The Music Box

An Integrated Educational Podcast by Classical 90.5 WUOL

Episode 1 - The Golden Record Teacher Guide: Fourth Grade, Fifth Grade

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Table of Contents Page Content 3 Message to Educators 4 Standards | Episode Background 5 Discussion Sheet 6 Unit 1 8 Unit 2 10 Unit 3 12 Music Class Extension 13 Final Project 14 Glossary Appendix: 15 Episode Notes Guide 17 Cultural Notes 18 My Artifacts 19 Alien Culture 20 Chart Your Moves 21 Classical Music on the Golden Record 22 Your Golden Record 23 Jimmy Carter Message 25 Observable Properties 26 Research Organizer 27 Star Travel 28 Tone Color Activity 29 Alien Reactions 30 The Planets 31 Music Dynamics 32 Music Tempo 34 Space Melody 35 Ostinato

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Message to Educators Fellow Educators, Welcome to The Music Box, where we combine listening and learning. We invite and inspire kids to listen to and create classical music, making it relevant to their everyday lives. This podcast features voices and input from teachers and students in our community. Please share photos by clicking behind the scenes tabs under each Episode at wuol.org/musicbox so that young listeners can see as well as hear kids like them. Classical music can connect us with history as well as the world around us. Developing listening skills at a young age is important for learning but also for improving daily interactions. This podcast along with our curriculum can be used in the classroom or by parents at home. Kids already involved in classical music will see things with a new perspective and kids with no previous experience will feel invited into a new world of listening. Each episode of The Music Box includes an integrated, ready-to-use curriculum aligned to grade-level standards and designed for multiple learning styles and ultimate flexibility. From a variety of listening options, to selectable lessons and extensions that incorporate technology and collaboration, to an array of assessments, you choose what’s best for your child or classroom. And with an episode glossary and national standards1 listed by episode, lesson, and activity, you’ll always know what you’re covering. Here are a few possible ways to use the curriculum... Listen to Learn: Play the entire episode from start to finish while students complete either the activities from the discussion sheet (page 5), or the episode Notes Guide (appendix 15). Then, have a discussion using questions from the discussion sheet and review any activities or responses on the episode notes guide. Pause to Learn: Use the timestamps on the discussion sheet to pause for discussion throughout using the discussion sheet. Activities are included on the discussion sheet for students to complete while listening or during pauses. Students may also complete the episode notes guide while listening. Learn by Doing: Peruse the lessons to choose the activities that best suit your needs. Lesson timestamps suggest possible episode pausing places for the activities, while lesson materials are found in the appendix. We urge you to share the music class extension activities with your school’s music teacher and hope you will consider sharing your students’ work on our episode I final group project webpage. Finally, we’d just like to say thank you for listening and sharing. We hope to hear from you and your students soon! Musically, Paul Robinson, Curriculum Designer Sara Soltau, Producer and Host: [email protected]

1 Standards sources: National Core Arts Standards, National Council for the Social Studies, Next Generation Science Standards, Common Core State Standards

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Concepts/Standards *Note: Highlighting here indicates which standards are touched on through the “Listen to Learn” and “Pause to Learn” curriculum options. The “Learn by Doing” curriculum option covers them all. (see page 3) ❖ Social Studies ➢ Elements of Culture & Artifacts/Countries/President/Global Connections: I.a-e, VI.a , IX.a ❖ Science ➢ Space/Properties/Structures/Energy in Organisms/Environmental Impact: ESS1-1, ESS3-1, PS1-1, PS3-1, LS1-1, LS2-1 ❖ Music ➢ Tone Color/Music Analysis/World Music/Expression/Dynamics/Tempo/Pitch Exploration/Steady Beat/Ostinato/Composition: Cr1.1, Cr2.1, Cr3.1, Cr3.2, Pr4.3, Pr5.1, Pr6.1, Re7.1, Re7.2, Re8.1, Re9.1, Re9.2, Cn10.0, Cn11.0 ❖ ELA ➢ Writing Information: W._.2 ➢ Grammar/Writing Conventions/Vocabulary/Figurative/Acquire: L._.1, L._.2, L._.4, L._.5, L._.6 ➢ Reading Information (Quoting/Relationships/POV/Efficient Problem Solving): RI._.1, RI._.3, RI._.6, RI._.7 ➢ Discuss/Summarize/Report/Visuals/Adapt: SL._.1, SL._.3, SL._.4, SL._.5, SL._.6

Episode Background Earth is the only planet known to have life. What if there is life somewhere else? The Voyagers I and II are twin spacecraft sent together from Earth to explore where nothing from Earth has flown before and share music, greetings, sounds, and images from Earth with whomever may find them. Explore for yourself using the links below:

❖ Learn about the Voyager mission: click here

❖ Learn about the golden record: click here

❖ Hear the music on the golden record: click here

❖ Hear the greetings on the golden record: click here

❖ Hear the sounds on the golden record: click here

❖ View the scenes (images) on the golden record: click here

❖ View an image of the golden record: click here

❖ View the code on the golden record: click here

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Discussion Sheet *Note: Before listening to the episode, familiarize your students with the episode background. Intro: We’re using our ears to learn today! It’s important not to talk so everyone can hear and have space to use their imaginations.

1:46 Have you ever used a vinyl record? How does it work? How is the Golden Record different? Golden Record Activity (appendix page 22) 2:35 How many former USA presidents can you name? Share a world problem you would like to have solved if you were president. 3:19 Can you greet someone in another language? Share what you know. What greeting would you send into outer space? 3:58 Share your favorite and least favorite sound you notice at home, outside, or at school. 4:03 Display maps for class: Azerbaijan Peru USA Most classical music is from Europe World Map 5:05 Share what you notice about the music from around the world. Share a place far away that you would like to visit. 5:14 See seven classical pieces on the golden record and follow the links to listen periodically as you see fit. ➢ Classical Music on the Golden Record (appendix page 21) 7:48 Share what you notice about the music of Beethoven. Share how you might feel if an alien sent you a message of peace and friendship. Share what you would teach an alien. Share what you think an alien would teach you. 10:16 Share what you notice about the Queen of the Night music. ➢ Alien Reactions Handout (appendix page 28) 11:51 Share what you know about different kinds of metal. Share what you know about the sun. 12:08 Share what you know about meteors. 13:10 Share what you know about space travel. 14:30 Share whether or not you think there are aliens in outer space and why. Share something about aliens that might be very similar or totally different. Share one way you could make an alien who is totally different feel welcome. 15:30 Aliens would have to be intelligent enough to travel between stars to find the Golden Record. ➢ Star Travel Activity (appendix page 34) 15:47 Share what you think alien music might sound like. 16:25 Share what you think an alien’s planet might be like. Share what you notice about The Planets music. ➢ The Planets Activity (appendix 29)

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Unit 1 Timestamp: 0:00-7:48 Concepts/Standards ▪ Elements of Culture & Artifacts/Global Connections: I.a-e, IX.a ▪ World Music: Cr1.1, Cr2.1, Cr3.1, Cr3.2, Cn10.0, Cn11.0 ▪ Discuss/Summarize/Report/Visuals/Adapt: SL._.1, SL._.3, SL._.4, SL._.5, SL._.6 ▪ Grammar/Vocabulary/Figurative/Acquire: L._.1, L._.4, L._.5, L._.6

