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Classics for Kids

Page history last edited by Jeremy 11 years, 9 months ago

Classics for Kids - Music Composer Web Site

www.classicsforkids.com

by Elizabeth Norden, Jeremy D. Vanley, and Leigh Miller

http://www.classicsforkids.com/

 

 

 

         Watch this video for  a Classics for Kids

   'Compose Your Very Own Music' Game Tutorial

 

 

 

Classics for Kids - 'Fractions in Music' Lesson Plan


Performance/Behavioral Objectives:
Students use manipulatives to understand how fractions map onto musical expression.  Students then work in pairs to complete a worksheet that demonstrates the mathematical structure of musical notes.  Students use Classics for Kids (classicsforkids.com) to create a 4-bar (16-beat) song to demonstrate their understanding of fractions.  Students will create one 4/4 time song.

Assessment:
To assess student’s understanding, each student will sort “musical” shapes and figure out all possible combinations to create whole notes.  Tpresent their song to the rest of the class.  The student’s song must follow the required mathematical structure. In other words, each bar must accurately “sum” to a 4/4 pattern.

 

Advance Preparation by Teacher:
In order to prepare for this lesson, the teacher must create 3 pattern blocks using construction paper.  They should be:
Blue rectangles - represent whole notes (4 beats)
Brown rectangles - represent half notes (2 beats)
Red rectangles – represent quarter notes (1 beat).  These should be half the size of the brown rectangles.
Purple rectangles – represent eighth notes (1/2 beat).  These should be half the size of the red rectangles.

 

The teacher needs to prepare enough of each type of shape for students to complete the assignment.  Divide the shapes into plastic baggies.

Procedure:

Introduction:   

Discuss basic idea of fractions.  This lesson is for students who have already had an initial introduction to fractions.  Did you know that without math, there would be no music?

 

Step by Step Plan:

 

    • Hand out rectangular manipulative packets to each student.  Start with the whole note rectangle and discuss that it represents one whole unit or four beats.  Have students find the whole note rectangle.  On the rectangle, have each student write the musical notation for a whole note and show that it is equal to 4 beats or 4/4.
    • Next, move to rectangles that represent ½ notes and have the students overlay the ½ note rectangles on the whole note rectangle.  Discuss how the half notes equal 2 beats or 2/4.  Go through each of the rest of the packet and have students discuss the value and the fractional value.
    • Have students log onto classicsforkids.com.  View instructional video with the class.  Have students work in pairs to compose a 4-measure song which follows the rules of fractions and uses a variety of note combinations.  After they compose their song, they need to use the feature on classicsforkids.com that checks the structure of their composition.  Have each pair of students play their composition.
    • Last, have each student work individually to complete the musical worksheet to show mastery of fractions and fractional values.


Accommodations/Enrichment:

  • Learn about various composers on classicsforkids.com.  Have students write a brief report about a chosen composer.
  • Extend the lesson to the advanced composition page to expand the lesson.  Have students include rests and ¾ and ⅛ notes.
  • Have students identify the rhythmic patterns in their music.
  • Classics for Kids Music composer could also be used to introduce students to basic algebra (i.e 1 + X = 4)

 

 

Teaching and Learning Applications:

  1.   Lesson plans using Classics for Kids in other academic applications.  http://www.classicsforkids.com/teachers/lessonplans/    
  2. Academic study that supports using music to teach math. 'Academic music: music instruction to engage third-grade students in learning basic fraction concepts' www.springerlink.com
  3. Musical Notation and Fractions Lesson Plan By: Becca Flanders Lesson: Using Music to Teach Fractions  users.manchester.edu/student/RJFlanders/.../fractionswithmusic.pdf 
  4. Other Music Education lesson plans. Lesson Plans  http://musiced.about.com/od/lessonsandtips/a/mathandmusic.htm

 

 

Academic Standards for 2nd Grade Math and Music

Music:
Standard: 1. Expression of Music

  1. Expressively perform simple songs in small groups or independently
  2. Perform simple rhythmic, melodic, and harmonic patterns


Students Can:

  • Perform four- and eight-beat patterns that include do, re, mi, sol, la pitches (pentatonic scale) and half notes, whole notes, half rests, and whole rests (DOK 1-2)
  • Play tonic chord accompaniments in simple keys (DOK 1-2) 

Relevance & Application:

  • Music software and audio devices can be used to demonstrate pentatonic scales and tonic chord accompaniments in simple keys

Standard: 2. Creation of Music

  1. Create musical phrases in the form of simple question-and-answer alone and in small groups
  2. Identify rhythmic and melodic notation patterns

Students Can:

  • Improvise short instrumental phrases using the l-s-m-r-d tone-set (DOK 2-3)
  • Improvise question-and-answer phrases (DOK 2-3)
  • Create movements to express pitch, tempo, form and dynamics in music (DOK 2-4)
  • mprovise instrumentally and/or vocally over the I chord in simple keys (DOK 2-3)
  • Create patterns using learned rhythms on a treble clef staff (DOK 1-3)
  • Create patterns using learned pitches in a treble clef staff (DOK 1-

Relevance & Application:

  • Recognizing the mathematical pattern in simple chords develops strong mathematical sequencing helpful in understanding number lines, simple fractions, and skip counting.
  • Software and other technology tools aid in finding patterns in music.

Standard: 3. Theory of Music

  1. Comprehension and use of appropriate music vocabulary for dynamics, tempo, meter and articulation
  2. Comprehend beginning notational elements and form in music
  3. Comprehension of vocal and instrumental tone colors
  4. Comprehension of beginning melodic and rhythmic patterns

Students Can:

  • Aurally identify ABA form and verse/refrain (DOK 1-2)
  • Identify notated examples of bar lines, double bar lines, and measures (DOK 1)
  • Aurally identify coda (DOK 1-2)

Relevance and Application:

  • Identification of the differences and similarities between the alphabet and the musical alphabet provides insight to the understanding that music notation is a distinct language.
  • Mathematical counting equivalents can be applied to half notes, half rests, whole notes, and whole rests

Standard: 4. Aesthetic Valuation of Music

  1. Demonstrate respect for individual, group, and self-contributions in a musical setting
  2. Articulate reactions to the elements and aesthetic qualities of musical performance using musical   terminology and movement

Students Can:

  • Contribute to a group effort by of making music and reflecting on the performance (DOK 1-3
  • Recognize and demonstrate interest in creating, performing, and moving to music (DOK 1-2)


Mathematics:
Standard: 1. Number Sense, Properties, and Operations

  1. The whole number system describes place value relationships through 1,000 and forms the foundation for efficient algorithms
  2. Formulate, represent, and use strategies to add and subtract within 100 with flexibility, accuracy, and efficiency

Standard: 3. Data Analysis, Statistics, and Probability
1.       Visual displays of data can be constructed in a variety of formats to solve problems
Students Can:

  • Solve simple put together, take-apart, and compare problems using information presented in picture and bar graphs. (CCSS: 2.MD.10)

Standard: 4. Shape, Dimension, and Geometric Relationships

  1. Shapes can be described by their attributes and used to represent part/whole relationships
  2. Some attributes of objects are measurable and can be quantified using different tools

Students Can:

  • Recognize that equal shares of identical wholes need not have the same shape. (CCSS: 2.G.3)

 

 

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