READING WITH CUPS…AND MORE! 2-3

READING WITH CUPS…AND MORE!

READING WITH CUPS…AND MORE!

Learning Description

Help students explore and connect the worlds of music and language arts while cultivating creative and critical thinking using various activities that support and improve literacy!

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a narrative inspired by music.

  • I can compose a rhythmic pattern using cups.

  • I can perform a poem to accompany my rhythmic pattern.

Essential Questions

  • How do music and language arts naturally overlap to promote literacy and cultivate creative and critical thinking?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2RF4 Read with sufficient accuracy and fluency to support comprehension. 

  1. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled words.

 

ELAGSE2W3 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.

 

Grade 3: 

ELAGSE3RF4 Read with sufficient accuracy and fluency to support comprehension. 

  1. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled words.

 

ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

 

 

Arts Standards

Grade 2:

ESGM2.CR.2 Compose and arrange music within specified guidelines.

 

ESGM2.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM2.RE.1 Listen to, analyze, and describe music.

 

ESGM2.RE.2 Evaluate music and music performances.

 

ESGM2.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 3:

ESGM3.CR.2 Compose and arrange music within specified guidelines.

 

ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM3.RE.1 Listen to, analyze, and describe music.

 

ESGM3.RE.2 Evaluate music and music performances.

 

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.F.4.2 Read texts orally and silently with accuracy, appropriate rate, expression, and intonation. 

 

ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

 

Grade 3: 

ELA.3.F.4.2 Read a variety of texts orally and silently with accuracy, appropriate rate, expression, and intonation. 

 

ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

 

 

Arts Standards

Anchor Standard 1: I can arrange and compose music.

 

Anchor Standard 4: I can play instruments alone and with others.

 

Anchor Standard 6: I can analyze music.

 

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

 

 

Key Vocabulary

Content Vocabulary

  • Poetry -  A form of literary expression that uses aesthetic and often rhythmic qualities of language—such as meter, rhyme, and structure—to evoke emotions, convey ideas, or tell a story

  • Narrative - A structured account or story that describes a sequence of events, real or fictional, that unfold over time
  • Setting - Where and when a story takes place
  • Characters - The individuals, animals, or beings who take part in the events and actions of the narrative
  • Plot - The sequence of events that make up a story
  •  

Arts Vocabulary

  • Pitch - The highness or lowness of a sound

  • Timbre - The unique quality of a sound; also known as tone color or tone quality 

 

  • Dynamics - Volume of sound (loudness, quietness) 

 

  • Harmony - The combination of different musical notes played or sung simultaneously to produce a pleasing sound

  • Tempo - The speed of the beat 

 

  • Texture - The overall feel of a piece based on the number of instruments or voices and how they are arranged
  • Steady beat - An unchanging continuous pulse

 

Materials

  • Plastic cups in various colors and sizes
  • Sound source (e.g., computer and speakers) 
  • Musical recordings 
  • Paper and writing utensils (pencils)

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Depending on your students, you may find it important to discuss proper use of, and care for, instruments prior to use. Discuss “resting” position, meaning no sound at all from instruments. 

 

  • Play a musical selection for students, such as, “Carnival of the Animals: Aquarium” or “Carnival of the Animals: Fossils”. 
  • As students listen, review/discuss elements of music: Pitch, harmony, timbre, dynamics, texture, and tempo. 
  • Ask students to make observations about the sounds that they hear and the images that they evoke.

 

 

 

Work Session

Responding to Music

  • Have students discuss elements of a story: Setting, plot, character(s), conflict, and theme.
  • Listen again the the piece of music from the warm-up, such as “Carnival of the Animals: Aquarium” or “Carnival of the Animals: Fossils” by Camille Saint-Saёns.  
  • Students will draw a line down the middle of a piece of paper to create two columns on their page.
    • In the first column, students write descriptive words about the musical selection specific to the elements of a story answering questions such as:
      • Where do you think this piece of music takes place? 
      • What characters do you hear/see in the music?  
    • After a couple of times listening and free writing, have the students use the second column to articulate WHAT in the music makes them hear and/or see these things, such as the loud dynamics or the disjointed sounds.  
  • Students will continue this activity by next writing a narrative inspired by the music.
    • Students should establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally, use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations, use temporal words and phrases to signal event order, and provide a sense of closure.

