The Planets? Suite! The Cleveland Institute of Music Class Materials. Table of Contents

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1 1 Dear Educator, Thank you for choosing the Cleveland Institute of Music. Inside this packet, you will find all of the materials your class will need for your upcoming The Planets? Suite! videoconference. There is a lesson that needs to be completed prior to the conference; it should take one period. Also, please take note of the set up instructions on p. 7. If at any time you have questions or concerns, please feel free to contact me. We look forward to meeting you! Sincerely, Heather Young Mandujano Distance Learning Education Coordinator Cleveland Institute of Music Table of Contents Pre-Conference Lesson Plan.2 Jupiter Cards 3 Classroom Set Up.7 During the Videoconference 8 Listening Map.9 Writing Prompt..10 Uranus: The Magician 11 Post-Conference Lesson Plan 12 Academic Content Standards..13

2 Pre-Conference Lesson Objectives: Students will review the order of the planets in our solar system in preparation for their upcoming videoconference. Students will prepare letter cards to be used in the Jupiter activity of the videoconference. Materials: Listening Map (p. 9) Jupiter Cards (pp. 3-6) CD (provided by CIM) CD player Crayons, markers, glitter glue, or any other art supplies to decorate Jupiter Cards Procedure: Begin by reviewing the order of the planets in our solar system with your students. Students can practice by connecting the planet names and circles on their listening maps. Some of the planets have descriptors (i.e., Mars: Bringer of War ); this goes along with the music for the videoconference. You may briefly discuss with the children that they will be participating in a videoconference which ties the planets of our solar system to music. The music was written by British composer Gustav Holst between 1914 and Today we will be preparing for an activity that goes along with the music for Jupiter. Explain: In music, we label different sections of music with letter of the alphabet. So the first section is letter A, the second section is letter B, etc. When you hear a section with the same melody as a previous section, you label it with the same letter. o There are four sections for Jupiter, so we will use the first four letters of the alphabet (Jupiter cards, pp. 3-6) o You should decorate each letter based on how the music sounds. Ask yourself: What colors do I imagine when I listen to this music? What shapes? Is there a clear picture? Or is it abstract? o You may choose to decorate your letters with abstract patterns, pictures, or a combination o f the two. You should not draw a picture of the literal planet Jupiter, however, and each letter should be unique. Play CD Track 1 (Jupiter A) while students decorate Jupiter Card A. You may need to repeat the track several times. Continue by playing Track 2 (Jupiter B) for Jupiter Card B, Track 3 (Jupiter C) for card C, and Track 4 (Jupiter D) for card D. Students should have these cards ready to use during the videoconference. Finally, have the students practice identifying sections A-D by randomly playing each CD track and having the students identify it by holding up the corresponding card. 2

3 3 Jupiter Card A

4 4 Jupiter Card B

5 5 Jupiter Card C

6 6 Jupiter Card D

7 7 Classroom Set Up Attach the large piece of fabric horizontally to the chalkboard or a wall, or lay it out flat on the floor. Students will be positioning the Velcro planets on the fabric during the videoconference. Have Velcro planets and a measuring tape/ruler/meter stick (with centimeters!!) available. In the materials box, you will find 3 sets of 10 cards with names and/or pictures of the planets on them, each a different color. Please distribute one card to each student prior to the start of the videoconference and instruct them to keep it face down. o For classes of 15 or less, use only one color of cards, assigning two students to one card as needed. o For classes of 15-25, use two colors of cards. For students, some students will have two cards make sure these are the same color! For students, some students will share one card. o For students, use all three colors of cards. For students, some students will have two cards make sure these are the same color! For students, some students will share one card. Each student needs the following: o Jupiter Cards A, B, C and D (pp. 3-8), decorated during pre-conference lesson. o Listening Map (p. 9) o Writing Prompt worksheet (p. 10) o Uranus: The Magician worksheet (p. 11)

