ALEX Classroom Resource

  

Groove Pizza

  Classroom Resource Information  

Title:

Groove Pizza

URL:

https://apps.musedlab.org/groovepizza/?museid=CCpgss2Q_&

Content Source:

Other
New York University MusEdLab
Type: Interactive/Game

Overview:

Students will compose music grooves using math concepts such as shapes, angles, and patterns. Start working with one of the "specials" pizza presets and add/remove "toppings" to adjust the groove, or click on the "Shapes" tab and drag various shapes onto the big circle to play and explore math-inspired grooves.  The shapes include triangle, quadrilateral, pentagon, hexagon, and octagon. They can download their compositions or share a link to the composition. 

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 2
Music: General
4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & 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
Skill Examples:
Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.
Arts Education
ARTS (2017)
Grade: 3
Music: General
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & 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)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Arts Education
ARTS (2017)
Grade: 4
Music: General
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & 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)
Skill Examples:
Performing
  • With limited guidance, perform simple chord progressions on pitched instruments.
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
  • Create vocal harmony using rounds, ostinati, canons and partner songs.
Reading/ Writing
  • Use notation and/or recording technology to document personal musical ideas.
Responding/ Evaluating
  • Describe the way sound is produced by various instruments and the human voice.
  • Listen, identify and respond to music of different composers and world cultures.
Arts Education
ARTS (2017)
Grade: 5
Music: General
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & 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)
Skill Examples:
Performing
  • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
  • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
  • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
  • Perform pre-written musical ideas.
  • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
  • Notate simple rhythms and melodies within a specified meter and tonality.
Creating
  • Create a 12-bar blues song using appropriate chordal structure and lyrics.
  • Explore and identify musical instruments from different historical periods and world cultures.
Reading/ Writing
  • Write an original blues song.
  • Identify elements of music including tonality, dynamics, tempo and meter.
  • Identify patterns of whole and half steps in a major scale.
  • Compose 4 or 8 measure pieces using appropriate notation.
Responding/ Evaluating
  • Review and refine a composition.
  • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
  • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
  • Identify terms related to form.
  • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
  • Identify vocal timbre as soprano, alto, tenor, or bass.
  • Write short self-reflections about his/her composition and the creative process.
Mathematics
MA2019 (2019)
Grade: 2
25. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

a. Recognize and draw shapes having specified attributes.

Examples: a given number of angles or a given number of equal faces
Unpacked Content
Evidence Of Student Attainment:
Students:
  • identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • recognize shapes with specified attributes.
  • draw shapes having specified attributes.
  • determine shapes based on their attributes.
Teacher Vocabulary:
  • Attributes
Knowledge:
Students know:
  • defining characteristics of basic shapes (triangles, rectangles, squares, circles).
Skills:
Students are able to:
  • identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • recognize shapes with specified attributes.
  • draw shapes having specified attributes.
  • determine shapes based on their attributes.
Understanding:
Students understand that:
  • shapes may be sorted by many sets of attributes, but their geometric classification is based on certain defining attributes.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.25.1: Define side, angle, face, closed, and open.
M.2.25.2: Use vocabulary related to shape attributes.
Examples: sides, angles, face, closed, open.
M.2.25.3: Trace shapes.
M.2.25.4: Sort triangles, quadrilaterals, pentagons, hexagons, and cubes.
M.2.25.5: Explore triangles, quadrilaterals, pentagons, hexagons, and cubes.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Begin to name and match sizes and shapes.
  • Enjoy playing with all kinds of objects.
  • Point to matching or similar objects.
  • Understand that words can label sameness and differences.
  • Sort objects on the basis of shape or color.
  • Understand and point to a triangle, a circle, a square and rectangle.
  • Understand the concept of same shape and size.
  • Understand that some have more, and some have less.
  • Sort objects on the basis of shape.
  • Sort a variety of objects in a group that have one thing in common.
  • Recognize and sort familiar objects with the same color, shape, or size.
  • Understand and point to a triangle, a circle, a square and rectangle.
  • Understand a line and a point, angle.
  • Count 1-6 for sides.
  • Understand the different shapes.
  • Draw basic shapes.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.25 Using vocalization, sign language, augmentative communication, or assistive technology, identify two-dimensional shapes (limited to square, circle, triangle, and rectangle).


Mathematics
MA2019 (2019)
Grade: 4
27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Describe the characteristics of a given figure.
    Example: An obtuse angle is described as two rays that meet at a point called a vertex with an angle measure greater than 90 degrees.
  • Draw a given figure correctly using a variety of tools.

  • Example: Use a ruler, paper, and pencil to draw two points and connect them to create a line segment.
  • Identify the given figures in two-dimensional shapes.

  • Example: Given a rectangle ABCD, identify that angle ABC is a right angle and that lines AB and CD are parallel.
Teacher Vocabulary:
  • Point
  • Line
  • Line segment
  • Ray
  • Right angle
  • Acute angle
  • Obtuse angle
  • Perpendicular lines
  • Parallel lines
  • Two dimensional figure
  • Vertex
  • Angle measure
Knowledge:
Students know:
  • defining characteristics of geometric figures, such as points, lines, line segments, angles (right, acute, and obtuse), parallel lines, and perpendicular lines.
Skills:
Students are able to:
  • Draw points, lines, line segments, rays, angles (right, acute, obtuse).
  • Draw parallel and perpendicular lines.
  • Identify points, lines, line segments, rays, angles, parallel lines, and perpendicular lines in two-dimensional figures.
Understanding:
Students understand that:
  • points, lines, line segments, angles (right, acute, and obtuse), parallel lines, and perpendicular lines are defining characteristics of two dimensional shapes.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.27.1: Define points, lines, line segments, rays, right angle, acute angle, obtuse angle, perpendicular lines, and parallel lines.
M.4.27.2: Define two-dimensional figure.
M.4.27.3: Recognize one-dimensional points, lines, and line segments.
M.4.27.4: Model shapes in the world by building shapes from components.

Prior Knowledge Skills:
  • Recall the vocabulary of shapes (labels, sides, faces, vertices, etc.).
  • Recognize and draw shapes having specified attributes such as a given number of angles.
  • Build and draw shapes to possess defining attributes.
  • Sort shapes into categories.
  • Define side, angle, face, closed, and open.
  • Use vocabulary related to shape attributes.
    Examples: sides, angles, face, closed, open.
  • Trace shapes.
  • Sort triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • Explore triangles, quadrilaterals, pentagons, hexagons, and cubes.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.27 Recognize parallel lines, intersecting lines, and angles (right, acute, obtuse).


Tags: hexagon, math, music, music composition, octagon, pentagon, quadrilateral, technology, triangle
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Author: Tiffani Stricklin