Analysis & Reflection:  Lesson Plans

for corresponding WORD document, click on blue links

Jazz (Hot vs. Cool) Music in Cartoons Beethoven

LESSON PLAN:  Jazz (Hot vs. Cool)   GRADE LEVEL:  3-5   L.O.:  To differentiate hot and cool jazz through reading and think/pair/share, then use listening skills to compare and contrast.   STATE MUSIC STANDARD(S):  v      2b, 2e, Knowing and using arts materials and resources v      3a, 3b, 3e, Responding to and analyzing musical works. v      4b, 4c, Understanding the cultural dimensions and contributions of the arts   NYC STANDARDS(S) v      ELA1c, Read and comprehend informational materials v      ELA 2a, Produce a report of information v      ELA 3b, Participate in group meetings   SKILL OF THE WEEK:  Comparing and Contrasting   DO NOW:  Take out music notebooks and write down what’s on board.   OPENING MUSIC: Charlie Parker   VOCABULARY: v      Bebop:  an early form of modern jazz (originating around 1940); sometimes called “bop”   MOTIVATION: v      Elicit responses re:  what we have learned about jazz   CONTENT: v      Briefly introduce idea of hot vs. cool jazz v      Pair students and give half of class “hot” sheet, other half  “cool” sheet v      Students are to read paragraph and discuss facts and details with a partner, write results in bullet form on sheet v      Put pairs into groups of four to share findings and create double bubble map comparing and contrasting hot & cool jazz   SUMMARY/ASSESSMENT: v      Briefly discuss results v      Play hot/cool selections and have students identify styles   MATERIALS: v      Hot worksheet (WORD document) v      Cool worksheet (WORD document) v      bubble map sheet (WORD document) v      Music:  o        HOT selections §         Charlie Parker “Now’s the Time” §         Thelonious Monk “Trinkle Tinkle” §         John Coltrane “Locomotion” §         Lee Morgan “Cornbread”   o        COOL selections §         Miles Davis “So What” §         Chet Baker “My Funny Valentine” §         Dave Brubeck “The Duke”

LESSON PLAN:  Music in Cartoons (Carl Stalling)   GRADE LEVEL:  1-5   L.O.:  To introduce the composer Carl Stalling and how music can be used as a soundtrack.   STATE MUSIC STANDARD(S):  3b, Responding to and analyzing musical works.   NYC STANDARD(S): ELA E1c, Read and comprehend informational materials. ELA E1d, Read aloud fluently.   DO NOW:  Take out music notebooks and write down what’s on board.   VOCABULARY: music score:  The notation of a musical work; The written form of a composition for orchestral or vocal parts; The music written for a film or a play.   MOTIVATION:  Play “Pizzicato Polka” by Johann Strauss during opening routines   CONTENT: Talk about elements of Strauss piece (use prior knowledge) What does this music make you think of?  (play Carl Stalling piece) Talk about music for cartoons Read aloud first paragraph of Carl Stalling biography Have students read rest of sheet and discuss (in older grades) Play “Mexican Hat Dance” and discuss Play “Variations on Mexican Hat Dance” & have students raise hand whenever theme appears Discuss differences & similarities between “Pizzicato Polka” (Strauss) vs.  Variations on Johann Strauss (Stalling) “Mexican Hat Dance” (folk song) vs. Variations on Mexican Hat Dance (Stalling) Elicit types of music that use this “sampling” effect today Play NAS "I Know I Can"   SUMMARY/ASSESSMENT: Listen to Stalling music and write down sketch or story it might depict. Save for use in follow up lesson next week. Have students present their ideas of what the music depicts Show actual cartoon ("Hillbilly Hare") Discuss similarities and differences of what they predicted vs. what is in cartoon   MATERIALS: Carl Stalling handout (WORD document) Music: Carl Stalling Project Vol. 2 “Mexican Hat Dance” “Pizzicato Polka” Other pieces by Carl Stalling

LESSON PLAN:  Beethoven   GRADE LEVEL:  3-5   L.O.:  To summarize our study of the instruments in the orchestra and introduce Ludwig Van Beethoven.   STATE MUSIC STANDARD(S):  v      3b, Responding to and analyzing musical works. v      2e, Knowing and using arts materials and resources v      1, Creating, Performing and Participating in the arts   NYC STANDARD(S): ·         ELA E1c, Read and comprehend informational materials. ·         Mathematics M1, Arithmetic and Number concepts. ·         Mathematics M5, Problem Solving and Reasoning. ·         Social Studies 1, History of the United States and New York ·         Social Studies 3, Geography    DO NOW:  Take out music notebooks and write down what’s on board.   OPENING MUSIC:  “Fur Elise” Beethoven   VOCABULARY: Orchestra:  a group of musicians who perform on a collection of instruments in which strings are prominent, thereby distinguishing it from the band or wind ensemble.   MOTIVATION: I am about to play the 4 most famous notes in all of music. (play opening notes of Fifth Symphony)   CONTENT: Have students read Beethoven biography to themselves, then discuss. Show Germany on map. How can we figure out how old he was when he died? What was happening in America around 1770? Play Fifth Symphony Discuss instruments and elements of music Define orchestra (draw bubble map) Allow students to participate in playing Beethoven melody on bells Write notes on board and assign one note to each student After teacher example, have one student “conduct” by pointing to notes on the board Ask about “Fur Elise” (play again) does anyone recognize melody? Review definition of melody Play NAS “I Know I Can” listening for “Fur Elise” melody   SUMMARY/ASSESSMENT: Who was Beethoven?   MATERIALS: Tone blocks/bells Beethoven independent reading CD of Beethoven’s music including Fifth Symphony & Fur Elise CD of NAS “I Know I Can”