Materials computer, internet, projector, screen, speakers, chart paper, markers, photocopies Activities 1) A group of alien tourists is interested in the different cultures on Earth. Individually, in groups or as a class, research some cultures from around the world using internet search and the links below to complete the Cultural Notes (appendix 17). After students share their work, collect the cultural information sheets to read as prompts and pass out cultural elements bingo cards (spaces include: language, music, literature, etc.) created using the link below (select human bingo). To play, you must choose a pattern for students to complete, then call out examples from students’ cultural information sheets at random while students work individually or in groups to write the example under the corresponding cultural element on the bingo card. For hints, you may also call out artifacts and their descriptions. ❖ country and culture guides country reports world culture encyclopedia bingo card generator 2) Write down some artifacts from your life someone might uncover in 500 years and what the artifacts say about your culture. See the My Artifacts Activity (appendix 18). 3) Imagine an alien culture using the Alien Culture activity (appendix 19). 4) Music is an element of culture. It’s part of what makes us human. Preview these links to discover music from around the world, notice the different tone colors of various instruments used, and use the Chart Your Moves activity (appendix page 20) to explore creative ways to move your bodies to the music! Also, explore the classical pieces from the golden record as beginning or background music for the classroom (appendix 21) ❖ golden record worldmusic.net radiooooo.com ➢ Extension: For additional world music lesson plans, visit Smithsonian Folkways. ❖ click here 5) Maybe there’s someone on another world out there waiting to hear from you. Think of a message that you’d like to send them, and then write it on the back of the Your Golden Record coloring sheet (appendix page 22). ➢ Extension: Video conference to learn about community members in other locations, then work together to agree upon a single unified message to put on a collaborative golden record! You’ll need a webcam with a microphone. ❖ Microsoft Skype in the classroom Aroundtheworldwith80schools

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Additional outcomes/assessments Jimmy Carter Message Worksheet: Access the message here or print from appendix. [appendix 23]

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Unit 2 Timestamp: 7:48-15:32

Concepts/Standards

● Space/Properties/Structures/Energy in Organisms/Environmental Impact: ESS3-1, PS1-1, PS3-1, LS1-1, LS2-1 ● Tone Color/Music Analysis: Re7.1, Re8.1, Re9.1 ● Writing Information: W._.2 ● Grammar/Writing Conventions/Vocabulary/Figurative/Acquire: L._.1, L._.2, L._.4, L._.5, L._.6 ● Reading Information (Quoting/Relationships/POV/Efficient Problem Solving): RI._.1, RI._.3, RI._.6, RI._.7 ● Discuss/Summarize/Report/Visuals/Adapt: SL._.1, SL._.3, SL._.4, SL._.5, SL._.6

Materials

computer, internet, projector, screen, speakers, photocopies

Activities

1) If aliens visit our solar system, what will they see? Discuss observable properties of objects in our solar system and write them on the Observable Properties activity (appendix page 25) ❖ solar system #1 solar system #2 solar system #3 ➢ Extension: Take a space vacation in virtual reality! Explore an environment and discuss your observations. You’ll need an iPhone, iPad, or iPod touch, the free Space Vacation app and a VR viewer with an action button. ❖ intergalactictravelbureau.com 2) An alien from another planet wants to know about our plants and animals on Earth. Click the links to teach the visitor, then complete the Research Organizer (appendix 26). ❖ habitats adaptations classification #1 classification #2 food chain diet food fight plant structures 3) Aliens from another planet need your help! Share about the choices they can make to keep their planet healthy. Visit the links below to research environmental impact and complete the Research Organizer (appendix 26). ❖ make sustainable choices nasa climate kids recycle city ➢ Extension: Interview local community members to discover a local environmental challenge, then problem solve! ❖ local environmental problems project 4) In the interview with Mark what did he say an alien had to be able to do for it to find and understand the golden record? (listen at [14:40] for the answer: travel between stars) Can you travel between stars? Probably not! Do you understand the diagram on the Golden Record [See episode background code on the golden record [curriculum page 4] Probably not! To be able to travel into space or between stars you have to spend your lifetime studying science and outer space. A human or an alien who has studied these subjects would be able to understand our message on the Golden Record. Complete the Star Travel activity [appendix pg. 27] and then create your own on the back of the page. Trade with your neighbor and see if you can stump them!

5) How do we use our ears to explore our environment? Explore earthly soundscapes and test your listening skills through the links below.

