Grade 3 Music

Transcription

Grade 3 Music

Grade 3 Music
Teacher’s Notes
Ontario The Arts Curriculum Grades 1 to 8, 1998
Strand: Music
Grade: 3
© I Can Sing *, 2004
All rights reserved
Developed by T. Tasker
May be photocopied for classroom use. Further replication or commercial use is strictly
prohibited.
This resource and many others are available for free at www.bonfieldpublicschool.com.
Overall Expectations
-demonstrate an understanding of the basic elements of music specified for this grade (see
below) through listening to, performing, and creating music;
- create and perform music, using a variety of sound sources
- use correctly the vocabulary and musical terminology associated with the specific expectations
for this grade
- identify and perform music from various cultures and historical periods
- communicate their response to music in ways appropriate for this grade (eg. through visual arts,
drama, creative movement, language)
Resource Overview
The I Can Sing * Music Resource contains enough activities for the entire year. There are
nineteen activities, however, many activities take several periods to cover. For example, several
songs are grouped together under one activity, however, each song is given two periods. The
first period introduces the students to the song and the second period allows the students to
refine the song and add an instrumental accompaniment.
The song book contains the music sheets and lyrics of all the songs. It also includes “bonus
songs.” These songs are extra songs for you and your class to enjoy, but were not necessarily
included in any of the activities. Because not everyone can read music, all the songs are
available on www.bonfieldpublicschool.com as MP3's for your listening and downloading
convenience. You may want to distribute the song books to your students, or you can write the
lyrics of the songs on chart paper using markers or crayons, or both.
I Can Sing* Music program at a glance:
Activity ONE
The Instrument
Families
Activity TWO
Make drums and
listen to African
music
Activity THREE
Make shakers and
listen to Latin
American music
Activity FOUR
Make sticks and
listen to Celtic
music
** Permission
Form and Parent
Volunteers needed
for this activity.**
Activity FIVE
Make bells and
listen to Classical
music
Activity SIX
Make sand blocks
and listen to Jazz
Activity SEVEN
Exploring Beat
* Baa Baa Black
Sheep
* Frère Jacques
* Twinkle, Twinkle
Little Star
Activity EIGHT
Exploring Beat and
Rhythm
* Baa Baa Black
Sheep
* Frère Jacques
* Twinkle, Twinkle
Little Star
Activity NINE
Exploring Rhythm
through song maps
* Baa Baa Black
Sheep
* Frère Jacques
* Twinkle, Twinkle
Little Star
Activity TEN
Defining Beat and
Rhythm
Activity ELEVEN
* Loch Lomond
Activity ELEVEN
* Loch Lomond
Activity ELEVEN
*Donkey Riding
Activity ELEVEN
*Donkey Riding
Great Big Sea
Version
Activity ELEVEN
*Ah! Si Mon
Moine Voulait
Danser!
Activity ELEVEN
*Ah! Si Mon
Moine Voulait
Danser!
Activity ELEVEN
*Land of the
Silverbirch
Activity ELEVEN
*Land of the
Silverbirch
Activity ELEVEN
*The Log Driver’s
Waltz
Activity ELEVEN
*The Log Driver’s
Waltz
Movie Short of
The Log Driver’s
Waltz
Activity TWELVE
Peter and the Wolf
Activity
THIRTEEN
Contour map of one
of the characters in
Peter and the Wolf
Activity
FOURTEEN
Peter and the
Wolf Movie
Activity FIFTEEN
Fantasia
Activity SIXTEEN
Fantasia contour
movement maps
Activity
SEVENTEEN
* I’se the B’y That
Builds the Boat
Activity
SEVENTEEN
* I’se the B’y That
Builds the Boat
Activity
SEVENTEEN
* Lukey’s Boat
Activity
SEVENTEEN
* Lukey’s Boat
Great Big Sea
Version
Activity
SEVENTEEN
* Mango Walk
Activity
SEVENTEEN
*Mango Walk
Activity
SEVENTEEN
* Brown Girl in the
Ring
Activity
SEVENTEEN
* Brown Girl in the
Ring
Activity
EIGHTEEN
* Down By the
Bay
Activity
EIGHTEEN
Raffi Version
Create a new verse
Activity
EIGHTEEN
Perform new verses
Activity
NINETEEN
* Baa Baa Black
Sheep
* Frère Jacques
* Twinkle, Twinkle
Little Star
Activity
NINETEEN
Create New Lyrics
Activity
NINETEEN
Practice
performance with
instrumental
accompaniment
Activity
NINETEEN
Perform
Ontario Curriculum Expectations:
All expectations are listed at the bottom of each activity. However, here is an overview of the
expectations covered each term.
Term ONE
Term TWO
Term THREE
MU1:demonstrate understanding of the
difference between the terms beat and
rhythm (eg. indicate the beat in a piece of
music while others perform the rhythmic
patterns)
MU2: identify the beat, rhythm, melodic
contour (or shape), dynamics, and tempo in
familiar pieces of music
MU3:recognize that sounds and silences of
different durations may be represented by
symbols
MU4:identify the instruments within the
