your presentation? How will students understand/experience the material that you present? Suliram is a lullaby from Indonesia. Share the material in the teacher s manual Cultural Connection section, page 187. Discuss the qualities of the song that make it sound like a lullaby from Indonesia (instruments, language, etc.). A New Moon is a folk song about nature from China. Discuss the qualities of the song that make it sound like a song about nature (lyrics, instruments, mood, use of notes, etc.) How will you allow your students to deepen their understanding of content presented? (Reflect, revise, retell, refine, practice) Do you know any songs that have a purpose? Throughout the world, people lull children to sleep with lullabies. Suliram (soo lee RAHM) is an Indonesian lullaby. Before you listen to the recording, decide how you think this song should be sung. Can you think of words that might describe the mood of this song? To people from China, as to people from all over the world, a new moon is an object of great beauty, It is also a symbol of new hope for a better life. The lyrics of Crescent Moon paint a word picture. Read the three verses of the song as you would a poem. Try to picture in your mind the scenes that the words suggest.

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