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❖ soundscape lesson plan ❖ create a soundscape 4) Click the link to explore different instrument sounds from around the world. Choose a few that you like, listen to their tone color, and discuss why a composer might choose each sound to use in a new composition. Complete the Tone Color activity (appendix page 27) individually or in groups. Older grades use the same activity to hypothesize about the vibrating materials that are producing the sounds. ❖ world instrument sounds 5) If there’s someone on another world out there in space, what interesting sounds from Earth would you send them? Think about it and write one down on the back of the golden record coloring sheet. Consider recording your sound for the final project on page 13. ➢ Extension: Continue the video conference collaboration from Lesson 1. Learn about habitats and animals in other locations and work together to find a sound that exists in both locations to put on the collaborative golden record! Additional outcomes/assessments Environmental Impact ❖ recycled crafts (look for musical instruments & space themes)

Alien Reactions (appendix page 29) *Note: Students should fill out the alien information however they choose. Encourage them to be creative and as out there in their answers as they like! ❖ click here to listen

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Unit 3 Timestamp: 15:32-18:16 Concepts/Standards ● Objects in Space: ESS1-1 ● Expression/Dynamics/Tempo/Pitch Exploration: Cr1.1, Re7.1, Re7.2, Re8.1, Re9.1, Re9.2, Cn11.0 ● Grammar/Writing Conventions/Vocabulary/Figurative/Acquire: L._.1, L._.2, L._.4, L._.5, L._.6 ● Reading Information (Quoting/Relationships/POV/Efficient Problem Solving): RI._.1, RI._.3, RI._.6, RI._.7 ● Discuss/Summarize/Report/Visuals/Adapt: SL._.1, SL._.3, SL._.4, SL._.5, SL._.6

Materials computer lab or ipads, internet, projector, screen, speakers, photocopies Activities 1) Click the link to explore our interactive website based on Gustav Holst’s The Planets. Then, get students in 7 groups, one assigned to each planet (except Earth) to complete The Planets listening activity for their assigned planet (appendix page 30). Each group then presents their work (along with an audio clip) to the class. ❖ Go to wuol.org/musicbox and click on Interact under Episode I. ➢ Extension: As you listen to The Planets: Mars complete the Music Dynamics activity (appendix page 31). Share your work, why you think the composer wrote the dynamics that way, what changes you would make if you were the composer, and why. This activity is designed for use with the following recording: Mars recording ➢ Extension: As you listen to The Planets: Jupiter complete the Music Tempo activity (appendix page 32). Share your work, why you think the composer wrote the music that way, what changes you would make if you were the composer, and why. This activity is designed for use with the following recording: Jupiter recording 2) Create your own space music! Follow the link below to explore an electronic instrument called a theremin, learn about theremin virtuoso, Clara Rockmore, and make a melody to share with others using the Space Melody activity [appendix 34]. ❖ click here (To get started, click the play icon. After the music plays, click the new play icon that appears. After the tone plays, click on the play icon in the bottom left-hand corner to use the theremin keyboard in free play.) *Note: For ease of implementation, limit students to using the pitches from the low G on the left side of the theremin to the high G on the right in their composition and have them indicate the high G with a superscript “I” (i.e. GI) to differentiate between the two. ➢ Music Extension: Coordinate with your school music teacher to carry on a discussion about the difficulties in adding a performer to the equation, how students can notate

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more clearly for a more successful performance, and what elements they think create a successful melody. Have students trade melodies and perform for each other in pairs or for the class. Use written “I notice, I value, I wonder” prompts for peer feedback. Have students revise their melodies, then perform again and share their compositional choices. 3) What music from Earth would you like to send to another world? Think of a title for a new song and write it on the back of the golden record coloring sheet. ➢ Extension: Continue the video conference collaboration from Lessons 1 & 2. Share about the activities in lesson 3, steps 1 & 2 and choose a song title together to put on your collaborative golden record! Additional outcomes/assessments Star Travel activity (appendix page 27)