 

Composing with Cups  

  • Without saying anything, play a pattern on cups for students. 
  • Teacher should lead this activity in silence, changing cups (number of sounds) and even length of phrase prior to any discussion.  
  • Have students use creative and critical thinking to figure out the values (number of sounds for each cup) independently first. For example, blue – quarter note, yellow – eighth notes, clear – quarter rest). 
  • Pause and discuss what students observed about the values of each cup.  
  • Perform a rhythmic pattern using cups.
  • Next, demonstrate how to read a short poem to the rhythm of the pattern created with cups. Have students practice reading the poem with you.
  • Divide students into small groups. Assign each a short poem or nursery rhyme. 
  • Have students create rhythmic patterns using cups to accompany their poem.

 

 

 

Closing Reflection

  • Students will perform their compositions for the class. Discuss appropriate audience participation and etiquette prior to performances.
  • Discuss how students spoke the poems to the rhythm of their compositions and how different compositions created a different performance.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to discuss music using musical vocabulary, conferencing with students during the writing process, and collaboration with groups to create a rhythmic pattern to accompany a short poem.

 

Summative

CHECKLIST

  • Students can respond to music by writing a narrative that has a beginning, middle, end, setting, and characters and meets grade level criteria.
  • Students can compose a rhythmic pattern using cups.
  • Students can create and perform an original poem to accompany their rhythmic pattern.

DIFFERENTIATION 

Acceleration: 

  • Divide students into two groups and have them read a selection such as “Fireflies” from Joyful Noise: Poems for Two Voices by Paul Fleischman. Discuss the separate “voices” and the overlap of the “voices”. Students can then do a choral reading of the poem. Play musical selection representing different “voices” such as “Canceling Stamps in Ghana”. Compare it to musical “voices” or parts, discussing melody, harmony, and texture.

Remediation: 

  • Develop the plot, setting, and characters for the narrative as a class or in small groups. Then allow students to work independently to write their own stories.
  • Compose a rhythmic pattern together as a class. Once students have learned it, break students into small groups and have them practice performing it to their individual poems.

 

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Maribeth Yoder-White. Updated by: Katy Betts.

Revised and copyright: September 2024 @ ArtsNOW

 

Back to Modules

READING WITH CUPS…AND MORE! 4-5

READING WITH CUPS…AND MORE!

READING WITH CUPS…AND MORE!

Learning Description

Help students explore and connect the worlds of music and language arts while cultivating creative and critical thinking using various activities that support and improve literacy!

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a narrative inspired by music.
  • I can compose a rhythmic pattern using cups.
  • I can create and perform an original poem to accompany my rhythmic pattern.

Essential Questions

  • How do music and language arts naturally overlap to promote literacy and cultivate creative and critical thinking?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4RF4 Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5RF4 Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Arts Standards

Grade 4:

ESGM4.CR.2 Compose and arrange music within specified guidelines.

 

ESGM4.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM4.RE.1 Listen to, analyze, and describe music.

 

ESGM4.RE.2 Evaluate music and music performances.

 

ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 5:

ESGM5.CR.2 Compose and arrange music within specified guidelines.

 

ESGM5.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM5.RE.1 Listen to, analyze, and describe music.

 

ESGM5.RE.2 Evaluate music and music performances.

 

ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.F.4.2 Read a variety of texts orally and silently with accuracy, appropriate rate, expression, and intonation.

 

ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing: a. establish a situation and setting; b. introduce a narrator and/or characters; c. organize a plot structure; d. use narrative techniques such as dialogue, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence events; and f. provide an ending that follows from the narrated experiences or events.

 

Grade 5: 

ELA.5.F.4.2 Read a variety of texts orally and silently with accuracy, appropriate rate, expression, and intonation.

 

ELA.5.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish a situation and setting; b. introduce a narrator and characters; c. establish a plot structure; d. use narrative techniques such as dialogue, precise words, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence the events; and f. provide an ending that follows logically from the narrated experiences or events.

 

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 4: I can play instruments alone and with others.

