ALEX Classroom Resource

  

Moving to Tchaikovsky

  Classroom Resource Information  

Title:

Moving to Tchaikovsky

URL:

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

Content Source:

Other
San Francisco Symphony
Type: Lesson/Unit Plan

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.     

Content Standard(s):
Arts Education
ARTS (2017)
Grade: K
Music: General
15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

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
  • 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
Skill 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.
Arts Education
ARTS (2017)
Grade: 1
Music: General
16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

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
  • 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
Skill 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.
Arts Education
ARTS (2017)
Grade: 2
Music: General
8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the tonality of a piece of music.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
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?
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 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.
Arts Education
ARTS (2017)
Grade: 3
Music: General
8) Demonstrate understanding of the structure in music selected for performance.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
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?
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
  • 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.
Arts Education
ARTS (2017)
Grade: 4
Music: General
8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Example: Perform music in the jazz style and identify syncopated rhythms.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
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?
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
  • 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.
Arts Education
ARTS (2017)
Grade: 5
Music: General
8) Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.

Example: Compose music in the jazz style and include syncopated rhythms.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
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?
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
  • 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.
Physical Education
PE (2019)
Grade: K
K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Physical Education
PE (2019)
Grade: 1
1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Physical Education
PE (2019)
Grade: 1
1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

Physical Education
PE (2019)
Grade: 2
2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Physical Education
PE (2019)
Grade: 3
3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

Physical Education
PE (2019)
Grade: 4
4-1.1) Apply locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Physical Education
PE (2019)
Grade: 5
5-1.1) Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Physical Education
PE (2019)
Grade: 5
5-1.4) Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

Tags: coda, different, form, interlude, locomotor, non locomotor, Nutcracker, Pyotr Tchaikovsky, same
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Comments

This chart is referenced in the lesson plan.  It explains how teachers have integrated music into the classroom.

Connection to Pathways to Integration chart

  This resource provided by:  
Author: Tiffani Stricklin