Nt1310 Unit 1

UNIT OVERVIEW

Unit 2 Contrast: How do I understand and benefit from difference?
Close Study Focus Context
Discipline Music

Unit Focus
During this unit, students will explore the ways that contrast makes the world a more interesting place to live. Students will identify contrasts in their environment and in music and apply these concepts to their own music-making to be more expressive.

Essential Questions
What would the world be like without contrast?
Can people with different ideas both be right?
How can music and movement depict ideas from a story?

Major Concepts Vocabulary
Opinion
Critique
Perspective ● High
● Low
● Piano
● Forte
● Adagio
● Allegro

National Standards Addressed
MU:Cr1.1.Ka With guidance, explore and experience
music concepts (such as beat and melodic contour).
MU:Cr2.1.Ka With guidance, demonstrate and choose favorite musical ideas.
MU:Cr3.2.Ka With guidance, demonstrate a final version of personal musical ideas to peers.

Thematic Overview/Context Technical/Formal Instruction engagement with the theme/foundations of concept demonstrations of technique/integration of vocabulary and concepts

“It’s So Good to See You”
● Teacher sings; students respond with body movements and counting
● Teacher changes dynamics, tempo; students respond in kind
● Students may come up with motions
“Grizzly Bear”
● Students sing and play game which incorporates dynamic contrasts
“Cuckoo, Where Are You?”
● Teacher and students use their voices to tell the story of a cuckoo who takes a trip up and down in an elevator “The Tortoise and the Hare”
● Teacher tells story with songs. Students pat the steady beat during songs, following tempo changes for each animal
● Students label adagio/allegro/andante
“Lucy Locket”
● Students label piano/forte from singing game
“Queen, Queen Caroline”
● Students use a variety of voices to say the poem, finally singing it with high and low pitches

Practice Performance/Production student opportunity to experiment with media student-centered engagement/facilitation of student voice
“This Leg, That Leg”
● Students sing and play bean bag passing games at different tempos
“Lucy Locket”
● Students sing song at different dynamic levels to lead a student to a hidden object in a game based on hot and cold
“Mr. Brown Can Moo, Can You?”
● Students use high and low voices to create sound effects for a story Cornerstone 2
● Over the course of multiple lessons, teacher leads students through the process of using knowledge of high/low, fast/slow, loud/soft to improvise an accompaniment for a story read by the teacher.
Students will brainstorm ways to illustrate story through movement, vocal sounds, and instruments to enhance final telling of the story. Each lesson will include student practice and critique.
● Performance culminates from several lessons designed around specifics of creating improvised accompaniment for story. Students perform final product in groups, executing the plan they have been creating. Throughout the creative process, the teacher will notate student decisions to help them in the final performance. In the final class, students will practice in teacher-created groups, then perform as a class while the teacher reads the story.

Unit Level Assessment criteria on which students will be evaluated on educational performance; reflects all aspects of the unit
Students will be assessed on a 4-point rubric by themselves and teacher.

Students will participate in critiques and conversations which will be assessed either throughout or at the end of
performances.