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Learning Resource Type

Classroom Resource

Moving to Tchaikovsky

Subject Area

Physical Education
Arts Education

Grade(s)

K, 1, 2, 3, 4, 5

Overview

Students will use locomotor and non-locomotor movement to identify the form of "Trepak" from The Nutcracker by Pyotr Tchaikovsky.  They will identify the A section, B section, Interlude, and Coda.  Younger students will identify same and different.     

    Physical Education (2019) Grade(s): KG

    PE19.K.1.1

    Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

    Physical Education (2019) Grade(s): 1

    PE19.1.1.1

    Demonstrate correct form for hopping, galloping, and sliding.

    Physical Education (2019) Grade(s): 1

    PE19.1.1.4

    Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

    Physical Education (2019) Grade(s): 2

    PE19.2.1.1

    Demonstrate correct form for skipping.

    Physical Education (2019) Grade(s): 3

    PE19.3.1.4

    Perform teacher-selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

    Physical Education (2019) Grade(s): 4

    PE19.4.1.1

    Apply locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

    Physical Education (2019) Grade(s): 5

    PE19.5.1.1

    Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

    Physical Education (2019) Grade(s): 5

    PE19.5.1.4

    Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.

    Arts Education (2017) Grade(s): KG - Music

    AE17.MU.K.15

    Demonstrate how a specific music concept is used in music.

    Unpacked Content

    UP:AE17.MU.K.15

    Vocabulary

    Rhythm
    • Steady beat
    • Long/ Short
    • One and two sounds per beat
    • Silent beat
    Melody
    • High and low
    • Pitch set: So, Mi
    • Musical alphabet
    Harmony
    • Accompaniment/ no accompaniment
    Form
    • Like and unlike phrases
    • Echo
    Expression
    • Speak, sing, shout, whisper
    • Solo/ Group
    • Unpitched percussion
    • Flute, trumpet, violin, piano
    • Loud/ Soft
    • Fast/ Slow
    Other
    • Age-appropriate audience and performer etiquette

    Essential Questions

    EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
    EQ: How does understanding the structure and context of music inform a response?

    Skills Examples

    Performing
    • Perform songs of various genres while reflecting appropriate stylistic characteristics.
    Creating
    • Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
    Reading/ Writing
    • Discuss, using musical language, the characteristics of the music they hear and/or perform.
    • Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
    Responding/ Evaluating
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
    • Describe how sounds and music are used in our daily lives.
    • Describe the difference between steady beat and rhythm.
    • Identify and connect a concept shared between music and another curricular area.
    • Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
    • Respond to sound with a drawing of how the sound makes them feel.
    • Offer opinions about their own musical experiences and responses to music.
    • Aurally identify flute, trumpet, violin, and piano.

    Anchor Standards

    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Arts Education (2017) Grade(s): 1 - Music

    AE17.MU.1.16

    Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

    Unpacked Content

    UP:AE17.MU.1.16

    Vocabulary

    Rhythm
    • Quarter note, quarter rest, paired eighth notes
    • Strong/ weak beat
    • Steady beat/ rhythm
    • Allegro/ adagio
    Melody
    • Pitch set: Mi, So, La
    • Steps/ skips/ repeated notes
    • Melodic direction
    • Modified staff
    • Line notes and space notes
    Harmony/texture
    • Rhythmic ostinati
    • Simple bordun
    Form
    • AB, ABA
    Expression
    • Legato, staccato
    • Piano (p), forte (f)
    • Classroom instrument classifications
    • Clarinet, trombone, cello, drum
    • Orchestral music: ballet
    • Non-Western music celebrations
    Other
    • Proper singing posture
    • Age-appropriate pitch matching (C4 - C5)1
    • Mallet/ drumming technique — hands together

    Essential Questions

    EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
    EQ: How does understanding the structure and context of music inform a response?

    Skills Examples

    Performing
    • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
    Creating
    • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
    Reading/ Writing
    • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
    Responding/ Evaluating
    • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.

    Anchor Standards

    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Arts Education (2017) Grade(s): 2 - Music

    AE17.MU.2.8

    Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

    Unpacked Content

    UP:AE17.MU.2.8

    Vocabulary

    Rhythm
    • Eighth note, eighth rest, half note, half rest, whole note, whole rest
    • Strong/ weak beat — 2/4; 3/4 meter
    • Accelerando/ ritardando
    Melody
    • Pitch Set: Do , Re, Mi, So, La
    • Five-line staff
    • Treble clef
    • Names of lines/ spaces (treble staff)
    Harmony
    • Melodic ostinati
    • Partner songs
    Form
    • AAB, AABA, Rondo
    • Verse/ Refrain
    Expression
    • Orchestral instrument families
    • Piano (p), forte (f)
    • Crescendo/ decrescendo
    • Orchestral Music: programmatic
    • Indigenous music: Native American
    • American music: slave songs, colonial folk songs
    Other
    • Age-appropriate pitch matching (B3-D5)1
    • Mallet/ drumming technique: alternating hands

    Essential Questions

    EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
    EQ: How does understanding the structure and context of musical works inform performance?