percussion family of orchestral instruments
(eg. drums, wood blocks, piano)
MU5:sing music from a variety of cultures
and historical periods
MU7:create melodic contour “maps” that
indicate the direction of pitches (higher,
lower) in familiar songs (eg. “Twinkle,
Twinkle Little Star”)
MU9:sing expressively, showing awareness
that changes in volume or speed can help to
convey the meaning of the text
MU12:express their response to music from
a variety of cultures and historical periods
(eg. “Chants Berbères” by Taos Amrouche)
MU13:communicate their thoughts and
feelings about the music they hear, using
language and a variety of art forms and
media (eg. storytelling, software program for
drawing creative movement)
MU14:identify the feelings that are evoked
by a particular piece of music (eg. Peter and
the Wolf by Sergei Prokofiev)
MU15:explain, using appropriate musical
terminology, their preference for specific
songs or pieces of music
MU16:identify and explain the effects of
different musical choices (eg. the effects of
choosing specific instruments)
MU15: explain, using appropriate musical
MU6:substitute different words in familiar
songs or create new verses, using their
knowledge of rhythm to ensure that the new
text fits with the melody
MU10:create or arrange music to
accompany a reading or dramatization, using
appropriate rhythm instruments, body
percussion, or “found” instruments
MU11:create and perform musical
compositions in which they apply their
knowledge of the elements of music and
patterns of sounds, and use the voice,
instruments, or “found materials
MU15: explain, using appropriate musical
Materials Box
General Materials
Chart paper and markers for song lyrics
Materials for
Instruments
* DRUMS
- large cylinder containers with plastic lids
- cloths
- gesso or acrylic polymer
- acrylic paint kit (similar to the acrylic paint kit in the visual art
“Paint Me!” resource. It includes acrylic paint, paint brushes,
plastic plates for palettes, spoons to spoon paint onto palette and a
glass jar for water).
* SHAKERS
- plastic film containers with lids
- rice
- 1 tablespoon
* STICKS
- safety goggles
- ½ inch doweling
- mitre box
- saw
* BELLS
- tongue depressors
- craft bells
- wood glue
* SAND BLOCKS
- 1x3x4 wood
- fine sand paper
- stapler
CD’s
- African Playground, Putamayo Kids: www.putamayokids.com
- Latin Playground, Putamayo: www.putamayo.com
- Celtic Tides, Putamayo: www.putamayo.com
- Walt Disney’s Fantasia, Walt Disney
- Kind of Blue, Miles Davis
- Time Out, The Dave Brubeck Quartet
- Play, Great Big Sea
- Peter and the Wolf, produced by Virgin classics
- Up, Great Big Sea
- The singable songs collection, Raffi
- The Definitive Simon & Garfunkel Collection, 20 All time
Greatest Hits (To match with the bonus song: Scarborough Fair)
Movies
- The Log Driver’s Waltz on Leonard Maltin’s Animation
Favorites from the National Film Board of Canada
- Peter and the Wolf on Make Mine Music by Disney
- Fantasia by Walt Disney
Music
Activity ONE
As a class, let’s review the musical instrument families. Write down a few examples under
each family heading:
** Please find sample posters of the musical instrument families and instrument
flashcards on the following pages for your convenience.**
Strings
Woodwind
Brass
Percussion
Keyboard
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
In grade three, we are going to focus on the percussion instrument family. As a class, let’s
write down the definition of a percussion instrument:
A percussion instrument is an instrument that has to be hit, scraped or rattled to make a
sound.
___________________________________________________________________________
___________________________________________________________________________
As a class, let’s use our definition and original list of percussion instruments to think of more
percussion instruments that are used. Write the list on your special notepad below:
** Allow the children to be more specific, that is, instead of drums, they may name
snare drums or steel drums etc.**
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Grade 3 MUactivity001 covers:
MU4:identify the instruments within the percussion family of orchestral instruments (eg. drums, wood blocks, piano)
Woodwind
Strings
Percussion
Keyboard
Brass
**Print on card stock and cut out.**
Violin - Strings
Banjo - Strings
Guitar - Strings
Harp Strings
Cello Strings
Tuba - Brass
Trombone - Brass
French Horn - Brass
Trumpet - Brass
Flute - Woodwind
Clarinet Woodwind
Saxophone Woodwind
Bassoon Woodwind
Recorder Woodwind
Tambourine Percussion
Maracas Percussion
Xylophone Percussion
Triangle Percussion
Drum -Percussion
Piano -Keyboard
Organ -Keyboard
