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Let's Make Musical Sounds Colorado Teacher-Authored Instructional Unit Sample Music 3rd Grade Unit Title: Let’s Make Musical Sounds INSTRUCTIONAL UNIT AUTHORS Adams-Arapahoe School District Melinda Davis Tillifinney Smith Metro State University of Denver Carla Aguilar, PhD BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Pueblo County School District 70 Harriet Warren Boulder Valley School District Lindsey Pisano Thompson School District Colorado’s District Sample Curriculum Project Marcy Cochran This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: JUNE 10, 2014 Colorado Teacher-Authored Sample Instructional Unit Content Area Music Grade Level 3rd Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code 1. Expression of Music 1. Perform from memory and use simple traditional notation MU09-GR.3-S.1-GLE.1 2. Perform extended rhythmic, melodic, and harmonic patterns MU09-GR.3-S.1-GLE.2 2. Creation of Music 1. Short musical phrases and patterns MU09-GR.3-S.2-GLE.1 2. Notate music using basic notation structure MU09-GR.3-S.2-GLE.2 3. Theory of Music 1. Apply and demonstrate use of basic dynamics, tempo, meter, and articulation using appropriate music MU09-GR.3-S.3-GLE.1 vocabulary 2. Analyze simple notational elements and form in music MU09-GR.3-S.3-GLE.2 3. Identify vocal and instrumental tone colors MU09-GR.3-S.3-GLE.3 4. Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns MU09-GR.3-S.3-GLE.4 4. Aesthetic Valuation of 1. Identify personal preferences for specific music MU09-GR.3-S.4-GLE.1 Music 2. Respond to, and make informed judgments about, music through participation, performance, and the creative MU09-GR.3-S.4-GLE.2 process 3. Articulate music's significance within an individual musical experience MU09-GR.3-S.4-GLE.3 st Colorado 21 Century Skills Creation Critical Thinking and Reasoning: Thinking Deeply, Creative Thinking Differently Expression Theory Invention Process Information Literacy: Untangling the Web Collaboration: Working Together, Learning Aesthetic Valuation Together Self-Direction: Own Your Learning The Colorado Academic Standards for Music are not intended to be taught in a linear (checklist of coverage) fashion, but rather should be implemented as a cyclical creative Invention: Creating Solutions process. Each unit within this sample blueprint intentionally includes standards from all four music standards to illustrate this process-based philosophy. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence Let’s Make Musical Sounds Instructor’s Choice Instructor’s Choice 3rd Grade, Music Unit Title: Let’s Make Musical Sounds Page 1 of 17 Colorado Teacher-Authored Sample Instructional Unit Unit Title Let’s Make Musical Sounds Length of Unit Instructor choice Focusing Lens(es) Structure and Function Standards and Grade MU09-GR.3-S.1-GLE.1, MU09-GR.3-S.1-GLE.2 Level Expectations MU09-GR.3-S.2-GLE.1, MU09-GR.3-S.2-GLE.2 Addressed in this Unit MU09-GR.3-S.3-GLE.1, MU09-GR.3-S.3-GLE.2, MU09-GR.3-S.3-GLE.3, MU09-GR.3-S.3-GLE.4 MU09-GR.3-S.4-GLE.1, MU09-GR.3-S.4-GLE.2, MU09-GR.3-S.4-GLE.3 Inquiry Questions What is the difference between sound and music? (MU09-GR.3-S.1-GLE.1,2) and (MU09-GR.3-S.2-GLE.1-EO.b) and (MU09-GR.3-S.3-GLE.1,2,3,4) and (Engaging- (MU09-GR.3-S.4-GLE.1,2,3) Debatable): How does a composer communicate intent? Unit Strands Expression, Creation, Theory, Aesthetic Valuation Concepts Composition, Expression, Law/Rules, Structure, Sound, Emotion, Musical Elements, Organization Generalizations Guiding Questions My students will Understand that… Factual Conceptual The structure and organization of music dictates how What purpose does the “I” chord serve in a musical How does structure and organization affect music? music sounds. (MU09-GR.3-S.1-GLE.1,2) and (MU09-GR.3- composition? How does a composer and organization use structure to S.2-GLE.1,2) and ( MU09-GR.3-S.3-GLE.1,2,4) and (MU09- What structures are needed for a successful ensemble? communicate his/her intent? GR.3-S.4-GLE.1,2,3) (MU09- What are the foundations of musical structure? Physical structure determines the musical sound of the How does size of instruments relate to pitch? How does shape and density of an instrument affect its instrument making the sound. (MU09-GR.3-S.1-GLE.1- In each of the instrument families, what is vibrating to ability to vibrate? EO.a) and (MU09-GR.3-S.3-GLE.1,.3) and(MU09-GR.3-S.4- make the musical sound? GLE.2,3) Musical elements provide communication for emotion How does tempo convey emotion? (excitement, How are musical elements used to communicate and expression. (MU09-GR.3-S.1-GLE.1,2) and (MU09- sadness, mystery, etc.) emotion and expression? GR.3-S.2-GLE.1,2) and (MU09-GR.3-S.3-GLE.1,2,.4) and How do dynamic levels convey emotion? (excitement, How are dynamics used to communicate an idea? (MU09-GR.3-S.4-GLE.1,2,3) sadness, mystery, etc.) How does a musician interpret musical structure and organization? 