ALEX Classroom Resource

  

Cultural Connections

  Classroom Resource Information  

Title:

Cultural Connections

URL:

https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/2-culturalconnections.pdf

Content Source:

Other
Cleveland Orchestra
Type: Learning Activity

Overview:

Students will listen to In the Hall of the Mountain King by Edvard Grieg and define folk songs.  They will research Norway and create a landscape using collage or drawing techniques.  They will listen for repetition in the music and then act out the story.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 2
Music: General
16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
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?
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
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.
Arts Education
ARTS (2017)
Grade: 2
Music: General
17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
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
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.
Arts Education
ARTS (2017)
Grade: 2
Visual Arts
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
  • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
  • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Tags: Edvard Grieg, folk songs, landscape, Norway, repetition
License Type: Custom Permission Type
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Partnered Event: ALEX Resource Development Summit
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  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit