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." Have students identify the number of times each section is played, and give each section a label, as in the book. 0 MacMillan Timbre Unit 1, Lesson 1, pg. T12 "Hello Song" Focus: vocal tone color; listen to "Hello Song." Have children pat the beat of the song with inflection of thee voice. 0 MacMillan Pitch Unit 3, Lesson 2, pg. T98 "Twinkle, Twinkle Little Star" Focus: pitch/ high and low; Introduce "Twinkle, Twinkle Little Star" and have the students pat the beat. Break it up into sections and have students use hand motion to show if it gets higher or lower. 0 Silver Burdett Expressive Qualities Unit 6, Lesson 2, pg. 54 A la rurru nino" Focus: loud/soft; Explain to students the difference between loud and soft, listen to "A la rurru nino." Discuss why whether loud or soft would be more appropriate for a lullaby. 0 Silver Burdett Texture Unit 7, Lesson 1, pg. 66 "Five Puppies" Focus: adding accompaniment; Have the children sing "Five Puppies." Introduce the autoharp. Play and have them pretend to strum. Take volunteers to strum the autoharp. Thursday, October 19, 2006 Page 1 of 12
0 Silver Burdett Duration Unit 4, Lesson 4, pg. 214 "Lost My Gold Ring" Focus: steady beat; Play the song while having the children walk around the room to a beat. Tell them to pretend they are looking for the singer's ring. Have them "freeze" when the music stops. 1 MacMillan Duration Unit 1, Lesson 1, pg. T12 "Hello" Focus: Steady beat; Listen to "Hello and pat the beat. Encourage students to think of different greetings for each other. Look at pictures in the book and give different ways of saying "Hello".Give corresponding gestures for saying "hello." 1 MacMillan Form Unit 1, Lesson 8, pg. T44. "Come On Through, Miss Sally" Focus: Form, part and whole; Listen to "Come On Through, Miss Sally" in parts. Have students tell if they heard the whole song or only part of the song. Move to the song in pairs. 1 MacMillan Timbre Unit 4, Lesson 2, pg. T150 "Rain Rain, Go Away" Focus: tone color; Sing "Rain Rain, Go Away," tapping fingers. Give students drums or rhythm sticks, and have them identify which instrument they have. Corresponding to the book, the students play the sound of raindrops or the sound of thunder as instructed. Unpitched instruments Thursday, October 19, 2006 Page 2 of 12
1 Silver Burdett Expressive Qualities Unit 9, Lesson 1 pg. 58 "Race You Down the Mountain" Focus: fast and slow, tempo changes; Introduce "Race You Down the Mountain" via the recording. Ask students which sections are fast and which are slow. Lead studdents through the song and discuss the tempo changes Unpitched instruments 1 Silver Burdett Melody Unit 8, Lesson 2, pg. 55 "Mos Mos" Focus: high/low; Introduce "Mos Mos" and tell the students its story. Ask students when the sounds move from low to high. Divide the class into groups and lead the class in singing "Mos Mos." 1 Silver Burdett Texture Unit 16, Lesson 1, pg. 104 "One More River" Focus: accompaniment/no accompaniment; Have students listen to "One More River" with and then without accompaniment. Ask them what differences they noticed. Explain connections of the word "accompaniment" with "company." 2 MacMillan Duration Unit 1, Lesson 4, pg. 28 "Say Your Name" Focus: rhythm - quarter note and eighth note; Review "Say Your Name." Have students look at the pictures in the book, pat a steady beat and say "buddies" when they see 2 children together and "pal" when they see only one child. Relate these rhythms to quarter notes and eighth notes. Unpitched Instruments Unpitched Instruments Thursday, October 19, 2006 Page 3 of 12