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

 

Key Vocabulary

Content Vocabulary

  • Poetry -  A form of literary expression that uses aesthetic and often rhythmic qualities of language—such as meter, rhyme, and structure—to evoke emotions, convey ideas, or tell a story
  • Narrative - A structured account or story that describes a sequence of events, real or fictional, that unfold over time
  • Setting - Where and when a story takes place
  • Characters - The individuals, animals, or beings who take part in the events and actions of the narrative
  • Plot - The sequence of events that make up a story

Arts Vocabulary

  • Pitch - The highness or lowness of a sound
  • Timbre - The unique quality of a sound; also known as tone color or tone quality
  • Dynamics - Volume of sound (loudness, quietness)
  • Harmony - The combination of different musical notes played or sung simultaneously to produce a pleasing sound
  • Tempo - The speed of the beat
  • Texture - The overall feel of a piece based on the number of instruments or voices and how they are arranged
  • Steady beat - An unchanging continuous pulse

 

Materials

  • Plastic cups in various colors and sizes
  • Sound source (e.g., computer and speakers)
  • Musical recordings
  • Paper and writing utensils (pencils)

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Depending on your students, you may find it important to discuss proper use of, and care for, instruments prior to use. Discuss “resting” position, meaning no sound at all from instruments. 

 

  • Play a musical selection for students, such as, “Carnival of the Animals: Aquarium” or “Carnival of the Animals: Fossils”.
  • As students listen, review/discuss elements of music: Pitch, harmony, timbre, dynamics, texture, and tempo.
  • Ask students to make observations about the sounds that they hear and the images that they evoke. Ask students to justify their answers with evidence from the music. For example, “I see two people arguing because the instruments were loud and clashed”.

 

 

Work Session

Responding to Music

  • Have students discuss elements of a story: Setting, plot, character(s), conflict, and theme.
  • Listen again the the piece of music from the warm-up, such as “Carnival of the Animals: Aquarium” or “Carnival of the Animals: Fossils” by Camille Saint-Saёns.
  • Students will draw a line down the middle of a piece of paper to create two columns on their page.
    • In the first column, students write descriptive words about the musical selection specific to the elements of a story answering questions such as:
      • Where do you think this piece of music takes place?
      • What characters do you hear/see in the music?
    • After a couple of times listening and free writing, have the students use the second column to articulate WHAT in the music makes them hear and/or see these things, such as the loud dynamics or the disjointed sounds.
  • Students will continue this activity by writing a narrative inspired by the music.
    • Students should include a situation and introduce the characters; organize an event sequence that unfolds naturally, include dialogue and description to develop experiences and events or show the responses of characters to situations, use a variety of transitional words and phrases, use concrete words and phrases and sensory details, and provide a conclusion that follows from the narrated experiences or events.

 

Composing with Cups  

  • Without saying anything, play a pattern on cups for students.
  • Teacher should lead this activity in silence, changing cups (number of sounds) and even length of phrase prior to any discussion.
  • Have students use creative and critical thinking to figure out the values (number of sounds for each cup) independently first. For example, blue – quarter note, yellow – eighth notes, clear – quarter rest).
  • Pause and discuss what students observed about the values of each cup.
  • Perform a rhythmic pattern using cups.
  • Next, demonstrate how to read a short poem to the rhythm of the pattern created with cups. Have students practice reading the poem with you.
  • Divide students into small groups. Have each group write their own short poem, such as an acrostic or haiku, and create rhythmic patterns using cups to accompany their poem.
  • Students should be sure to write their poems in appropriate form based on the type of poem.

 

 

Closing Reflection

  • Students will perform their compositions for the class. Discuss appropriate audience participation and etiquette prior to performances.
  • Discuss how students spoke the poems to the rhythm of their compositions and how different compositions created a different performances.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to discuss music using musical vocabulary, conferencing with students during the writing process, and collaboration with groups to create a rhythmic pattern to accompany their short poem.

 

Summative

CHECKLIST

  • Students can respond to music by writing a narrative that has a beginning, middle, end, setting, and characters and meets grade level criteria.
  • Students can compose a rhythmic pattern using cups.
  • Students can create and perform an original poem to accompany their rhythmic pattern.

DIFFERENTIATION 

Acceleration: 

  • Divide students into two groups and have them read a selection such as “Fireflies” from Joyful Noise: Poems for Two Voices by Paul Fleischman. Discuss the separate “voices” and the overlap of the “voices”. Students can then do a choral reading of the poem. Play musical selection representing different “voices” such as “Canceling Stamps in Ghana”. Compare it to musical “voices” or parts, discussing melody, harmony, and texture.