Accordion -Keyboard
Music
Activity TWO
Today, we are going to make drums while listening to African music.
Materials
Method
1) a cylinder shaped
container with a lid
(hot chocolate or coffee
containers with plastic
lids work best)
2) a moist cloth
3) a dry cloth
4) gesso or an acrylic
polymer
5) acrylic paint kit
1) Wipe out your container with a moist cloth and then a dry
cloth.
2) Cover your container with gesso or an acrylic polymer.
3) Decorate your drum using acrylic paint. You can use the
music as inspiration. Be sure to put your name, in big letters, on
the drum.
When would you use a drum?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What musical effect does the drum give?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How did the African music make you feel?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Did you like it? ______________________
Why or why not?
___________________________________
___________________________________
___________________________________
___________________________________
MU12:express their response to music from a variety of cultures and historical periods (eg. “Chants Berbères” by Taos Amrouche)
MU13:communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media (eg. storytelling, software program
for drawing creative movement)
MU14:identify the feelings that are evoked by a particular piece of music (eg. Peter and the Wolf by Sergei Prokofiev)
MU15:explain, using appropriate musical terminology, their preference for specific songs or pieces of music
MU16:identify and explain the effects of different musical choices (eg. the effects of choosing specific instruments)
Music
Activity THREE
Today, we are going to make shakers while listening to Latin American music.
Materials
Method
1) plastic camera film
container (with lid)
2) rice
3) 1 tablespoon
4) gesso or acrylic
polymer
1) Measure one tablespoon of rice and place the rice inside
the plastic camera film container and close the lid. This is
your shaker!
2) Paint the container with gesso or acrylic polymer.
3) Once the polymer is dry, decorate your shaker with
colourful paint.
4) You can store your shaker inside your drum!
When would you use the shaker?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What musical effect does the shaker give?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
How did the Latin American music make
you feel?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Did you like it? ____________________
Why or why not?
_________________________________
_________________________________
_________________________________
_________________________________
MU13:communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media (eg. storytelling, software
program for drawing creative movement)
Music
Activity FOUR
Parental Consent Glued here:
Today, we are going to make sticks while listening to Celtic music.
** Please find the permission forms for this activity on the following page.**
Materials
Method
1) safety goggles
2) ½ inch doweling
3) mitre box
4) saw
** With a pencil, mark the doweling at 11 cm increments (you may make
this larger if you have access to larger containers for the drums).**
1) Place your goggles on your head.
2) Read these RULES:
- WHISPER VOICES ONLY!
- do NOT push, shove, or fool around, we are using very
SHARP tools!
- Leave ONE metre space between the front of the line and
the student cutting.
- IF you break any of these rules, you will no longer be
allowed to make your sticks.
6) Lift your chair in and get in line in front of one of the mitre
boxes.
7) At the pencil mark, cut the doweling once using the mitre box
and the help of an adult.
8) Once you have made your one cut, go to the back of the line and
wait to take your next turn.
9) Once you have finished your two cuts, go back to your seat and
decorate your sticks with acrylic paint.
10) After everyone is finished cutting, the Celtic music will be
turned on for inspiration.
11) You can store your sticks inside your drum!
When would you use sticks?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What musical effect do sticks give?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How did the Celtic music make you feel?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Did you like it? ______________________
Why or why not?
___________________________________
___________________________________
___________________________________
___________________________________
** Photocopy and send home to parents.**
The specific expectation
SM18:use hand tools (eg. hand saws, scissors) and equipment (eg. templates, mitre boxes) appropriately to cut a
variety of materials (eg. wood, paper, cardboard, plastic)
