Transcript 4th Grade Arts Advantage Music Curriculum

Good Morning Fabulous
Arts Educators!
Please take this time to set up your student
samples for the gallery walk and bring in
your unit 2 materials.
The gallery walk will begin at 9:30 and we
will then reconvene as a whole group at 10:15.
4th Grade Arts Advantage Music Curriculum
Unit 2
Gallery Walk Discussion Questions
How well did the lessons on elements, rounds and
ostinatos in Unit 1 prepare students for the assessment?
How well does the assessment reflect the expected student
learning of the California music standards for this unit?
Do you see evidence that the students were or were not able
to: a) describe music according to the elements; b) sing a
round; c) sing an ostinato; d) identify and compare two
musical styles?
If you could suggest one improvement to the assessments,
what would it be?
Please take this time to
fill out the Unit 1
reflection form.
th
4
Grade
Arts Advantage
Music Curriculum
Unit 3
Lidia E. Sánchez, Presenter
Tentative Agenda
10:30 – 11:30 Unit 3, Lesson 1 Ostinato with Instruments
11:30 – 12:30 LUNCH (on your own, enjoy!)
12:30 – 1:30 Unit 3, Lesson 2, Sing and Play
1:30 – 2:30 Unit 3, Lesson 3, Perform with Voice and
Instruments
2:30 – 2:45 Wrap-up and reflections
Group Norms
Listen carefully (body language, eye contact)
Cell phones on vibrate
15:2 for verbal processing and notes
Participate, participate, participate!
Lesson 1:
Ostinato with
Instruments
IMPORTANT NOTE:
For the summative assessment,
students will be required to select a
song, sing it and perform it with a
composed ostianto.
I suggest to carve out a little bit of
rehearsal time each session to learn
and practice each of the three songs
you will be using for this unit.
Important Vocabulary
RHYTHM – the combination of long and
short, even and uneven sounds that create
a sense of movement in time
OSTINATO – a rhythmic or melodic
pattern that repeats
MELODY (tune) – an organized sequence
of notes
TEMPO – the speed or pace of the music
REVIEW: What is an ostinato?
What is an ostinato?
Aural example: Sound Machine – Joanne Hammil (# 8
on The World’s Gonna Listen CD)
Can you identify an ostinato?
Clap it out with music
Clap it out without music  RHYTHMIC
OSTINATO
Another aural example: Chi Chi Bud (Track 8 from the
Wee Sing CD)
Let’s Add Ostinato!
Listen to Circle the Earth by Joanne Hammil
(Track 2 from The World’s Gonna Listen CD)
Can we add an ostinato to this song?
Brainstorm words and rhythm
Let’s try it!
Let’s clap it!
Let’s play it with instruments!
Let’s share it!
Improvising an Ostinato
Listen to Nani Wale Na Hala (track 44 from the
Wee Sing CD)
GROUP TIME!
Create a rhythmic ostinato that is 8 beats
long.
Brainstorm rhythms
Decide on a rhythm
Try it with the music
Perform it!
Lesson 2:
Sing and Play
Important Vocabulary
COMPOSITION (Compose) – creating
original music by organizing sound.
IMPROVISATION (Improvise) – spontaneous
(spur-of-the-moment) creation of music
PATTERN – repeated parts in music
Reviewing Note Values
For today, there are 4 beats/counts in a measure
(time signature is 4/4).
How many of each note would fit in a measure?
(See Notes Charts)
Why do you think each note has the name that it
does? (connect to fractions)
What happens when we try to fit more notes into a
measure?
These can all be mixed up to create a rhythm in a
piece of music.
Reviewing Rest Values
For today, there are 4 beats/counts in a measure
(time signature is 4/4).
How many of each rest would fit in a measure?
(See Rests Chart)
Why do you think each rest has the name that it
does? (connect to fractions)
What happens when we try to fit more rests into a
measure?
These can also all be mixed up with notes to create
a rhythm in a piece of music.
Practice Composing and Reading
4-beat pattern: any suggestions?
Let’s practice!
Let’s combine them to make an 8-beat pattern!
(Practice some more if needed)
Get Ready, Composers!
Group up!
Choose! Select either Nani Wale Na Hala, Circle the
Earth OR Eentsy Weentsy Spider (track 4, from unit 1)
Compose! Using an instrument of your choice,
compose a new, 8-beat ostinato for the song and
write it down on the Unit 3 Template and Rubric
Paper.
Use the notes and rests values packet to help
you!
Critique and Revision
CRITIQUE ETIQUETTE!
Trade compositions with another group
Critique! Try the other group’s composition
and give warm and cool feedback
Revise! Use peer feedback to make changes to
your composition.
Lesson 3:
Perform with Voice and
Instruments
In this lesson, students
will be required to both
sing the song and play
their composed
ostinatos.
Compositions
Check your composition against the first
column on the rubric; you may make any lastminute adjustments if necessary
Choose! Select either Nani Wale Na Hala, Circle the
Earth OR Eentsy Weentsy Spider (track 4, from unit 1)
Compose! Using an instrument of your choice,
compose a new, 8-beat ostinato for the song and
write it down on the Unit 3 Template and Rubric
Paper.
Use the notes and rests values packet to help
you!
Let’s Talk About It:
What makes a good performance?
What does it take to be ready to
make a good performance?
Rehearsal Time
Practice singing all the songs whole-group
Group up! Decide who will be the singers and
who will play the ostinato.
Practice your piece
Perform it!
Summative Assessment
Students will assess their classmates’
performance of a song unis the rubric.
Each group performs the song with voice and instrument.
One group will be assessors and one group will be
performers.
Each assessor will assess one student from the performing
group and score them on the rubric.
Groups then switch roles.
Use Unit Three Rubric Sheet
Wrap-up and Reflection
Complete reflection form.
Have a wonderful day and thank you
for being a fabulous arts educator!