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Optional Music Class Extension Concepts/Standards ● Steady Beat/Dynamics/Ostinato/Composition: Cr1.1, Cr2.1, Cr3.1, Cr3.2, Pr4.3, Pr5.1, Pr6.1, Re7.1, Re7.2, Re8.1, Re9.1, Cn10.0, Cn11.0 ● Community/Responsibility: V.a, V.c, V.d, V.g, VI.a, VI.h, IX.b, X.b ● Space/Properties/Structures/Energy in Organisms/Environmental Impact: ESS3-1, PS1-1, PS3-1, LS1-1, LS2-1 ● Discuss/Summarize/Report/Visuals/Adapt: SL._.1, SL._.3, SL._.4, SL._.5, SL._.6

Materials computer, internet, projector, screen, speakers, photocopies Activities 1) Use the recording from the website below to practice responding to changes in dynamics with pats, and then rhythm instruments. Share the product with an audience. ➢ Go to wuol.org/musicbox and click Interact under Episode I 2) Using the same recording, practice conducting the dynamics of Mars: Bringer of War using a 1-beat or 5-beat pattern. Ask students why they think Gustav Holst chose the dynamics he used in Mars and what they might do differently if they were the composer. Share the discussion and final product with an audience. 3) Use the same recording along with the Ostinato activity (appendix page 35) to create 5-beat spoken ostinati to go with the dynamics of the recording, then transfer to body percussion and, finally, instruments (suggested ostinato topics: artifacts, elements of culture, observable properties, animals and plants, environmental impact, Mars or space in general). Share the different stages of the process with an audience. 4) Use the national core arts standards for creating to compose your own earth music using body percussion, instruments, and voices.

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Final Project Create a community golden record! Take the ideas of messages, music, and sounds that you have been collecting on your personal golden record handout and create a collective golden record to send into space (or rather upload to our webpage, go to wuol.org/musicbox and click on interact under Episode I). The golden record on the space voyager was made to represent many different people from all around the world. Not everyone got to send their own message so they had to work together to choose content that would represent everyone. Use the process of voting and group decision making to teach your classroom how to work as a collective and sacrifice some of their personal ideas to come together to send an accurate representation of the group. The following link offers age appropriate activities to teach about elections and voting: ❖ Click here Decide on a collective message, sound, and music. Make an original recording of your sound and music. Upload your golden record along with a class photo to our Planet’s webpage. We listened to Gustav Holst’s music for each planet but now we get to add music from earth. Upload your files (as a group not individual) and listen to other golden records to see what is similar or different from yours.

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Glossary artifact - an object made by a human being classify - to arrange based on similarities community - people living in the same place or sharing a common characteristic compose - the process of creating new music culture - characteristics of a group of people dynamics - levels of volume in music environment - surroundings genre - categories of composition (e.g. country, hip-hop, jazz, classical, pop) habitat - the natural home in which something lives interstellar - between stars melodic contour - an outline of a melody’s shape melody - a sequence of pitches that creates one musical idea movement - in music, the smaller sections of a larger musical work ostinato - a repeated musical pattern pitch - levels of highness and lowness of a sound responsibility - having a duty or being in charge of something steady beat - the regular pulse of music tempo - the speed of the steady beat tone color - the textural quality of individual instruments, sounds and voices soundscape - the sounds in an environment vote - a fair way to use individuals’ choices to make a group decision world music - traditional music from around the world

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Name:______Date:______

Episode Notes Guide

1. What year was the golden record launched? ______

2. How long was it designed to last for? ______

3. Which US president wrote a message for the Golden Record? ______

4. What’s on the Golden Record? ______

5. What is gold often linked to in mythology? ______

6. Does the Golden Record get hit by meteors? Why is it not broken by them?

______

7. What does interstellar mean? ______

8. What signals do we send out into space that have already reached other planets?

______

9. What do aliens have to be able to do to find the Golden Record? ______

10. Who wrote “The Planets”? ______

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Episode Notes Guide: Answer Key

1. 1977 2. a billion years 3. Jimmy Carter 4. Pictures, Greetings, Sounds, Music 5. The Sun 6. Yes. They are too small to hurt it. 7. In between stars 8. Television signals 9. Travel between stars 10. Gustav Holst

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Name: ______Date:______

Cultural Information Activity

Instructions: Choose a country to research and respond to the prompts below.

