ࡱ> '` p1bjbj$$ FF(        """8"|4# O#$$%%%)))MOOOOOOOOOOOOO$Qh2TsO *Z)Z)^**sO  %%LO...* % %MO.*MO..RI  L%# pƴ K"`+JMTO0OJU,HU<LL"U MH)").)*)))sOsOH-H)))O****   d"   "           Title: Identify Musical Elements in Themes Lesson 1 Approx. 90 minutesGrade 5 Unit Whats in a ThemeCritical LearningGuiding Questions The Critical Analysis Process allows students to develop an understanding of existing musical themes. The elements of music combine to present dramatic effects in music compositions. Visual aids can be developed to describe and define the elements of music in given selections. Music is used to influence behavior in popular culture.  What is a musical theme? Can you name and describe at least four elements of music? What are some ways musical elements are used in a theme? How are themes used in popular culture to influence behavior? Curriculum Expectations Unpacked Expectations C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences. C 2.1 express detailed personal responses to musical performances in a variety of ways; and C 2.2 identify the elements of music in the music they listen to, and describe how they are used. C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts. C 3.1 identify and describe some of the key influences of music within contemporary culture.  Learning Goals At the end of this lesson, students will be able to say: At the end of this lesson I can: Use the critical analysis process to listen and respond to various themes from classical music, opera, and popular culture Determine how the elements of music combine to produce effective and exciting musical themes Describe how a theme song influences my behaviour. Instructional Components and ContextReadiness Experience with listening and critical response Terminology  HYPERLINK "http://www.edu.gov.on.ca/eng/curriculum/elementary/arts.html" Elements of Music  HYPERLINK "http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf" duration, pitch, dynamics and other expressive controls, timbre, texture/harmony, form (http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf) Words that describe the Elements -  HYPERLINK "http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf" forte, piano, ritardando, smooth, , detached, ABA, rondo (http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf) Materials Recordings of various themes, e.g., Super Mario Bros. Theme Song Harry Potter Theme Song Space Odyssey 2001 Jaws Theme American Airlines Commercial Adiemus by Karl Jenkins Raiders of the Lost Ark Toreador Theme from Carmen  HYPERLINK "BLM%20Grade%205/BLM%201%20Elements%20of%20Music%20Cards.doc" BLM #1 Elements of Music Cards cut into sets-(each group of 6 students will need 1 set of the cards) e.g., a class of 30 students will need 5 sets of the cards (30 divided by 6).  HYPERLINK "Teacher%20Resources/Teacher%20Resource%206%20Elements%20of%20Music.doc" Teacher Resource 6 Elements of Music  HYPERLINK "BLM%20Grade%205/BLM%201%20Elements%20of%20Music%20Cards.doc" BLM #1 Elements of Music Cards one complete sheet per student  HYPERLINK "BLM%20Grade%205/BLM%202%20Sample%20Element%20Poster.doc" BLM #2 Sample Elements Poster Sample  HYPERLINK "BLM%20Grade%205/BLM%203%20Element%20Poster%20Blank.doc" BLM #3 Elements Poster Blank (optional)  HYPERLINK "BLM%20Grade%205/BLM%204%20Anchor%20Chart%20Elements.doc" BLM #4 Anchor Chart (if possible, enlarge and photocopy on ledger paper)  HYPERLINK "BLM%20Grade%205/BLM%205%20Theme-Listen%20and%20Describe.doc" BLM #5 Theme Listen and Describe (optional) Media Player for listening to theme examples Paper (ledger size or larger) for creating Element Posters Markers, pastels, pencil crayons  Minds On Approximately 20 minutesPause and PonderWhole Class > Discussion Discuss what students believe is the meaning of a theme. Teacher Prompts: What are some themes that come into your mind? What is the last movie you saw? Can you clap or hum the theme of the movie? Do you have a favourite TV show? Can you hum its theme? Listen & Respond Students find a spot around the room, and prepare to respond through movement to a music excerpt. As students listen to the excerpt of a chosen theme, they respond by walking and moving to the music. Teacher pauses the music and students pair up with the person closest to them. Each student states one word that comes to mind in response to the theme. Listen to a mystery theme. i.e., Theme from Star Wars. Ask students to identify the movie and name some characters from that movie. Use the strategy, Think, Pair, Share (a cooperative activity in which partners privately think about a question, issue, or idea, discuss their responses with a partner, then share with the class). Teacher Prompts: Think about a story you are reading with your class right now. Using what you know about the elements of music, what kind of theme might be created for a character in that story? Assessment for Learning (AfL) Observe students answers to the guiding questions. Through