    Skills Examples

    Performing
    • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
    Creating
    • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
    Reading/ Writing
    • Identify expressive markings in printed music.
    • Identify meter marking in printed music.
    Responding/ Evaluating
    • Notate from dictation 8-beat rhythm patterns using standard notation.
    • Perform short melodic patterns from standard or iconic notation.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 3 - Music

    AE17.MU.3.8

    Demonstrate understanding of the structure in music selected for performance.

    Unpacked Content

    UP:AE17.MU.3.8

    Vocabulary

    Rhythm
    • Bar lines
    • Measures
    Melody
    • Pitch set: Low So, Low La, High Do
    • Treble clef reading (Mi, Re, Do)
    • Middle C to high G
    • Ledger lines
    Harmony
    • Partner songs
    • Rounds
    • Ostinati
    Form
    • Theme and variations
    • Coda
    • D.S. al coda
    • Repeat sign
    • Fermata
    Expression
    • Phrase/ phrasing
    • Pianissimo (pp), fortissimo (ff)
    Other
    • Age-appropriate audience and performer etiquette
    • Orchestral instruments: 4 families
    • Age-appropriate pitch matching (Bb3 - Eb5)

    Essential Questions

    EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
    EQ: How does understanding the structure and context of musical works inform performance?

    Skills Examples

    Performing
    • Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
    • Sing, move and respond to music from diverse cultures.
    • Sing, move and respond to age-appropriate music of various composers.
    • Play a variety of classroom instruments with proper technique.
    Creating
    • Improvise and compose short compositions using a variety of classroom instruments and sound sources.
    • Create new words for familiar songs.
    Reading/ Writing
    • Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
    • Read, write and perform extended pentatonic melodies.
    Responding/ Evaluating
    • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
    • Develop criteria and use it to critique their own performances and the performances of others.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 4 - Music

    AE17.MU.4.8

    Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

    Unpacked Content

    UP:AE17.MU.4.8

    Vocabulary

    Rhythm
    • Conducting patterns in
    • Syncopation
    Melody
    • Pitch set: Do, Re, Mi, Fa, So, Ti
    • Treble clef reading (La, So, Mi, Re, Do)
    • Middle C through High B
    • Create melodic sequences
    • Half-step
    • Whole step
    Harmony
    • Canons
    • Chord components
    • Chord progression (I, V)
    • Crossover bordun
    Form
    • Phrasing: antecedent and consequent
    • D.C. al coda
    • Fine
    Expression
    • pp through ff
    Other
    • Age-appropriate audience and performer etiquette
    • Orchestra instruments within the 4 families
    • Age-appropriate pitch matching (A3-E5)

    Essential Questions

    EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
    EQ: How does understanding the structure and context of musical works inform performance?

    Skills Examples

    Performing
    • Sing, move and respond to music from world cultures and different composers.
    • Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
    Creating
    • With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
    Reading/ Writing
    • Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
    Responding/ Evaluating
    • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
    • Use student developed criteria to critique their own performances and the performances of others.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 5 - Music

    AE17.MU.5.8

    Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.

    Unpacked Content

    UP:AE17.MU.5.8

    Vocabulary

    Rhythm
    Melody
    • Pitch set: Do-centered diatonic
    • Treble clef reading (choral octavos)
    • Grand staff
    • Bass clef
    • Accidentals
    • Major scale
    Harmony
    • Part singing/ playing
    • Chord progression (I, IV, V)
    • Arpeggio
    • Descant
    • Level bordun
    Form
    • Rondo form
    • 12-Bar blues
    Expression
    • Vibrato
    • Tremolo
    • Reggae
    • Blues
    • Timbre: soprano, alto, tenor, bass
    Other
    • Age-appropriate audience and performer etiquette
    • Age-appropriate pitch matching (Ab3-F5)

    Essential Questions

    EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
    EQ: How does understanding the structure and context of musical works inform performance?

    Skills Examples

    Performing
    • Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
    • Sing intervals on pitch within a major diatonic scale.
    • Perform melodies on recorder while reading standard and/or iconic music notation.
    • Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
    • Sing partner songs to create harmony.
    • Sight-read and prepare a performance.
    Creating
    • Demonstrate appropriate use of legato and staccato in a song.
    • Create a personal playlist and explain why each piece was selected.
    • Improvise, compose and arrange music.
    • Use technology and the media arts to create and perform music.
    Reading/ Writing
    • Read, write, and perform rhythms in 2/4, 3/4.
    • 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
    • Read, write and perform diatonic melodies and the major scale on the treble clef staff.
    • Identify tempo markings such as allegro, presto, largo, and andante.
    • Identify ledger-line notes A, B, and C above the treble clef staff.
    • Identify whole and half steps of the major diatonic scale in printed music.
    • Recognize the difference between major and minor tonalities.
    • Write program notes to accompany performances.
    Responding/ Evaluating
    • Discuss melodic and harmonic elements used in a piece of music.
    • Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
    • Demonstrate appropriate audience etiquette at live performances.
    • Write performance reviews of performances.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    San Francisco Symphony
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