4th Grade, 19 - Adding La

2021-2022

Materials Music Vocabulary Essential Skills Addressed

Q Lesson: 4th, 19 Pitch Dynamics *Sing or play using a variety of simple songs alone and with
Boomwhackers Melody Piano others, containing level-appropriate expressive elements of
Melody Street Boomwhacker Forte music
Quaver Melody Maker Solfege Mezzo piano
So, Mi, La Mezzo forte
Ostinato

I Can Statements: I can... Future Lessons

*read & play pitched instruments Rounds - “Make New Friends” Arctic Challenge
*identify musical symbols Which is Which? Canon Vocalise
*sing a song with solfege More Among Us Rhythm Imposters Finish SSB sheet
*identify and learn dynamics Body Percussion rhythm patterns in meters of 4, 3, 2
*identify multiple connections between art forms & subjects (chart paper) “My Favorite Things”
Do Re Mi with step bells & glockenspiels Solfege Kahoott

Sequence of Learning Activities

No chairs

1. Opening Procedures:
● “Lucy Locket” / Quaver 5 / Attendance & “We Wish You Well” / I Can Statements 8 min

2. Solfege - Adding La 38 min

● Music Town Story - when La comes to Melody Street 5 min
● “Lucy Locket” 12 min
○ Use handsigns/solfege from quaver person
○ Quaver melody maker (to show colors on staff)
○ Learn song (echo solfege, then echo words)
■ Play on BW (one partner with Sol and Mi, the other with La, switch each round)
● Poison Pitches (assessment) 8 min
○ So, Mi, la
○ Like poison rhythms, but with pitches.
○ Ss sing and sign the slides except the poison slide

3. World Musical Connections

● Listen to “El Pescador” from colombia 3 min
○ Listen for what instruments you hear? How can you move to the music? Does this sound like something you might have heard
before?
○ PPT slide about Colombia 10 min
○ Discuss how this information connects to the students. Allow students to ask questions about any instrument or information
presented on the powerpoint
○ Lead into Encanto connection
● Assign boomwhacker colors (Students go and grab their choice of 2 boomwhacker colors if they do no want the green or yellow
boomwhacker.
● Encanto Boomwhackers play along 6 min
4. Steady Beat/Pitch 10 min
● “Pansies Clapsies”
○ T sings song while students are putting boomwhackers away
○ T repeats song, this time with bean bag
○ Questions: “how many pitches do you hear? How do the movements of the bean bag match the song?”
○ Ss receive bean bag
○ T echos the song to students, students learn and play
○ Tempo speeds up whenever class gets more comfortable with the bean bag/song
● 16th note body percussion ostinatos
4th Grade, 19 - Adding La
2021-2022
Reflection

MUSIC STANDARDS GRADES 3-5, EMERGING (highlighted apply to this lesson)

Artistic Process: Creating (Musical Ideas)
CR.1 Anchor Standard: Students will generate and conceptualize artistic ideas and work.
Essential Question: How do musicians develop creative ideas?
C - I can improvise through collaboration to arrange rhythmic & melodic ideas. D - I can improvise rhythmic, melodic, and harmonic ideas.
C - I can create musical ideas within given guidelines. D - I can use ostinato to arrange rhythmic and melodic ideas.
CR.2 Anchor Standard: Students will organize and develop artistic ideas and work.
Essential Question: What tools do musicians need to make creative decisions?
C - I can create short melodic patterns with ideas I’ve explored. D - I can create a phrase with ideas I’ve explored using musical expression.
C- I can name the lines and spaces of the treble clef. D- I can identify four sixteenth notes & triplets & compose using a variety of
rhythmic patterns.
C - I can identify repeat signs, bar lines, dynamic levels, dotted half notes,. D - I can distinguish between the treble & bass clef.
whole notes & whole rests
CR.3 Anchor Standard: Students will refine and complete artistic work.
Essential Question: How do musicians improve the quality of their creative work and decide when it’s ready to share?
C - I can improve my musical ideas based on feedback. D - I can revise my musical work based on teacher & peer feedback.
C - I can create & share a composition based on personal musical ideas.. D - I can share a personal composition using the correct sequence.
Artistic Process: Performing (Musical Work)
PR.4 Anchor Standard: Students will analyze, interpret, and select artistic work for presentation.
Essential Question: How do performers select repertoire?
C - I can identify musical instruments by sight & sound. D - I can hear differences in musical texture.
C - I can recognize forms. D - I can recognize more complex forms.
C - I can explain to others the context of the music I choose. D - I can select music to perform based on personal influence & technical skill.
PR.5 Anchor Standard: Students will develop and refine artistic techniques and work for presentation.
Essential Question: How does understanding the structure and context of musical works inform performance?
C - I can sing & play a variety of music with expression & guidance. D - I can sing & play a variety of music with expression independently.
C - I can identify music symbols. D - I can use music symbols & terms in preparing for a performance.
PR.6 Anchor Standard: Students will convey meaning through the presentation of artistic work.
Essential Question: How do context and the manner in which musical work is presented influence performance?
C - I can identify simple conducting patterns.. D - I can respond to simple conducting patterns.
C - I can demonstrate with guidance appropriate stage & listening skills D - I can demonstrate with guidance appropriate performance standards in
in rehearsal, as an audience member, or as a performer. rehearsal or on stage.
Artistic Process: Responding (to Musical Work)
RE.7 Anchor Standard: Students will perceive and analyze artistic work.
Essential Question: How do individuals choose music to experience?
How does understanding the structure and context of music inform a response?
C - I can choose music based on specific musical ideas. D - I can choose music for listening based on experience & context.
C - I can explore how a musical idea supports different styles of music. D - I can tell why I respond to music based on specific musical ideas..
RE.8 Anchor Standard: Students will interpret intent and meaning in artistic work.
Essential Question: How do we discern the expressive intent of the musical creators and performers?
C - I can explain the creator’s expressive choices using musical terms. D - I can describe how personal interpretations & the performer’s
interpretations reflect expressive intent.
RE.9 Anchor Standard: Students will apply criteria to evaluate artistic work.
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
C - I can use guidelines to evaluate musical works & performances & describe D - I can use a teacher-provided rubric to evaluate musical works or
why the music sounds the way it does . performances.
Artistic Process: Connecting (Musical Work)
CN.10: Anchor Standard: Students will synthesize and relate knowledge and personal experiences to make art.
Essential Question: How do musicians make meaningful connections to creating, performing, and responding?
C - I can discuss the manner in which other people’s experiences D - I can discuss the manner in which my experiences influence my
inspire musical works. interpretation of the work of others.
CN.11: Anchor Standard: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Essential Question: How do the other arts disciplines, contexts, and daily life inform creating, performing, and responding to music?
C - I can identify connections between art forms & subjects. D - I can identify multiple connections between art forms & subjects.
C - I can experience different cultures through listening, singing, moving, D- I can experience different periods of history through listening, singing,
4th Grade, 19 - Adding La
2021-2022
& playing. moving, & playing.
C - I can share stories of people who work in the field of music. D - I can identify career opportunities in music.