active questions in Minds On, determine students understanding of Musical Themes. Assessment as Learning (AaL) Have students briefly highlight their partners response about the creation of a theme. Action Approximately 60 minutes Peer Evaluation of Elements of Music Posters Self Evaluation of Anchor Chart Differentiation (DI) Provide opportunities for students to select from a variety of musical choices. Individuals may choose to do the Describe What you Hear activity using their own music selection. Consider giving students with little exposure to movies or television the opportunity to research and discover popular themes. Quick Tips Update theme suggestions as needed to ensure some of the sample music is relevant to current musical trends. See the following website for further understanding of the Elements of Music: http://cnx.org/content/col10218/latest/SMALL GROUPS - BRAINSTORM JIGSAW ACTIVITY Divide students into six groups. Give each group 1 set of six cards, which have been cut from  HYPERLINK "BLM%20Grade%205/BLM%201%20Elements%20of%20Music%20Cards.doc" BLM #1, Elements Cards--each card has one of the elements of music as a headline (duration, pitch, dynamics and other expressive controls, timbre, texture/harmony, form). Hand one card to each student in the group. As well, each group receives a few copies of the full version of  HYPERLINK "BLM%20Grade%205/BLM%201%20Elements%20of%20Music%20Cards.doc" BLM #1, Elements Cards, that defines all six elements, to be used as a reference sheet. Give students 2 minutes to read their own Element Card information individually. Students break from their full group and find the students in the other groups with the same element, e.g., all the duration cards form a group, all the pitch cards form a group, etc. Each group moves to a designated spot and are called the Expert Group. (Duration Expert group, Pitch Expert Group, etc.) Provide each student in the expert group with a blank sheet of paper that will be their own brainstorming sheet, and a rough copy for the poster they will create together. Distribute one copy of  HYPERLINK "BLM%20Grade%205/BLM%202%20Sample%20Element%20Poster.doc" BLM #2 Sample Element Poster to each group. This is an example of music words to start the brainstorming. On their brainstorming sheets, students write down as many music terms and qualities as possible to describe their element. e.g., for dynamics and expressive controls: soft, loud, piano, forte, crescendo, ritardando, diminuendo, etc. Once the brainstorm sheets have at least 6 descriptive words, the expert groups create a poster that is an interesting visual representation of their element. Teacher Tip: A blank Element Poster could also be used in this process-  HYPERLINK "BLM%20Grade%205/BLM%203%20Element%20Poster%20Blank.doc" BLM #3 Element Poster Blank. Teacher collects and posts the posters at the front of the room for the following activity. Each individual saves their brainstorming sheet to share with their home group in the Anchor Chart activity. SMALL GROUPS ANCHOR CHART CREATION Distribute  HYPERLINK "BLM%20Grade%205/BLM%204%20Anchor%20Chart%20Elements.doc" BLM #4 Anchor Chart Elements, (enlarged copy if possible). Each chart will have a space for the title of the theme, and a circle for each element of music. An alternative format of the anchor chart is available:  HYPERLINK "BLM%20Grade%205/BLM%205%20Theme-Listen%20and%20Describe.doc" BLM #5 Theme Listen and Describe. The expert will be responsible for focusing on his/her element during the listening activity. Before playing the selection, the teacher will pose a series of questions to guide the listening experience. Teacher Prompts: In the music selection you hear, how are the elements of music used by the composer? How are dynamics used to add interest to the music? Describe the timbre. Is the melody of the music smooth and flowing or disjointed? As students listen to the selection, each element expert fills in the descriptive words for his/her element on the Anchor Chart. In its completed form, the anchor chart will serve as a written descriptor of the music. Allow time for the anchor chart to be completed for as many elements of music as possible. Re-play the theme 3 4 times to allow students to properly determine descriptors for each element. Post anchor charts on the board, compare and contrast for similarities/differences on each anchor chart.  Consolidation Approximately 10 minutesWHOLE CLASS>CHECK FOR UNDERSTANDING Have students answer the following questions in their response journals: Question Prompts: If you had your own personal theme, what would it sound like? Which musical elements would be used to make it your theme? Fast? Slow? Loud? Quiet? Smooth? Disjointed? What instruments would you use to create your theme? Is there an event in your life that your theme could describe?        Grade 5 Whats in a Theme? 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