Remediation: 

  • Develop the plot, setting, and characters for the narrative as a class or in small groups. Then allow students to work independently to write their own stories.
  • Compose a rhythmic pattern together as a class. Once students have learned it, break students into small groups and have them practice performing it to their individual poems.

 

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Maribeth Yoder-White. Updated by: Katy Betts.

Revised and copyright: September 2024 @ ArtsNOW

 

Back to Modules

Music Inspires Writing 2-3

MUSIC INSPIRES WRITING

MUSIC INSPIRES WRITING

Learning Description

Using music as inspiration for creating original poetry and music, students will develop skills and understandings in language arts and music. Creative thinking, vocabulary development, and structural understanding are necessary to create poetry and music in a prescribed form. Musical skills addressed include improvising, composing, listening, and speaking.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write diamante using the appropriate form and parts of speech.

  • I can create and perform effective musical rendering of my diamante.

Essential Questions

  • How can music inspire written and musical composition?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2SL2 Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

 

ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 

Grade 3:

ELAGSE3W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

 

ELAGSE3L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

 

Arts Standards

Grade 2:

ESGM2.CR.2 Compose and arrange music within specified guidelines.

 

ESGM2.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM2.RE.1 Listen to, analyze, and describe music.

 

ESGM2.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 3:

ESGM3.CR.2 Compose and arrange music within specified guidelines.

 

ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM3.RE.1 Listen to, analyze, and describe music.

 

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.OE.1 Read and write for a variety of purposes, including academic and personal, for extended periods of time. 

 

ELA.2.OE.4 Collaborate with others and use active listening skills. 

 

ELA.2.AOR.2.1 Identify and explain an explicit theme in a literary text. 

 

ELA.2.C.4.1 Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). 

 

Grade 3: 

ELA.3.OE.1 Read and write for a variety of purposes, including academic and personal, for extended periods of time. 

 

ELA.3.OE.4 Collaborate with others and use active listening skills. 

 

ELA.3.AOR.2.1 Identify and explain an explicit theme in a literary text and how it is developed by key details. 

 

ELA.3.C.4.1 Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs.

 

Arts Standards

Anchor Standard 1: I can arrange and compose music.

 

Anchor Standard 4: I can play instruments alone and with others.

 

Anchor Standard 6: I can analyze music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

 

Key Vocabulary

Content Vocabulary

  • Adjective - Describes a noun

  • Noun - Person, place, or thing
  • Verb - Action word 

 

  • Gerund - Verb ending in –ing that acts as a noun

  • Diamante - Poem that looks like a diamond (derived from Italian word for diamond)
  • Synonym - A word that means the same thing as another word
  • Antonym - A word that means the opposite as another word

Arts Vocabulary

  • Body percussion - Sounds produced by striking or scraping parts of the body; typically includes snapping, clapping, patting, and stamping

  • Found sound - Sounds produced by non-traditional sound sources in the environment (e.g., scraping a ruler along a binder spine, tapping a pencil on a desk)
  • Timbre - Quality of sounds that causes different instruments and/or voices to sound different from each other
  • Rhythm - The pattern of sounds and silences over time, often created by the arrangement of beats, accents, and note durations
  • Melody - A sequence of musical notes that are perceived as a single, coherent entity; it is the part of the music that is most memorable and recognizable, often considered the "tune" of a piece
  • Form - The overall structure or organization of a piece
  • Timbre - The characteristic quality of a musical sound that distinguishes it from other sounds; the different sounds that different instruments make
  • Tempo - The speed at which a piece of music is played
  • Dynamics - The loudness or softness of sound
  • Program music - Compositions with extra-musical content intending to evoke a literary or pictorial association; particularly popular in the 19th century
  • Absolute music - Compositions with no intended literary, dramatic, or pictorial association

 

Materials

  • Paper and pencils
  • Tape
  • Sound source (computer and speakers) 
  • Audio recording (e.g., Vivaldi’s “Four Seasons”) 
  • Whiteboard/flipchart and markers 
  • Visual of diamante form 
  • Visual of diamante poem (“Seasons Change”) 
  • Optional: Template of Diamante Poem for students to use to write their own
  • Hand drum (or other sound source to make a drum beat)

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Arrange student groups in the room so that they can move far enough apart during the creating process to enable careful listening and minimize distraction from other groups.