is part of the Science & Technology, Structures & Mechanisms Stability unit. To cover this
specific expectation we will be using hand saws and mitre boxes to cut ½ inch round dowelling
at 90 degree angles to make the percussion instrument of sticks. Parental consent is needed for
your child to participate in this activity, otherwise they will be completing an alternate activity.
Please fill out and DETACH the form below and return it to school as soon as possible.
..............................................................................................................................................
I, ______________________ give my child,___________________, permission to use a saw
and mitre box to cut ½ inch round dowling at 90 degree angles to make the percussion
instrument of sticks.
I would be willing to volunteer this day.
_______________________________
Parent’s signature
________________
Date
The specific expectation
SM18:use hand tools (eg. hand saws, scissors) and equipment (eg. templates, mitre boxes) appropriately to cut a
variety of materials (eg. wood, paper, cardboard, plastic)
is part of the Science & Technology, Structures & Mechanisms Stability unit. To cover this
specific expectation we will be using hand saws and mitre boxes to cut ½ inch round dowelling
at 90 degree angles to make the percussion instrument of sticks. Parental consent is needed for
your child to participate in this activity, otherwise they will be completing an alternate activity.
Please fill out and DETACH the form below and return it to school as soon as possible.
..............................................................................................................................................
I, ______________________ give my child,___________________, permission to use a saw
and mitre box to cut ½ inch round dowling at 90 degree angles to make the percussion
instrument of sticks.
I would be willing to volunteer this day.
_______________________________
Parent’s signature
________________
Date
Music
Activity FIVE
Today, we are going to make bells while listening to Classical music.
Materials
Method
1) tongue depressors
2) craft bells
3) wood glue
1) Starting at one end, glue the bells in a line.
2) You can store your bells inside your drum!
When would you use bells?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What musical effect do bells give?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How did the Classical music make you feel?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Did you like it? ______________________
Why or why not?
___________________________________
___________________________________
___________________________________
___________________________________
Music
Activity SIX
Today, we are going to make sand blocks while listening to Jazz music.
Materials
Method
1) two 3.5 x 6.5 cm
(thickness of 2 cm)
blocks cut from 1x3x4
wood
3) two pieces of fine
sand paper (5cm x 5cm)
4) wood glue
5) stapler
1) Decorate both blocks of wood using acrylic paint. Remember
one flat side will be covered by sand paper and will not need
decorating.
2) Glue the piece of sand paper onto one face of the wood block
using wood glue. Fold the ends down over the side.
3) Using the stapler, staple the side flaps to the wood block.
4) You can store your sand blocks inside your drum!
When would you use sand blocks?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What musical effect do sand blocks give?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How did the Classical music make you feel?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Did you like it? ______________________
Why or why not?
___________________________________
___________________________________
___________________________________
___________________________________
Music
Activity SEVEN
As a class, we are going to explore beat.
Materials
Method
1) Find a special spot in the classroom.
2) As a class, we are all going to clap in unison.
What do you notice about beat? It’s regular
_________________________________________________
3) Now, as we clap we are going to walk in time with the
beat.
What effect did this have?
_________________________________________________
_________________________________________________
1) your sticks
4) Let’s do the same thing with our sticks.
2) our instrument 5) What other instrument would you like to try?
kit
To help us explore beat, we are going to review three songs that you may already
know:
* Baa Baa Black Sheep
* Frère Jacques
* Twinkle, Twinkle Little Star
MU1:demonstrate understanding of the difference between the terms beat and rhythm (eg. indicate the beat in a piece of music while others