Country: ______

Skills Share about a skill found in this county:

List an artifact of this skill:

Traditions Share about a tradition found in this county:

List an artifact of a this tradition:

Beliefs Share about a belief found in this county:

List an artifact of this belief:

Languages Share about a language found in this county:

List an artifact of this language:

Music Share about the traditional music found in this county:

List an artifact of this music:

Arts Share about the traditional art found in this county:

List an artifact of this art:

Literature Share about the tradition of literature found in this county:

List an artifact of this literature:

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Name: ______Date:______

My Artifacts

Instructions: List some artifacts from your life someone might uncover in 500 years and what each artifact says about your culture.

Artifact What does the artifact say about my culture?

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Name: ______Date:______

Alien Culture

Instructions: Imagine a pretend alien culture that is nothing like any culture on Earth. What would it be like? What might some artifacts be? Write your responses in the table below.

Cultural Element Description of Cultural Element Artifact

Skills

Traditions

Beliefs

Languages

Music

Arts

Literature

Share: How could you make an alien from this pretend culture feel valued in your culture?

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Chart Your Moves Instructions:

1. As a class or in groups, listen to music from around the world using these links: golden record worldmusic.net radiooooo.com

2. Create non-locomotor rhythmic movements that match the music 3. Chart them using symbols (see examples below) 4. Share examples of how you chose certain movements to match the music 5. Discuss how you could better match the music by choosing a different movement 6. Practice your revision(s) and present the final product

Examples (Selected from songs on the golden record)

Song: Flowering streams

Movement(s): Hands flowing out from center

Symbol(s):

Song: El Cascabel

Movement(s): hands holding imaginary ball rotating opposite directions; fist hand roll & present to one side (alternating); same (double-time!); rotate body with hands on hips

Symbol(s):

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Classical Music on the Golden Record

➢ Listen: Bach, Brandenburg Concerto No. 2 in F. First Movement, Munich Bach Orchestra, , conductor.

➢ Listen: Bach, "Gavotte en rondeaux" from the Partita No. 3 in E major for Violin, performed by .

➢ Listen: Mozart, The Magic , , no. 14. , soprano. , Munich, , conductor.

➢ Listen: Stravinsky, Rite of Spring, Sacrificial Dance, Columbia Symphony Orchestra, , conductor.

➢ Listen: Bach, The Well-Tempered Clavier, Book 2, Prelude and Fugue in C, No.1. , piano.

➢ Listen: Beethoven, Fifth Symphony, First Movement, the , , conductor.

➢ Listen: Beethoven, String Quartet No. 13 in B flat, Opus 130, Cavatina, performed by .

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Golden Record Activity Make your own golden record for Outer Space! Decorate the record below with your style. On the back write 1 greeting, 1 piece of music, and 1 sound that you would send into outerspace!

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Read the statement by Jimmy Carter that was sent with the Golden Record.

1. Circle any words you do not know and write them below. Look them up in a dictionary or define them as a class.

2. What ideas do you have about how our civilization might look in a billion years, when an alien might find the Golden Record?

3. What would you write to the aliens if you were president?

4. How do you think the Golden Record might be different if it was sent today versus in 1977?

5. How do you think the Golden Record might have been different if it was sent from a country besides the USA?

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Name: ______Date:______

Observable Properties Activity Instructions: Explore the planetary objects and list some of the properties you observed or learned about.

Object Name Properties Observed or Learned

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Name: ______Date:______

Research Organizer

Topic: ______

I know… I learned...

Diagram: I wonder...

Topic: ______

I Know… I learned...

Diagram: I wonder...

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Name: ______Date:______

Star Travel

Instructions: In our interview with Mark from the Planetarium we learned that aliens would have to be able to travel between stars to find the Golden Record. Study the untangle puzzle below. Create your own and trade with a partner. See if you can untangle each other’s star travel paths!