 

  • Review definitions of nouns, verbs, adjectives and gerunds.
    • Use a hand drum (or other sound source) to set a steady beat. Speaking rhythmically to the beat of the drum, ask students what each part of speech is and have them answer, speaking to the beat of the drum.
  • Ask students what kind of instrument you are using. Ask them if a drum is a noun, adjective or verb. 
  • Have students describe the sound and/or visual appearance of the hand drum; classify these words as adjectives. 
  • Have students describe how one might play the drum (strike, hit, thump); classify these words as verbs. 
  • Next, if appropriate to what students are learning in class, transform the verbs to gerunds (striking, hitting, thumping). 
  • Challenge students to think of an instrument that produces a much different sound from a hand drum (such as a cowbell) and repeat the process of identifying the noun, adjectives, verbs, and gerunds associated with that instrument. Students can do this independently or with a partner.

 

 

Work Session

    • Play a selected piece of music (recommended - Vivaldi’s “Four Seasons”). 
  • Teacher tip: Showing a YouTube video of an orchestral performance may be helpful so that students can see the instruments being played.
    • As students listen, ask them to describe the:
      • Melody (what happens to the melody throughout the performance?)
      • Timbre of the instruments (how do musical instruments sound different?),
      • Tempo (when does the music speed up? Slow down?)
      • Dynamics (when does the music get loud? Soft?) 
    • Throughout the listening exercise, ask students what season they think the music is communicating. Ask them what sounds made them think that.
  • Distribute paper and pencils to students. Play the selected piece of music again and have students write down words associated with the music. 
  • Ask students to work with a partner to see if they can circle the adjectives, put a box around the nouns, and underline the verbs. 
  • Next, using anchor chart paper (one for each part of speech), create a class list of adjectives, nouns, and verbs.
    • As students share, challenge them to use musical terminology when discussing why they chose certain words to describe what they heard. 
  • Pass out a sample diamante poem to partner groups. Have students circle the adjectives, put a box around the nouns, and underline the verbs. If students have learned about gerunds, have them put a squiggly line under the gerunds.
  • Then, project the diamante on the board and have students share responses.
  • Ask students to discuss with their partners what the topic/main idea of the poem is.
  • Discuss how (1) the poem is shaped like a diamond (hence the name diamante); (2) diamante poems can be about one topic or about opposites; (3) the number of words and parts of speech vary by line to create the diamond shape. (4) lines 1 and 7 are nouns that are either synonyms or antonyms. 
  • Have students work with their partners to create a diamante using the words they generated while listening to Vivaldi’s “Four Seasons”. Optional: Pass out Template of Diamante Poem to guide students in their writing.
    • Teacher tip: Depending on your students, it may be helpful to decide as a class what the nouns in lines 1 and 7 will be. Students can work with their partners to write lines 2-6.
  • After students have written their poems, have students experiment with various ways of performing student-created diamantes musically (individually or in small groups).
    • Some options include:
      • Create soundscape by using body percussion, found sound, unpitched percussion, etc. to accompany reading of diamante. 
      • Transfer the text of the diamante to body percussion. 
      • Transfer the text of the diamante to unpitched percussion instruments. 
      • Use different combinations of voices and/or instruments to perform the diamante (e.g., line 1 = solo; line 2 = duet; line 3 = trio; line 4 = quartet; line 5 = trio; line 6 = duet; line 7 = solo). 
      • Alter the tempo (fast/slow) and dynamics (loud/soft/crescendo/decrescendo) while reading the diamante.

 

Closing Reflection

  • Perform student-created diamantes with musical renderings. Discuss appropriate audience participation and etiquette prior to performances.
  • Discuss each performance discussing the parts of speech and the elements of music present.
  • Compare and contrast the diamantes and musical components. Discuss the similarities and differences in the diamantes and the musical components.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; ability to identify and generate nouns, verbs, and adjectives; ability to analyze music in terms of melody, timbre, tempo, and dynamics as discussed in class; and collaboration with group to create a diamante with musical accompaniment.

 

Summative

CHECKLIST

  • Students can write diamante using appropriate form and parts of speech. 
  • Students can create and perform effective musical rendering of their diamante.