perform the rhythmic patterns)
MU2: identify the beat, rhythm, melodic contour (or shape), dynamics, and tempo in familiar pieces of music
© I Can Sing*, 2004
Music
Activity EIGHT
As a class, we are going to explore beat.
Materials
Method
1) lyrics on chart
paper as a
reminder
1) Find a special spot in the classroom.
2) As a class, we are all going to clap in unison and sing Baa
Baa Black Sheep.
What is different about the clapping from last time? It’s
irregular
_________________________________________________
3) Now, we are going to clap the beat. Remember the beat is
regular.
What effect did this have?
_________________________________________________
_________________________________________________
4) Let’s do this again.
5) Let’s try walking the beat as we sing Baa Baa Black
Sheep.
6) Let’s try the other songs we have learned.
What is it called when we are clapping irregularly? Rhythm
__________________________________________________________________
How would you describe the difference between beat and rhythm?
__________________________________________________________________
__________________________________________________________________
MU1:demonstrate understanding of the difference between the terms beat and rhythm (eg. indicate the beat in a piece of music while others
perform the rhythmic patterns)
MU2: identify the beat, rhythm, melodic contour (or shape), dynamics, and tempo in familiar pieces of music
Music
Activity NINE
As a class, let’s sing the following three songs again, clapping the rhythm
(irregular claps):
* Frère Jacques
Today we are going to make music map books. A music map is created by a line
that follows the rhythm of the song.
Materials
1) a large piece
of paper for each
song
2) a crayon
Method
1) Write the title of “Baa Baa Black Sheep” and your name at
the top of your large sheet.
2) As a class, let’s sing Baa Baa Black Sheep. While we are
singing, trace a line that follows the rhythm of the song.
** Choose a couple of students to share their map at the
front of the class, tracing over their line with their finger
as the class sings. Collect all the maps. After class, staple
all the maps together with a cover indicating the specific
song, and the date the maps were made. This can be
placed in your classroom library for students to “read”
later.**
3) Let’s do the same thing for Frère Jacques and Twinkle,
Twinkle Little Star.
MU2:identify the beat, rhythm, melodic contour (or shape), dynamics, and tempo in familiar pieces of music
MU7:create melodic contour “maps” that indicate the direction of pitches (higher, lower) in familiar songs (eg. “Twinkle, Twinkle Little Star”)
Music
Activity TEN
As a class, we’ve been exploring beat and rhythm. Let’s write down the
definitions of these two musical terms:
Beat
Beat is a unit of time in music or a measure. The number of beats in a measure
depends on the time signature.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Rhythm
Rhythm is determined by the way in which notes are grouped together into bars.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Let’s label the different parts of a musical score below:
Time Signature
The grouping of notes
to create rhythm
A bar
A note
Lyrics
Key Signature
MU2:identify the beat rhythm, melodic contour (or shape), dynamics, and tempo in familiar pieces of music
MU3:recognize that sounds and silences of different durations may be represented by symbols
Music
Activity ELEVEN
**This activity will take 10 periods, two periods for each of the five songs.
The first periods is to introduce the song and the second period is for practice.
You may also want introduce an instrumental accompaniment using the
homemade instruments.**
As a class, we are going to learn a series of songs that takes us across the Atlantic
Ocean from the Scottish highlands to a recently settled Canada.
* Loch Lomond, a Traditional Scottish Folk Song
My thoughts on this song . . .
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
The instrument to accompany this song
would be: _______________________
Because:
_______________________________
_______________________________
*Donkey Riding, a Lancashire Sea Song
This song was sung to help the ship’s company stow cargo. The list
of improbabilities was sung in the early 1900's on Lancashire,
England ships and schooners. The ships sailed from Liverpool,
England or Glasgow, Scotland to Canada for timber. The term
donkey actually refers to the portable engine used to lift cargo onto
the ship.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
My thoughts on the version by Great
Big Sea . . .