2 MacMillan Timbre Unit 1, Lesson 7, pg.46 "Bate, bate" Focus: tone color; Have the students pat the steady beat and review "Bate, bate." Have them choose instruments from the book to play lines 1-2 and 7-8, and one for 3-6. Unpitched or Pitched Instruments 2 MacMillan Expressive Qualities Unit 2, Lesson 6, pg. 86 "John Jacob Jingleheimer Schmidt" Focus: dynamics - forte and piano; Introduce "John Jacob Jingleheimer Schmidt." Take turns saying the name loudly or softly, and explain forte and piano. Then lead the class in the song. Orff instruments 2 Silver Burdett Form Unit 4, Lesson 1, pg.18 "Frogs" Focus: introduction and coda; Explain the function of an introduction and explain similarities between introducing two people who have never met. Lead the children in singing the song. At the end, explain the coda, or ending. 2 Silver Burdett Texture Unit 11, Lesson 1, pg. 46 "Michael, Row the Boat Ashore" Focus: texture; Listen to "Michael, Row the Boat Ashore" and have students identify when there is a soloist. Explain solo and chorus. 2 Silver Burdett Pitch Unit 20, Lesson 3, pg. 90 "Chumbara" Focus: melodic patterns; Listen to "Chumbara" and have students show with their hands which way the melody moves. Discuss ascending and descending melodic patterns. /Orff instruments Thursday, October 19, 2006 Page 4 of 12
3 MacMillan Timbre Unit 1, Lesson 3, pg. 24 "Down By The River" Focus: tone color; Listen to "Down By The River" sung in both head and chest voice. Have the students determine which is heavier and which is lighter. Give instrumental examples of tone color as well. 3 MacMillan Rhythm Unit 2, Lesson 1, pg. 66 "Jubilee" Focus: rhythm; designate a certain movement for a certain amount of beats (ie walking =1 per beat, jogging =2 per beat, skating = 1 per 2 beats). Relate these rhythms to the rhythms in the song. 3 MacMillan Expressive Qualities Unit 6, Lesson 1, pg. 258 "Good News" Focus: expressive qualities - marcato, staccato, and legato; explain the terms marcato, staccato, and legato, and sing the lines of "Good News" using different articulations. Have the students mimic the articulations. 3 Silver Burdett Form Unit 6, Lesson 1, pg. 62 "Ambos a dos" Focus: AB form; Play the recording of "Ambos a dos" and discuss with the children the instrumentation. Discuss the differences between the first two lines and the second two lines, and explain that this constitutes AB form. 3 Silver Burdett Texture Unit 4, Lesson 3, pg.44 "The Wheel of the Water" Focus: ostinatos; Use the recording to teach each section of the song. Split the class up into groups and have them sing the parts in groups. Explain how the melody lines layer on top of eachother to create harmony. /Instruments /Instruments Orff instruments Thursday, October 19, 2006 Page 5 of 12
3 Silver Burdett Melody Unit 3, Lesson 1, pg. 28 "Four White Horses" Focus: repeated tones; Draw lines on the chalkboard in varying directions. Have children use arm movement to show the direction. Have the students look at the music and explain that the notes stay the same occasionally. 4 MacMillan Duration Unit 1, Lesson 4, pg. 24 "Mongolian Night Song" Focus: duration; Listen to "Mongolian Night Song" and have students pat the strong beats. Have them pat the beat for quarter notes and brush their hands together for half notes. 4 MacMillan Pitch Unit 3, Lesson 1, pg. 108 "La pajara pinta" Focus: repeated notes, steps, skips; Introduce "La pajara pinta." Listen and have the students identify spots where repeated notes, steps, and skips occur. Interdisciplinary Connections 4 MacMillan Timbre Unit 4, Lesson 3, pg. 168 "Little David Play on Your Harp" Focus: timbre; Listen to "Little David Play on Your Harp." Have students identify the men's voices from the children's voices. Have them describe the differences. /Instruments 4 Silver Burdett Texture Unit 4, Lesson 5, pg. 54 "The Carillon" Focus: texture; Listen to "The Carillon." Thell the students to observe the texture and its changes. Have students identify different the different textures of the song and discuss them. Orff instruments Thursday, October 19, 2006 Page 6 of 12