DIFFERENTIATION 

Acceleration: 

  • Have students experiment with other forms of poetry (e.g., acrostic poems, shape poems, cinquain poems) adding musical components. 
  • Write diamantes about other topics (e.g., shapes for visual art and math; habitats for science). 
  • Have students add a visual art component to illustrate their poem. Encourage them to think about their use of color in their artwork.
  • Compare and contrast student writing and musical renderings. 

Remediation: 

  • Scaffold the lesson by leading the class to create a collaborative diamante and perform it with body percussion. Then, have students work in groups to create their own.
  • Rather than having students write their own diamante, pass out different diamantes to the class. Have partners identify the parts of speech and the topic/main idea and then perform their assigned poem with musical accompaniment.

 

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Maribeth Yoder-White. Updated by: Katy Betts.

Revised and copyright: September 2024 @ ArtsNOW

 

 

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COMPARE AND CONTRAST WITH THE NUTCRACKER K-1

COMPARE AND CONTRAST WITH THE NUTCRACKER

COMPARE AND CONTRAST WITH THE NUTCRACKER

Learning Description

In this lesson, students will use music to examine and explore the scores of two renowned composers by comparing and contrasting their versions of The Nutcracker.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can listen to compare and contrast different variations of The Nutcracker. 
  • I can analyze music by exploring instruments, dynamics and sound.

Essential Questions

  • How can we compare and contrast different variations of The Nutcracker?

 

Georgia Standards

Curriculum Standards

Kindergarten

ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story.

 

ELAGSEKRL9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

 

Grade 1

ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.

 

ELAGSE1RL9 Compare and contrast the adventures and experiences of characters in stories.

Arts Standards

Kindergarten

ESGMK.RE.1 Listen to, analyze, and describe music. 

  1. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form). 
  2. Describe music using appropriate vocabulary (e.g. high/low, loud/soft, fast/slow, long/short). 
  3. Identify basic classroom instruments by sight and sound.

 

ESGMK.RE.2 Evaluate music and music performances.

  1. Explain personal preferences for specific musical works using appropriate vocabulary.

 

ESGMK.CN.1 Connect music to the other fine arts and disciplines outside the arts.

  1. Describe connections between music and disciplines outside the fine arts.

 

Grade 1

ESGM1.RE.1 Listen to, analyze, and describe music. 

  1. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form). 
  2. Describe music using appropriate vocabulary (e.g. high/low, upward/downward, loud/soft, fast/slow, long/short, same/different). 

 

ESGM1.RE.2 Evaluate music and music performances.

  1. Explain personal preferences for specific musical works using appropriate vocabulary.

 

ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.

  1. Describe connections between music and disciplines outside the fine arts.

 

South Carolina Standards

Curriculum Standards

Kindergarten

READING - LITERARY TEXT

Meaning and Context (MC)

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

7.2 Read or listen closely to compare familiar texts

 

COMMUNICATION - Meaning and Context (MC)

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. 

3.1 Explore how ideas and topics are depicted in a variety of media and formats.

 

Grade 1

READING - LITERARY TEXT

Meaning and Context

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies.

 

COMMUNICATION - Meaning and Context (MC)

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. 

3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.

Arts Standards

Anchor Standard 6: I can analyze music. Benchmark IM.R NL.6-I can identify the elements of music in compositions that I hear.

 

Key Vocabulary

Content Vocabulary

  • Compare - To look for similarities between two different things
  • Contrast - To look for differences between two things

Arts Vocabulary

  • Composer - Someone who writes music
  • Jazz - A genre of music that originated in the African American communities of New Orleans in the late 19th and early 20th centuries; it is characterized by its use of swing and blue notes and complex chords
  • Classical - The formal music tradition of the Western world; the Romantic Period of classical music focused on emotion and expansion of the orchestra
  • Instruments - Tools used to make sound
  • Dynamic - How loud or soft something is
  • Mood - How the music makes someone feel

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Lead students in a musical warm-up to two different songs instructing them to listen carefully to the music played and move different body parts based on how they think the music sounds. 
    • This might include sharp movements like marching or smooth movements like swinging arms, etc.
    • Ask them how the two pieces were the same and how they were different.