_______________________________
_______________________________
_______________________________
_______________________________
* Ah! Si Mon Moine Voulait Danser!, a Quebec Folk Song
This song tells the story of a young lady offering gifts to a monk in
an effort to get him to dance. After offering a hood, a sash, a home
spun gown and a psalter, she concludes “If he had not taken a vow
of poverty, many other things I would give him.”
In Quebec, the word “moine” means a top as well as a monk.
Children would often sing this song while spinning their tops. In
earlier days, it was one of the dance songs used at the western furtrading posts whenever the voyageurs gathered for an evening’s
gaiety.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
would be: _______________________
Because:
_______________________________
_______________________________
* Land of the Silverbirch
Although this song has an Aboriginal flavour, it is not a true
Aboriginal song. It is meant to reflect the peace of the North
woods.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
would be: _______________________
Because:
_______________________________
_______________________________
* The Log Driver’s Waltz
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
My thoughts on the animated film . . .
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
MU5:sing music from a variety of cultures and historical periods
MU9:sing expressively, showing awareness that changes in volume or speed can help to convey the meaning of the text
Music
Activity TWELVE
As a class, we are going to listen to Sergey Prokofiev’s Peter and the Wolf. The
first performance of this ‘symphonic fairy tale’ was May 2, 1936 at the Moscow
Philharmonic Society afternoon concert.
** Play the CD. The symphonic fairy tale of Peter and the Wolf is 28 minutes
long. You may want to invite students to get comfortable, by sitting or lying
on the carpet or putting their heads down on their desks. They may even
choose to draw while listening to the CD.**
Each character in the story is represented by a different instrument in the orchestra.
As a class, let’s write down the characters and their special instruments.
Bird
Duck
Cat
Grandfather
Wolf
Hunters
Peter
and
Gunshots
flute
oboe
clarinet
bassoon
horns
timpani
and bass
drum
strings
How did listening to Peter and the Wolf make you feel?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What did you like about Peter and the Wolf? ______________________________
Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
MU13:communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media (eg. storytelling,
software program for drawing creative movement)
MU15: explain, using appropriate musical terminology, their preference for specific songs or pieces of music
Music
Activity THIRTEEN
As a class, we are going to listen to the introduction of all the characters in Peter
and the Wolf again. As we listen to the introductions, choose one character and
make a contour map of their introduction in the space below.
The character I choose is: _____________________________________________
Contour Map:
Afterwards, as a class, let’s share our contour maps with each other.
** Look for patterns within the contour maps of specific characters and
discuss their choices in making the contour map.**
MU7:create melodic contour “maps” that indicate the direction of pitches (higher, lower) in familiar songs (eg. “Twinkle, Twinkle Little Star”)
Music
Activity FOURTEEN
As a class, let’s watch the animated movie Peter and the Wolf produced by Disney.
How did the movie make you feel?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
How was watching the movie different from listening to the CD?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Did you like the movie?_______________________________________________
Why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What was your favourite part?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Music
Activity FIFTEEN
As a class, let’s watch the animated film Fantasia. This 1940 Walt Disney film
transforms classical pieces of music into unforgettable animation images.
How did Fantasia make you feel?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Did you like the movie?_______________________________________________
Why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What was your favourite part?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Music
Activity SIXTEEN
As a class, we are going to listen to the CD Fantasia. While listening to the CD we
are going to make movement contour maps. That is, we are going to move to how
the music makes us feel.