3rd Grade, Music Unit Title: Let’s Make Musical Sounds Page 2 of 17 Colorado Teacher-Authored Sample Instructional Unit Critical Content: Key Skills: My students will Know… My students will be able to (Do)… There are four families of instrument classification in the orchestra (MU09-GR.3- Perform expressively using variation in dynamics, tempo, and articulation (MU09- S.3-GLE.3-EO.a) GR.3-S.1-GLE.1,2) and (MU09-GR.3- S.2-GLE.1,2) and (MU09-GR.3-S.3-GLE.1) and Sound production is related to physical proportion and density of an instrument or (MU09-GR.3-S.4-GLE.1,2,3) voice Written symbols are critical to the ability to interpret and recreate music Use musical vocabulary when describing and discussing music (MU09-GR.3-S.3- (MU09-GR.3-S.1-GLE.1.2) and (MU09-GR.3-S.2-GLE.1,2) and (MU09-GR.3-S.3- GLE.1,2,4) and (MU09-GR.3-S.4-GLE.1,2,3) GLE.1,2,4) and (MU09-GR.3-S.4-GLE.1,2,3) Create short compositions using teacher-defined structures (MU09-GR.3-S.1-GLE.1, 2) and (MU09-GR.3-S.2-GLE.1,2) and (MU09-GR.3-S.3-GLE.1,2,) Read musical notation (MU09-GR.3-S.1-GLE.1,2) and (MU09-GR.3- S.2-GLE.1,2) and (MU09-GR.3-S.3-GLE.1) and (MU09-GR.3-S.4-GLE.1,2,3) Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the Sound becomes music when structure and organization are applied through musical elements and form. ability to apply and comprehend critical language through the following statement(s): Academic Vocabulary: Quality, progression, resolution, density, proportion, relationship, expression, interpret, sound, structure Technical Vocabulary: Musical elements (Ostinato, rondo, timbre, largo/allegro, staccato/legato, pianissimo/fortissimo), time signature, measure, accompaniment, ensemble, treble clef, harmony, chord, pentatonic 3rd Grade, Music Unit Title: Let’s Make Musical Sounds Page 3 of 17 Colorado Teacher-Authored Sample Instructional Unit This unit explores the different ways we make music. In this unit, students will investigate various instruments and how/why they work. Students will also analyze effective communication through music. Using familiar songs throughout, the unit will have students investigating musical structures and Unit Description: ways to modify traditional or well-known arrangements. The unit culminates in a student performance demonstrating student understanding of the structure and function of music through performance, using appropriate musical terminology. This unit asks students to consider the structure of very well-known musical material. Teachers may wish to conduct a pre-teaching inventory of Considerations students’ background knowledge in order to ascertain the “catalogue” of songs familiar to the students in their classrooms. Unit Generalizations Key Generalization: The structure and organization of music dictates how music sounds Supporting Musical elements provide communication for emotion and expression Generalizations: Physical structure determines the musical sound of the instrument making the sound Performance Assessment: The capstone/summative assessment for this unit. Claims: The structure and organization of music dictates how music sounds. (Key generalization(s) to be mastered and demonstrated through the capstone assessment.) Stimulus Material: You are a musical arranger and you have been asked to update familiar songs in a new and unique way that will appeal to young (Engaging scenario that includes role, audience, audiences. To prepare for this project, you will explore popular/familiar songs (known melodies, pentatonic melodies, goal/outcome and explicitly connects the key patriotic songs, etc.), and the musical form and style they use. Upon choosing the song you will work with, you will then generalization) determine a way to update the arrangement.
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