 

Work Session

COMPARING AND CONTRASTING STORIES: THE NUTCRACKER

  • Show covers of two different versions of the story, The Nutcracker, and compare and contrast the images as a whole class.
  • Read the two different versions of The Nutcracker.
    • Have students compare and contrast the two stories using a Venn diagram. 
      • This can be done with a partner, individually, or as a whole class discussion. 
      • Remind students when they analyze stories, they look at the characters, the setting and the plot. 

 

COMPARING AND CONTRASTING MUSICAL COMPOSITIONS 

  • Tell students that they will be analyzing music by exploring the instruments, dynamics and mood. 
  • Using the Powerpoint slides, Battle of the Nutcrackers, discuss two styles of music, classical and jazz, as a whole group. 
  • Introduce students to: 
    • Instruments - Students will use pictures to help decide which instrument they hear. 
    • Dynamics - Students will use high, medium and low body levels to help decide the dynamic of the music.
    • Mood - Students will use color to help them determine how the music made them feel.
  • Connect back to The Nutcracker, and introduce composers, people who write music. 
    • Tell students that they will be listening to Tchaikovsky (classical) and Duke Ellington (jazz), who composed the music for two different variations of The Nutcracker: The Nutcracker and The Harlem Nutcracker (see “Additional Resources”).
  • Tell students that they will compare and contrast the two pieces using the Nutcracker Music Analysis Handout as they listen to the two versions of The Nutcracker. 
    • After listening to the two pieces, students will find a partner, and compare how they analyzed the piece.

 

 

Closing Reflection

  • Facilitate a class discussion around students’ responses to the music.
    • Ask students if their answers differed from their partner’s. Have students justify responses using evidence from the music. 
  • Ask students to share which composer they preferred and why. 

Students will complete the Music Analysis self-reflection checklist.

 

Assessments

Formative

Teachers will assess student understanding by observing students’ contributions to class discussion, music analysis, and ability to work with a partner to compare and contrast.

 

Summative

CHECKLIST

  • Students can compare and contrast two versions of the same story.
  • Students can compare and contrast music.
  • Students can identify mood, dynamics, and instruments in a composition.

 

DIFFERENTIATION 

Accelerated: After listening to both Tchaikovsky’s and Ellington’s versions of a piece from The Nutcracker, students will write or draw a picture (for younger students) to tell about which composer’s piece they preferred. In their writing they should describe the instruments they heard and how it made them feel. 

 

Remedial: 

  • Allow students to work with a partner during the listening analysis. 
  • Complete the Venn diagram and/or music analysis as a class. 

 ADDITIONAL RESOURCES

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Alexis Patsalos

Revised and copyright:  May 2024 @ ArtsNOW

 

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FRACTIONS AND BODY PERCUSSION 2-3

FRACTIONS AND BODY PERCUSSION

FRACTIONS AND BODY PERCUSSION

Learning Description

In this lesson, students will explore how they can use body percussion to learn about, represent and compare fractions through music.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: MATH & MUSIC
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can represent fractions with denominators of 4, 8, 12, and 16 in multiple ways within a framework using visual models.
  • I can compare two fractions with different numerators by flexibly using a variety of tools and strategies. 
  • I can listen to, analyze, and describe music.
  • I can compose a body percussion rhythm that represents fractions.
  • I can connect music to math.

Essential Questions

  • How can I represent fractions using body percussion?
  • How does music connect to math?

 

Georgia Standards

Curriculum Standards

Grade 3

3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models.

3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies.

3.NR.4.3 Represent fractions, including fractions greater than one, in multiple ways.

Arts Standards

Grade 3

ESGM3.RE.1 Listen to, analyze, and describe music.

 

ESGM3.CR.2 Compose and arrange music within specified guidelines.

 

ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Grade 3

3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. 

3.NSF.2 Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line; b. fraction equivalence can be represented using set, area, and linear models; c. whole numbers can be written as fractions (e.g., 4 = 4/1 and 1 = 4/4 ); d. fractions with the same numerator or same denominator can be compared by reasoning about their size based on the same whole.

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 4: I can play instruments alone and with others.

