RESOURCES K-2: LESSON 3
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1 K-2: LESSON 3 K-2 LESSON 3 RESOURCES Pre-assessment o World Map o The Elements of Music Definitions of Beat, Tempo, Pitch, Duration, Dynamics (presentation slides) o Basic cultural facts (presentation slides) Exploring Empathy o Respectful Listening guidelines (presentation slides) o Good News, Bad News by Jeff Mack (book) goo.gl/xrrv3q Elements of Music Bubble Gum, Bubble Gum (presentation slides) Anna Banana: 101 Jump Rope Rhymes by Joanna Cole (book) goo.gl/3x35ue Musical Exploration Use musical examples provided below or select other appropriate examples for the students (audio recordings of music) Hoedown (video) goo.gl/7jvu8p Symphony No. 94, Movement 2 (video) goo.gl/qkcuhe Pictures at an Exhibition - Baba Yaga (video) goo.gl/t6urqu Canarinho da Alemanha (video) goo.gl/m89mqc Cultural Exploration World Map Basic cultural facts (presentation slides) Use musical examples provided below or select other appropriate examples for the students Lullaby: Good Evening, Good Night (video) goo.gl/nn6pwh Sporting Event: We Will Rock You (video) goo.gl/frs5f Parade: Stars and Stripes Forever (video) youtu.be/a-7xwhyvipe?t=57
2 RESOURCES CONTINUED Use musical examples provided below or select other appropriate examples for the students (audio recordings of music) Lullaby: Boi da Cara Preta (video) goo.gl/yp8wzs Sporting Event: La La La (video) goo.gl/t6z5w2 Parade: Capoeira Brazil Pelo (video) goo.gl/ljqoze STANDARDS 3.1 Historical and Cultural Context Identify the uses of specific music in daily or special events. 3.2 Historical and Cultural Context Sing simple songs and play singing games from various cultures. 3.3 Historical and Cultural Context Describe music from various cultures. 4.2 Aesthetic Valuing Create developmentally appropriate movements to express pitch, tempo, form, and dynamics in music. OUTCOMES Students will... Demonstrate understanding of BEAT, TEMPO and PITCH through developmentally appropriate movements. Demonstrate awareness of basic elements of music (DYNAMICS and DURATION) through developmentally appropriate movements. Identify changes in DYNAMICS and DURATION through the use of movement and/or through performing (clapping, voice, instrument or other student created sound source). Demonstrate increasing awareness of EMPATHY through whole class discussion. Demonstrate increasing awareness of the role music plays in daily life for themselves as well as those living in Brazil. LESSON BEGINS ON NEXT PAGE
3 K-2 LESSON 3 PRE-ASSESSMENT 5 mins 1. Cultural questions a. Identify Brazil on a map b. What do you remember about the people of Brazil and their music from the last lesson? c. Can you identify something else you have in common with the people of Brazil you didn t share during the previous lesson? 2. Musical Questions a. What are DYNAMICS? b. What is volume? c. What is DURATION? 3. Empathy Question a. Ask students to share their definition of empathy as they remember it from the previous lesson. (Empathy is when you're able to understand and care about how someone else is feeling) EXPLORING EMPATHY 8 mins 1. Read Good News Bad News by Jeff Mack with the class. This could be done before this lesson. Note: a similar book from the curriculum could be used. a. Additional book titles include: Dad and the Dinosaur by Gennifer Choldenko and Dan Santat We re All Wonders by R.J. Palacio 2. Ask students the following questions. Turn to the corresponding pages in the book during the discussion as needed. a. Do you remember when the wind blew the umbrella away and Mouse ended up in the tree? b. How did Mouse feel when that happened? c. Do you remember when Mouse found the worm in the apple during the picnic? d. How did Mouse feel when he saw the worm? How do you know? e. Has something like this ever happened to you before? f. How did you feel? g. What did Rabbit do every time something bad happened to Mouse? h. What changed when Mouse saw Rabbit crying? (Mouse shared good news with Rabbit after seeing his friend was sad.) i. Mouse understood and cared about how Rabbit felt when he saw Rabbit crying. This is empathy.
4 THE ELEMENTS OF MUSIC 4 mins 1. DYNAMICS a. Ask students to perform the jump rope rhyme from Lesson 1 together. b. Let s do it again, but this time we are going to use a quiet volume. c. Perform the rhyme one more time, but at a loud volume level. Ask students to use loud voices without shouting (the way Mouse was shouting near the end of the story when he was very upset). d. Tell students they just used DYNAMICS when performing their rhyme. DYNAMICS are the loudness or softness of a sound. 2. DURATION a. Ask students to perform the jump rope rhyme from Lesson 1 together at a medium DYNAMIC level. b. Ask students to perform the rhyme again, making each sound short. c. Ask students to perform the rhyme once more, but making each sound long. d. Tell students they just changed the DURATION of the notes/words when performing their rhyme. DURATION is the length of a sound (short or long). MUSICAL EXPLORATION 7 mins 1. DYNAMICS a. Musical Examples - Changing DYNAMIC levels (play at least 1:30 of one of the following recordings) Hoedown Symphony No. 94, Movement 2 Pictures at an Exhibition - Baba Yaga b. Play at least 1:30 of one of the musical examples above and ask students to conduct the music with their hands. When the music is loud, ask students to make large movements with their hands, and ask students to make small movements with their hands when the music is soft. Repeat process with one additional musical example from the list above. Play Canarinho da Alemanha from Brazil, and ask students to keep the steady BEAT by clapping, tapping, marching in place, patting their thighs, etc., c. Using the same piece of music, ask students to respond to the PITCHES that they hear in the music similar to Lesson 2 d. Finally, using the same piece of music once more, ask the students to respond to the DYNAMICS in the music with movements that are larger when the music is loud and smaller when the music is soft
5 CULTURAL EXPLORATION 5 mins 1. Let s look at our list of events/occasions/locations where we hear music. (created in Lesson 2) 2. Play approx. :30 seconds of each musical example and ask students at what event or occasion they think this music would be used. a. Good Evening, Good Night (lullaby) b. We Will Rock You (sporting event) c. Stars and Stripes Forever (parade) 3. Play approx. :30 seconds of each musical example from Brazil and ask students what event or occasion they think this music might be used in Brazil. a. Boi da Cara Preta (lullaby) b. La La La (sporting event) c. Stars and Stripes Forever (parade) 4. What did you notice about the BEAT, DURATION, TEMPO, PITCH and DYNAMICS of the music from Brazil? Examine one at a time REFLECTION 3-10 mins 1. Students will choose one Element of Music (BEAT, DURATION, TEMPO, PITCH OR DYNAMICS) and complete the following on their own (as a soloist), with a partner (duet), or with a small group (ensemble): a. Share the definition of the selected element of music. b. Demonstrate understanding of the element by responding to one of the corresponding musical examples with appropriate movement.
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