Know: Understand: Do: Texture Accompaniment Thick texture Thin texture PA Music Standards: 9.1 Singing, alone and with others, a varied repertoire of music 9.2 Performing on instruments, alone and with others, a varied repertoire of music 9.3 Improvising melodies, variations, and accompaniments 9.4 Composing and arranging music within specified guidelines 9.6 Listeing to, analyzing, and describing music 9.7 Evaluating music and music performances 9.8 Understanding relationships between music, the other arts, and disciplines outside the arts Students will be able to create and play accompaniments using classroom intruments.
Common Assessments on what students should know and do in this unit: Student Assessments Culminating Activities How is texture created in music?
2. Assessments 1 Short Description: 0
2. Culminating Activity 1 Short Description: How is texture created in music? Long Description: Students will be given a simple song. Students will add an ostinato accompaniment using pitched instruments. Students may accentuate the song with rhythm instruments if they wish. Mini-Lesson: Review the concepts taught from the texture unit. Explain and demonstrate the project as described in the long description above. Steps or Task Analysis: 1. Students will listen to and echo-sing the selected song. 2. In small groups, students will decide which instruments they will use to make the accompaniment. 3. Students will create an ostinato that fits the song using the selected instruments. Students will choose one or two people to sing the song. 4. Students will rehearse their ostinato and song- practice makes perfect. 5. Student groups will perform for the rest of the class. Summarizing and Sharing: Students will perform their songs for the rest of the class. Differentiation: K-1 will do a simple ostinato. (Octave or 5th repeated) 2-4 will do a 2-note moving ostinato. (Octave or 5th with one moving tone) 5-6 will do a 3-note moving ostinato (octave or 5th with 2 moving tones) Review / Revise: Students will share their projects with each other. Resources and Materials: Song, barred instruments, rhythm instruments. 0
Key Learning: Texture is the use of one or more sounds to create music. It can be thick or thin, simple or complex. Unit Essential Question(s): How is texture created in music? Concept: Concept: Concept: Thick and thin texture Accompaniment Harmony Students will understand and listen for thick and thin texture. Students will be able to recognize and create accompaniment. Students will understand how harmony compliments and enhances a melody. Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): K-2 What is texture? (A) K-2 How do we add an accompaniment 5-6 How do we add harmony to a to a song or story? (A) melody? (A) 3-4 What is the difference between thick and thin texture? (A) 5-6 How do we create thick or thin texture? (A) 3-4 How do we create an accompaniment? (A) 5-6 How do we improvise an accompaniment? (A) Vocabulary: Vocabulary: Vocabulary: thick texture, thin texture accompaniment chords, part singing Additional Information: Attached Document(s):
Concept: Accompaniment accompaniment - music added to a melody Concept: Thick and thin texture thick texture - two or more sounds at a time thin texture - a single melodic line Concept: Harmony chords - several pitches played at onces part singing - several different parts sung at once
5. Launch Activity 1 How are you going to get students engaged? Develop student interest and link their prior knowledge. Start the Student Learning Map of the unit with students. Preview key vocabulary with students.: Short Description: Have students use their touch sense to feel a variety of items with different textures. Have students view several paintings or pictures. Have students listen to several different musical selections. Long Description: Students will split into C.P.s and describe how the different items felt to each other. Using a different set of C.P.s, students will describe how the pictures or paintings are different. With the musical selection, students will do a group share describing the differences. Have students make a list of descriptions on a chart or board. Introduce the Texture Unit and the Learning Map. Differentiation: K-2 Teacher will write the list of descriptive words. Review / Revise: Do additional activities with musical texture to demonstrate the different ways it can be presented. Resources and Materials: Differently textured materials, paintings or pictures, several musical selections of varying textures, instruments. 1
5. Acquisition Lessons Plan for the Concept, Topic, or Skill -- Not for the Day Lesson Essential Question: What do students need to learn to be able to answer the Essential Question? Teaching Strategies: 1
Course: Texture Concept: Thick and thin texture 5. Acquisition Lessons Plan for the Concept, Topic, or Skill -- Not for the Day Lesson Essential Question: K-2 What is texture? What do students need to learn to be able to answer the Essential Question? Teaching Strategies: 1
Course: Texture Concept: Thick and thin texture 5. Acquisition Lessons Plan for the Concept, Topic, or Skill -- Not for the Day Lesson Essential Question: 3-4 What is the difference between thick and thin texture? What do students need to learn to be able to answer the Essential Question? Teaching Strategies: 1
Course: Texture Concept: Thick and thin texture 5. Acquisition Lessons Plan for the Concept, Topic, or Skill -- Not for the Day Lesson Essential Question: 5-6 How do we create thick or thin texture? What do students need to learn to be able to answer the Essential Question? Teaching Strategies: 1
Course: Texture Concept: Accompaniment 5. Acquisition Lessons Plan for the Concept, Topic, or Skill -- Not for the Day Lesson Essential Question: K-2 How do we add an accompaniment to a song or story? What do students need to learn to be able to answer the Essential Question? Teaching Strategies: 0
Course: Texture Concept: Accompaniment 5. Acquisition Lessons Plan for the Concept, Topic, or Skill -- Not for the Day Lesson Essential Question: 3-4 How do we create an accompaniment? What do students need to learn to be able to answer the Essential Question? Teaching Strategies: 1
Course: Texture Concept: Accompaniment 5. Acquisition Lessons Plan for the Concept, Topic, or Skill -- Not for the Day Lesson Essential Question: 5-6 How do we improvise an accompaniment? What do students need to learn to be able to answer the Essential Question? Teaching Strategies: 1
Course: Texture Concept: Harmony 5. Acquisition Lessons Plan for the Concept, Topic, or Skill -- Not for the Day Lesson Essential Question: 5-6 How do we add harmony to a melody? What do students need to learn to be able to answer the Essential Question? Teaching Strategies: 1
8. Differentiating the Unit What accommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students? Differentiations Associated with the Unit: Differentiations Associated with Lessons: Culminating Activity 1:How is texture created in music? : K-1 will do a simple ostinato. (Octave or 5th repeated) 2-4 will do a 2-note moving ostinato. (Octave or 5th with one moving tone) 5-6 will do a 3-note moving ostinato (octave or 5th with 2 moving tones) Launch Activity 1: Have students use their touch sense to feel a variety of items with different textures. Have students view several paintings or pictures. Have students listen to several different musical selections. : K-2 Teacher will write the list of descriptive words.
What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson Essential Questions, activities, and experiences in order.
What resources and materials do you need for this unit, the lessons, and the activities? Resources and Materials for Learning Unit: Resources and Materials Associated with Lessons: Resources and Materials from Culminating Activity 1: Song, barred instruments, rhythm instruments. Resources and Materials from Launch Activity 1: Differently textured materials, paintings or pictures, several musical selections of varying textures, instruments.