ALEX Classroom Resource

  

Music and the Elements of a Story

  Classroom Resource Information  

Title:

Music and the Elements of a Story

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Music_and_the_Elements_of_a_Story_Duncan.pdf

Content Source:

Other
San Francisco Symphony
Type: Lesson/Unit Plan

Overview:

Students will identify the elements of a story - character, setting, plot.  They will listen to a story while listening to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns.  They will identify story elements.  They will listen to "Fossils" from Carnival of the Animals and create a story including character, setting, and plot.  

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.24- Compose narrative texts by introducing characters or a narrator and organizing events in sequence.


English Language Arts
ELA2015 (2015)
Grade: 3
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 4
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Arts Education
ARTS (2017)
Grade: 2
Music: General
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
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: 3
Music: General
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
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
  • Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).
Creating
  • Express melodic contour through movement.
Reading/ Writing
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
  • Develop criteria and use them to critique their own performances and the performances of others.
Responding/ Evaluating
  • Identify and respond to simple music forms (e.g., AB, ABA).
  • Identify elements of music using appropriate vocabulary.
Arts Education
ARTS (2017)
Grade: 4
Music: General
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
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
  • Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).
Creating
  • Develop criteria and use them to critique their own performances and the performances of others.
Reading/ Writing
  • Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
  • When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Responding/ Evaluating
  • Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
  • Explain how the elements and subject matter of music connect with disciplines outside the arts.
Tags: Camille, character, plot, Saint Saens, setting, story elements
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Partnered Event: ALEX Resource Development Summit
AccessibilityText Resources: Content is organized under headings and subheadings
Comments

Connection to Pathways to Integration chart

  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit