Fifth Grade Strathmore Trip Lesson Plans by hhab2910

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									                Fifth Grade Strathmore Trip Lesson Plans - DAY 1
INDICATORS/OBJECTIVES

MUSIC LITERACY
I.1.5.b Describe musical form in music from diverse cultures

MAKING CONNECTIONS
II.2.5.a Listen to and describe how selected works from standard music literature corresponds to
specific historical events.

ENDURING UNDERSTANDINGS
Music is an essential aspect of history and human experience.
Music has form.

ESSENTIAL QUESTIONS
    How are sections in music labeled?
    What characteristics can be found in music of different cultures and different historical
     periods?

Time
50 minutes

Materials
“The Star Spangled Banner” attributed to John Stafford Smith
“March” from The Nutcracker by Pyotr Tchaikovsky
“Waltz of the Flowers” from The Nutcracker by Pyotr Tchaikovsky
Form Identification Worksheet
Music Vocabulary List

Teacher Preparation
    Preview all materials and movements.
    Photocopy form identification worksheet.
    Photocopy music vocabulary worksheet

Introduction
    Play the “The Star Spangled Banner” as student walk in the room.
    Ask students to identify music and recall any historical facts they remember about the making
       of our National Anthem. More background information can be found at
       http://americanhistory.si.edu/starspangledbanner/the-war-of-1812.aspx or
       http://en.wikipedia.org/wiki/The_Star-Spangled_Banner

Lesson
    Using broad vocabulary, have students identify and describe music elements heard in the
       music: dynamics (forte and piano), tempo (moderato), articulation (staccato and legato), texture
       (thick, layered), orchestration (band, choral - depending on version), form (AABA1).
    An optional vocabulary list is provided for student use.
    Have students listen to “March” from The Nutcracker.
        Take Note: The National Philharmonic would like students to be able to sing the
        major themes of the March. Students will require several listening opportunities
        throughout these lessons.

        Ask students to make a circle and mirror your actions.
                Section A (non-locomotor)
                       8 macro beats = pat
                       16 micro beats = touch shoulders
                       repeat
                       4 macro beats = fist pounded on top of a flat hand
                       8 micro beats = clap
                       repeat
                       8 macro beats = pat
                       16 micro beats = touch shoulders
                       repeat
                Section B (locomotor)
                       4 sets of 8 micro beats = have students take hands and rotate the circle
                                 clockwise stepping to the microbeat. Change direction with each phrase
                                 (4 times total).
        Perform the movements while listening to “March”.
        As a class, identify different sections of “March”.
        Identify the form as ABA.
        Have students repeat the movement independently.
        Have students listen to “Waltz of the Flowers”.
        Hand out form identification worksheets to each student.
        Have students listen to “Waltz of the Flowers” again and identify the form (introduction,
                 ABAB C ABA1B1, coda).
        As a class, discuss student answers.
        In small groups, ask students to create movement to represent the form of “Waltz of the
         Flowers”.

        Take Note: Encourage students to use both locomotor and non-locomotor
        movement, macro and micro beat levels, and a variety of groupings. Macrobeats
        are those beats that one arbitrarily feels to be the longest. Microbeats are shorter
        than macrobeats and are derived from the equal division of macrobeats.

Evaluation
    Formative Assessment: Have each small group perform the created movement.

Extension
    Perform “The Star Spangled Banner” with words.
                Fifth Grade Strathmore Trip Lesson Plans - DAY 2
INDICATORS/OBJECTIVES

MUSIC LITERACY
I.1.5.b Describe musical form in music from diverse cultures

MAKING CONNECTIONS
II.2.5.c Listen to and compare examples of music that represent musical styles and traditions from
various periods and world cultures

ENDURING UNDERSTANDINGS
Music is an essential aspect of history and human experience.
Music has form.

ESSENTIAL QUESTIONS
    How are sections in music labeled?
    What characteristics can be found in music of different cultures and different historical
     periods?

Time
50 minutes

Materials
“La Marseilles” (French National Anthem)
“God Save the Tsar” (Russian National Anthem)
“Waltz of the Flowers” from The Nutcracker by Pyotr Tchaikovsky
“Ballet of the Chicks in their Shells” from Pictures at an Exhibition by Modeste Mussorgsky
Historical Resource: About the 1812 Overture
“What to Listen For?” Worksheet
Venn Diagram for National Anthems
Listening map examples for “Waltz of the Flowers”
Listening map for “Ballet of the Chicks in their Shells”
Individual Listening map for “Ballet of the Chicks in their Shells”

Teacher Preparation
    Preview all materials and movements.
    Photocopy “What to Listen For?” worksheet
    Provide a class copy of the Venn Diagram “Compare & Contrast”
    Photocopy “Ballet of the Chicks in their Shells” listening maps.
    Review the historical references provided: About the 1812 Overture

Introduction
    Ask students to recall historical facts about and music elements heard in the United States of
      America National Anthem from last week’s lesson.
Lesson
    Play the French and Russian National Anthems, asking students to listen for possible
       vocabulary words that might describe the music (the vocabulary list from last week may be
       used again).


       Take Note: To hear examples of the French (La Marseilles) and Russian (God
       Save the Tsar) National Anthems, please visit sites such as youtube.com or itunes.


       Give a brief historical overview of each anthem.
       Formative Assessment: Play each anthem again, asking students to individually complete the
        web worksheet for each piece, listening for the specified elements in the music.
       Discuss class answers and compare and contrast the identified elements in each piece.
       Record and display results using the Venn diagram (drawn on board or using the provided
        sheet).
       Have students review Waltz movement creations from the previous week.
       Show various Waltz listening maps (melody and orchestration) for section A and discuss how
        maps guide the listener.


       Take Note: Both the melodic and orchestration maps for the “Waltz” show the
       smaller abab1 phrases within the larger “A” section. They are simple examples
       not meant for in-depth study.

       Introduce “Ballet of the Chicks in their Shells.”
       Show students the four pages of the listening map for “Ballet of the Chicks in their Shells” out
        of order.
       Play “Ballet of the Chicks in their Shells”. As a class, have students to identify the correct
        progression of pages.
       Hand out individual maps and ask students to trace the images during a second listening.


       Take Note: Please be sure to introduce/review the celesta (highlighted in the B
       section of the Ballet) to your students. This instrument will be highlighted in the
       concert.


Evaluation
    Formative Assessment: Have students label the form of the piece in the spaces provided.
    As a class, review music element vocabulary and ask students to apply vocabulary to “Ballet of
      the Chicks in their Shells”.

Extensions
    Sing “Star Spangled Banner”.
    Play the choral version of each National Anthem, and have students follow the lyric sheet as
      they listen. (See separate lyric sheet).
Fifth Grade Strathmore Trip Lesson Plans - DAY 3

INDICATORS/OBJECTIVES

MUSIC LITERACY
I.1.5.b Describe musical form in music from diverse cultures

MAKING CONNECTIONS
II.2.5.c Listen to and compare examples of music that represent musical styles and traditions from
various periods and world cultures

ENDURING UNDERSTANDINGS
Music is an essential aspect of history and human experience.
Music has form.

ESSENTIAL QUESTIONS
    How are sections in music labeled?
    What characteristics can be found in music of different cultures and different historical
     periods?

Time
50 minutes

Materials
“1812 Overture” by Pyotr Tchaikovsky
“Tuileries” from Pictures at an Exhibition by Modeste Mussorgsky
Listening map examples
Pictures at an Exhibition by Anna Harwell Celenza
Artwork images that inspired Pictures at an Exhibition
Form Manipulatives
Papers
Markers/crayons/pencils

Teacher Preparation
    Preview and gather all materials.
    Photocopy form manipulatives.

Introduction
    Have students listen to the “1812 Overture” as they enter the room.

Lesson
    Ask who recognizes this piece and asks where they may hear this?
    Play the excerpts to allow students to identify which theme they are hearing, the French
       Anthem, “Le Marseilles” or the Russian Anthem “God Save the Tsar”. The Russian Anthem is
       stated in the beginning and end, with the French Anthem appearing in the middle of the piece.
       Often the two are intertwined and woven together. More information on musical structure can
       be found at http://web.ku.edu/~russcult/culture/handouts/chaikovskii.html
      Ask students to identify the orchestration (approximately 9:00 to end - cymbals; bass drum and
       timpani; chimes/church bells; canons (in outdoor concerts).
      Ask students what they think the significance of this part is in the music. If needed, review the
       brief history of the 1812 Overture again.
      If available at your school media center, share Pictures at an Exhibition by Anna Harwell
       Celenza. If the story is not available, summarize the history of the work for students.
       Background information can be found at http://www.classicalnotes.net/classics/pix.html or
       http://www.kennedy-center.org/calendar/?fuseaction=composition&composition_id=2481.
      Share Hartmann’s images with students. Artwork can be found at
       http://en.wikipedia.org/wiki/Pictures_at_an_Exhibition.
      Play “Tuileries” from Pictures at an Exhibition asking students to listen for different sections in
       the music.
      Hand out the Form Manipulatives to students.
      Formative Assessment: Play “Tuileries” again, asking students to use their manipulatives to
       identify the form of “Tuileries” from Pictures at an Exhibition.
      As a class, verify correct the form (ABA1).

Evaluation
    Have students create individual listening maps for “Tuileries”.

								
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