4 Silver Burdett Form Unit 6, Lesson 3, pg. 74 "Great Day" Focus: ABA form; Listen to the recording and explain the D.C. al Fine to the class. Have the students identify the textural changes within the different sections. 4 Silver Burdett Expressive Qualities Unit 5, Lesson 5, pg. 66 "Stars of Heaven" Focus: performance style; Listen to "Stars of the Heavens," identifying each of the four phrases. Sing the song at different tempos and discuss the differences in feeling. Talk about what emotions are associated with which speed. 5 MacMillan Duration Unit 2, Lesson 1, pg. 68 "Funga Alafia" Focus: rhythm; clap or play the prominent rhythm for your students, have them listen to "Funga Alafia" and identify how many times it occurs. 5 MacMillan Timbre Unit 3, Lesson 3, pg. 132 "Fanfare for the Common Man" and "Everybody Rejoice" Focus: tone color; Have students listen to several timpani excerpts and discuss its sound. Listen to "Fanfare for the Common Man" and "Everybody Rejoice" and have students identify where the timpani is used if at all. 5 MacMillan Pitch Unit 3, Lesson 4, pg. 136 "Song of Peace" Focus: pitch; Practice hearing and seeing "fa." Discuss "fa"'s characteristics within a given tonality. Practice singing a cappella. Thursday, October 19, 2006 Page 7 of 12
5 Silver Burdett Form Unit 3, Lesson 1, pg. 34 "Child of the Universe" Focus: AB form; Listen to "Child of the Universe." Help the students identify the two different sections. Compare and contrast the two different sections and discuss how they fit together. 5 Silver Burdett Texture Unit 8, Lesson 8, pg. 246 "Angels We Have Heard on High" 5 Siver Burdett Expressive Qualities Unit 1, Lesson 7, pg. 18 "Slavonic Dances" Op. 46, No. 8 Focus: harmony; Carefully introduce both parts, first having everyone sing both. When they become familiar with each part, choose a small group to sing the harmony. Record the performance and discuss and evaluate it with the class. Focus: dynamics; Have students listen to "Slavonic Dances" with special attention paid to dynamics. Discuss with students the dynamic contrasts and specific reasons for dynamics. Interdisciplinary Connections 6 MacMillan Duration Unit 2, Lesson 2, pg. 68 "I Believe in Music" Focus: rhythm; Listen to "I Believe in Music." Have the students snap on beats two and four and identify the rhythm of the pattern that they are snapping. 6 MacMillan Pitch Unit 2, Lesson 4, pg. 76 "One Moment in Time" Focus: pitch; Review "One Moment in Time." Name the pitches in the bell part. Have the students play the bell part with the song. Using solfege syllables, have the students raise their hands when half steps occur. Thursday, October 19, 2006 Page 8 of 12
6 MacMillan Timbre Unit 3, Lesson 1, pg. 110 "Harmony" Focus: tone color; Listen to "Harmony" and have the students identify the accompaniment instrument as a piano. Sing it without the accompaniment, then with accompaniment. Have the students tell the differences between the two performances. 6 Silver Burdett Form Unit 5, Lesson 1, pg. 60 "Take Five" Focus: AB and ABA forms; Have the students listen to a musical example from "Take Five." Ask the students to discuss what changes occurred from the "A" section to the "B" section. 6 Silver Burdett Expressive Qualities Unit 6, Lesson 3, pg. 76 "Academic Festival Overture" Focus: style; Read the information on Brahms on pg. 76, and familiarize students with the appearance of folk songs in "Academic Festival Overture." Discuss different styles uused throughout. 6 Silver Burdett Texture Unit 3, Lesson 4, pg. 40 "Sing to the Lord" Focus: rounds; Go through the five part round part by part with the entire class. Once they feel comfortable with each part, begin splitting them up, adding one part at a time. 7 MacMillan Timbre Unit 1, Lesson 6, pg. 20 "Foul Shot" Focus: vocal tone color, voice quality; Have the students listen to "Foul Shot" and identify the different voice qualities of the readers. Have the students read it and discuss the differences in their voice qualities. Listening, Listening Listening, Interdisciplinary Connections Listening Thursday, October 19, 2006 Page 9 of 12