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Name: ______Date:______Tone Color Activity Instructions: Play a variety of instrument sounds from the world instrument sounds link in lesson 2. Circle an image or images below that depict the tone color for each sound or draw your own. Write an observation and think about the vibrating materials that are making the sounds. #1:

What do you observe about the sound? ______

______

What material could be vibrating to make the sound? ______

How would you use this tone color in a piece of music? ______

______#2:

What do you observe about the sound? ______

______

What material could be vibrating to make the sound? ______

How would you use this tone color in a piece of music? ______

______#3:

What do you observe about the sound? ______

______

What material could be vibrating to make the sound? ______

How would you use this tone color in a piece of music? ______Share: Discuss why you chose your answers.

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Name: ______Date:______

Alien Reactions Use your imagination…you are one of the alien children who has just found the golden record! Fill out the following as your alien self: Hi my name is ______and I am from a far away planet called______. I am listening to Queen of the Night by Mozart on a the Golden Record. Here are my thoughts: It sounds like:

It makes me think about:

I am confused about:

Circle the faces of how you feel when you listen to this music:

Share: How did you chose your answers above? What might you do differently if you were the composer of Queen of the Night?

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Name: ______Date:______

The Planets Activity

Note: For this activity, visit our website of The Planets and click on Interact under Episode I ❖ wuol.org/musicbox

*Listening options: Listen to the movements in the order of the planets from the sun or in the way that Gustav Holst arranged the movements in his composition (numbers represent the order of the movements). -- 3 2 -- 1 4 5 6 7 Sun Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

Instructions: Complete the following as you listen to the movements from The Planets. Planet: ______

Diagram: This is the _____ planet from the sun.

What would you do on this planet?

What would you eat on this planet?

The music sounds like:

Rate the appropriateness of the music to the planet: Explain:

Would you want to live on this planet? (circle) yes maybe no Explain:

Share: Why do you think Gustav Holst wrote the music the way he did for the different planets? What might you do differently if you were the composer? After you have listened to the music and imagined life on each planet, choose the one you would live on and why.

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Name: ______Date:______Music Dynamics

Instructions: As you listen to The Planets: Mars, chart the dynamic contour throughout the piece.

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Name: ______Date:______

Music Tempo

Instructions: Learn the Italian tempo names on the back of the page. Demonstrate Andante by having students walk and clap tempo. Measure the faster and slower tempos in relation to your Andante pace. As you listen to The Planets: Jupiter, write the Italian tempo descriptions below to indicate the order in which the music was fast and slow. You may stop the recording throughout and talk about how you made your decisions. Some tempo names will not be used.

0:10 0:40 1:10 1:30 1:50 2:20

2:50 3:10 3:50 4:35 4:55 5:15

5:40 6:00 6:20 6:35 7:15 7:30

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Tempo Names (from slowest to fastest)

Largo - broadly

Adagio - slow and stately

Andante - at a walking pace

Moderato - moderately

Allegro - fast, quick, and bright

Vivace - lively and fast

Presto - very, very fast

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Name: ______Date: ______

Space Melody Activity Instructions: First, use the Clara Rockmore interactive Google Doodle Theremin to play the example space melody letter name sequence. Next, notice how the planet code at the bottom of the page was used to code the example space melody letter name sequence using planets (Hint: Look at which line or space the planet covers!). Then, notice how the UFO’s path (always left to right) traces the melodic contour. Finally, make your own space melody letter name sequence, code it on the music staff, and draw the UFO’s melodic contour path!

Example: Space melody letter name sequence: C D E C A C

Space melody code and melodic contour:

Now it’s your turn! Space melody letter name sequence: ______

Space melody code and melodic contour:

Planet Code:

The Music Box Episode 1: The Golden Record 34 | P a g e

Name:______Date:______

Ostinato Activity

Ostinato #1 Ostinato #2

The Music Box Episode 1: The Golden Record 35 | P a g e