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

Key Vocabulary

Content Vocabulary

  • Fractions - Equal parts of a whole          
  • Numerator - The top number in a fraction that represents how many parts of a whole are being considered
  • Denominator - The bottom number in a fraction. It represents the total number of equal parts into which the whole is divided
  • Greater than (>) - A number that is larger than another number
  • Less than (<) - A number that is smaller than another number
  • Equal to (=) - A number that has the same value as another number

Arts Vocabulary

  • Steady beat - Steady pulse
  • Body percussion - Stomping, patting, clapping, snapping, etc.)
  • Pitch - High/low sounds
  • Rhythm - Long/short sounds
  • Dynamics - Loud/soft sound
  • Tempo - Fast/slow sounds

 

Materials

  • Paper
  • Pencils
  • Teacher access to computer and Internet

 

 

Instructional Design

Opening/Activating Strategy

  • Choose a fractions song (see materials) for students to engage in a “Hear, Think, Wonder” listening routine. This listening routine is a modification of Project Zero’s “See, Think, Wonder” Thinking Routine.
  • Prepare students for the listening activity by telling students that they are going to listen to a song and answer three prompts about the song. Wait until the end of the listening activity before revealing the title and composer of the song.
      • The first prompt is “I hear”. 
        • Students should focus on the different musical sounds such as tempo (fast/slow), dynamics (loud/soft), instruments, pitch (high/low), and lyrics (words to song). They may use words or draw a quick picture to answer. 
        • Play the song audio only one time while students are listening in order to answer the prompt, “I hear”. 
        • Students turn and talk to a neighbor and share their answers.
        • Students share out to the class. Validate the answers that students give.
        • Repeat the process for “I think” and “I wonder”.
          • For “I think”, the teacher can ask clarifying questions such as, “What did you hear in the music that made you think that?”.
  • After the listening activity, encourage students to sing along with the recording. Provide a lyric sheet or turn on closed captions so that students can sing along with the video. (The font of the closed caption can be enlarged by clicking on settings, then English, finally options.)
    • Start by singing the chorus. Tell students that the chorus is the main idea of the song with repeating lyrics.
    • Lead students in finding the steady beat to the song during the verses by directing students to pat their legs or tap two fingers in a palm. 
    • Demonstrate the four basic movements of body percussion (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge). Lead students in each of these movements doing them to the steady beat of the song.Transition into the lesson about fractions.

Work Session

    • Introduce or review fractions. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of fractions.
    • Transition to the concept of representing and comparing fractions through performing rhythmic movements called body percussion.
      • Remind students of the four basic movements of body percussion used in the activator (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge).
      • Help students determine the fractions of the body movements in Body Percussion Grid 1 (ex: claps = 5/16 if using the entire board)
      • Students will then compare the fractions using greater than, less than, and equal to.
  • Divide students into small groups of three to four students and present the following group task:
    • Tell students that as a group, they will create their own body percussion rhythm using the Create Your Own Beat Body Percussion Board.
      • Predetermine how much of the board students should use (ex: the entire board, only 12 squares, only 8 squares, etc.).
      • Provide time for students to:
        • Compose their body percussion using the blank board.
        • Practice performing the body percussion rhythm to a steady beat.
        • Determine and write fractions based on the occurrence of body parts. 
        • Compare the fractions using greater than, less than, and equal to.
    • Students should repeat the process as time allows.

Closing Reflection

  • After a predetermined amount of work time, students will share their body percussion rhythms with the class. 
    • Remind performers to do their best. Remind audience members to give their attention to the performing group and applaud the group’s effort after the performance.
  • Students who are listening should choose one body part to focus on and determine the fraction of that body part in the overall rhythm.
  • Together, the teacher and students will review how students used body percussion to represent and compare fractions.
  • Students will sing the beginning fractions song as a closing to the lesson.

 

 

Assessments

Formative

Teacher will assess student learning through:

  • Observation of written responses during the listening activity.
  • Observation of “turn and talk” and “sharing out” during the listening activity.
  • Observation of students singing with a steady beat.
  • Observation of students demonstrating the steady beat during the singing activity.
  • Observation and questioning during group task.

 

Summative

CHECKLIST

  • Students can perform the body percussion to a steady beat.
  • Students can correctly identify fractions based on the body parts used to create the body percussion rhythms.
  • Students can compare fractions using body percussion rhythms.
  • Students can create a body percussion rhythm that represents fractions.

 

DIFFERENTIATION 

Acceleration: 

  • Use the entire body percussion board. 
  • Include two body percussion sounds per one square on the body percussion board.

Remediation: 

  • Reduce the number of total squares to complete on the body percussion board.

 ADDITIONAL RESOURCES

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

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