7 MacMillan Expressive Qualities Unit 7, Lesson 4, pg. 176 "March" from Folk Song Suite Focus: repetition and contrast; Listen the the march and have the students identify repeated and contrasting sections. Listen again, this time for contrasts of legato, staccato, and dynamics. 7 MacMillan Duration Unit 2, Lesson 3, pg. 48 "The Entertainer" Focus: quarter, eighth, and sixteenth notes; Listen to "The Entertainer" and have students follow the steady beat. Listen to it again and have them tap the rhythm of the melody. Discuss how the melodic rhythm fits into the steady beat in terms of quarter notes, eighth notes and sixteenth notes. 7 Silver Burdett Form Unit 14, Lesson 3, pg. 124 "Colonel Bogey March" Focus: rondo form; Explain the sections of a rondo form as opposed to an ABA form. Explain that rondo form pieces are more contrasting and interesting. Play the piece and have students document the form. 7 Silver Burdett Pitch Unit 2, Lesson 1, pg. 15 "The Swallow" Focus: melodic movement; Listen to "The Swallow" and have the students sing each phrase. Ask them which sections have step by step motion and which do not. Talk about differences in sound between repeated notes, steps, and skips. Listening Further Listening, Interdisciplinary Connections Thursday, October 19, 2006 Page 10 of 12
7 Silver Burdett Texture Unit 8, Lesson 1, pg. 60 "Hymn of Joy" Focus: triads; Starting on G, have the students identify two successive intervals of a third above it. Have the students play these intervals on bells. Guide students through harmonizing the G major scale in triads. 8 MacMillan Expressive Qualities Unit 1, Lesson 2, pg. 6 "Bwala" and "Kyrie" Focus: comparing western and non-western styles; Listen to "Bwala" and "Kyrie." Discuss their origins. Also talk about ways in which culture influences musical styles. Additional Listening, Orff Instruments 8 MacMillan Duration Unit 2, Lesson 3, pg. 48 "Promenade" from Pictures at an Exhibition Focus: irregular meter; Listen to "Promenade" and have students point to the changing time signatures in each measure. Have the students pat the downbeat of each measure. 8 MacMillan Pitch Unit 4, Lesson 3, pg. 88 "Retrograde in D Major" Focus: retrograde melodies; Have the students play "Retrograde in D Major" on the bells. Discuss the fact that the first eight bars and the second eight bars are the same thing, but in reverse the second time. Explain retrograde and why this song is an example. Thursday, October 19, 2006 Page 11 of 12
8 Silver Burdett Texture Unit 3, Lesson 1, pg. 39 "Major Scale and Melody" Focus: major scales and chords; Explain the relationships of whole and half steps on the keyboard, give the interval patterns for a major scale. Have the students improvise from C to C using only white keys. Have the students listen to a major scale and get the sound in their ears. 8 Silver Burdett Form Unit 6, Lesson 6, pg. 84 "My Lord, What a Mornin'" Focus: ABA form; Have the students listen to "My Lord, What a Mornin' " and identify its sections. Have the students compare and contrast the two sections, and give characteristics of each., Body Percussion 8 Silver Burdett Timbre Unit 4, Lesson 1, pg. 52 "Sections of the orchestra montage" Focus: tone color of western orchestral instruments; Group the instruments based on section. Ask students what factors contribute to differences in instrumental timbres. Discuss the different blending capabilities of different sections. Listen to "Sections of the orchestra montage" to hear the different tone colors of each section. Additional Listening Thursday, October 19, 2006 Page 12 of 12