When the music was loud, what kind of movements did you make?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
When the music was quiet and soft, what kind of movements did you make?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
When the music was fast, what kind of movements did you make?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
When the music was soft, what kind of movements did you make?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
MU8:indicate, with appropriate arm movements, the dynamics heard in familiar music (eg. big movements for loud passages, small movements
for soft)
Music
Activity SEVENTEEN
** This activity will take 8 periods, two periods for each of the four songs.
The first period is to introduce the song and the second period is for practice
or a comparison to a recorded song. You may also want to introduce an
instrumental accompaniment using the homemade instruments in the second
period.**
As a class, we are going to learn a series of songs from different islands around the
world. The first two songs come from the island province of Newfoundland. The
second two songs come from islands in the Carribean.
I’se the B’y That Builds the Boat, Newfoundland Dance Song
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
would be: _______________________
Because:
_______________________________
_______________________________
Lukey’s Boat, Newfoundland Folk Song
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
My thoughts on the version by Great
Big Sea . . .
_______________________________
_______________________________
_______________________________
_______________________________
Mango Walk, Jamaican Folk Song
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
would be: _______________________
Because:
_______________________________
_______________________________
Brown Girl in the Ring, Traditional Carribean Song
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
would be: _______________________
Because:
_______________________________
_______________________________
Music
Activity EIGHTEEN
This activity has three parts.
Part 1
As a class, let’s learn the song:
* Down by the Bay
Part 2
As a class, let’s listen to a version of “Down by the Bay” sung by
Raffi.
This old English song has lots of funny lyrics. Imagine what crazy
things you might see if you went down by the bay. Write your own
verse for this song describing something crazy you might see down by
the bay. Remember the last two words must rhyme.
My new verse is:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
** Pin up pieces of chart paper for students to write down their
verses in big print, so the entire class can see it.**
Write a good copy of your verse in large print on chart paper.
Part 3
As a class, let’s perform the “Down by the Bay” song with all of our
new verses.
MU6:substitute different words in familiar songs or create new verses, using their knowledge of rhythm to ensure that the new text fits with the
melody
MU10:create or arrange music to accompany a reading or dramatization, using appropriate rhythm instruments, body percussion, or “found”
instruments
MU11:create and perform musical compositions in which they apply their knowledge of the elements of music and patterns of sounds, and use hte
voice, instruments, or “found” materials
Music
Activity NINETEEN
This activity consists of four parts.
** Each part will take one period.**
Part 1
As a class, let’s review the following songs:
* Frère Jacques
In small groups, pick one of these songs and create new lyrics for the
melody.
Our group picked the song: __________________________________
Part 2
Our new lyrics are:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Part 3
In your group, practice your song with your new lyrics. Add an
instrumental accompaniment with your homemade instruments.
Part 4
Perform your song in front of the class.
MU6:substitute different words in familiar songs or create new verses, using their knowledge of rhythm to ensure that the new text fits with the
melody
MU10:create or arrange music to accompany a reading or dramatization, using appropriate rhythm instruments, body percussion, or “found”
instruments
MU11:create and perform musical compositions in which they apply their knowledge of the elements of music and patterns of sounds, and use the
voice, instruments, or “found” materials

Grade 3 Music

Transcription

Similar documents

ROLE:!!JERRY!LEE!LEWIS!

Brochure - GARY CRISTALL

Tan LeRacoon Titel

PEP February 2016 NEWSLETTER

Liner Notes Only - Dartmouth College

Ministries - North Pointe Community Church

e67tss240608.e6e7-c.ps, page 1 @ Normalize_2

MESHELL NDEGEOCELLO

Songwriter Collage

INDIGO GIRLS