8 8 Videoconference Activities Videoconference activities will be selected from the following: Game: The Order of the Planets Discussion: Background on Gustav Holst and his suite Math Activities: Positioning the Planets in the Solar System Performance: Mars Ostinato Listening Activity: Guess the Planet Discussion: Compare and Contrast Venus and Mars Discussion: Jupiter Activity: Labeling Form with Jupiter o Students will use the Jupiter Cards from the pre-conference lesson. Discussion: Mercury Language Arts Activity: Using Music for Creative Writing Discussion: Neptune Discussion: Saturn Discussion: Uranus Visual Arts Activity: Drawing Uranus, The Magician We would love to see your students stories and artwork! Please send them to Heather Mandujano: ( ) or (fax).

9 SUN The Planets? Suite! Listening Map Draw lines to connect each planet/object on the right with the correct circle on the left. 9 Venus: Bringer of Peace Mars: Bringer of War Uranus: The Magician Pluto Saturn: Bringer of Old Age Mercury: The Winged Messenger Earth Jupiter: Bringer of Jollity Neptune: The Mystic

10 10 Writing Prompt Name: When the spaceship landed on the planet, I stepped out and saw

11 11 Uranus: The Magician Name: Directions: Draw a picture of what you think Uranus (the mythological god) looks like, based on the music. What is this character like? What is he doing? Is there a story about him? Use your imagination!

12 12 Post-Conference Lesson Ideas Have students complete their Neptune stories and/or Uranus drawings. To differentiate instruction, allow students to choose, or even to come up with their own project using another movement from Holst s Planets. Have students research a planet of their choice; this could be done individually, in pairs, or in small groups. As part of the project, students could compose their own music based on scientific inspiration (versus Holst s inspiration from the astrological aspects of the planets.) Allow students time to explore There are some excellent (and fun!) resources to be found here. Also try We would love to see your students finished products. Please send them to: Heather Mandujano Cleveland Institute of Music East Blvd. Cleveland, OH Fax:

13 13 Ohio Academic Content Standards- Music Historical, Cultural and Social Context Grade 5 4. Identify, listen and respond to music of different composers. 6. Describe conditions under which music is created and performed in various cultures. Grade 6 1. Describe distinguishing characteristics of music forms (i.e., verse-refrain, AB, ABA, rondo, canon, theme and variations) from various cultures and/ or historical periods. 4. Identify selected composers and their works and place them in the appropriate historical period. 5. Recognize and identify contextual elements (e.g., time, location, current events, culture, social and political climate) that shape the development of music. Grade 7 1. Recognize, identify and demonstrate form in world music (e.g., Western and non- Western) and popular music. 2. Demonstrate how elements of music are used to create various music styles. 3. Identify representative music examples from music literature and respond to the style of the historical period of music. 4. Classify by composer and historical period a varied body of exemplary music works. 5. Recognize and identify historical and cultural contexts (e.g., time and place of a music event) that have influenced music. Grade 8 1. Recognize, identify and demonstrate form in world music (e.g., Western and non- Western) and popular music. 2. Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works. Creative Expression and Communication Grade 5 1. Sing and/or play, alone and with others, using good posture and breath control, a varied repertoire of music representing diverse genres and cultures with appropriate dynamics, expression and tempo for the work being performed. 2. Play a variety of instruments independently and with other contrasting parts. 3. Respond appropriately to the cues of a conductor. Grade 6 1. Sing and/or play, alone and with others, using good posture and breath control throughout their range, a varied repertoire of music representing diverse cultures with appropriate dynamic expression and tempo for the work being performed. 2. Play a variety of instruments, alone and with others, with increasingly complex rhythms and melodic phrases.

14 3. Respond appropriately to the cues of a conductor. Grade 7 2. Perform accurately, alone and in small and large groups, with good posture producing an appropriate tone quality. 3. Respond appropriately to the cues of a conductor. 6. Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters. Grade 8 2. Perform accurately, alone and in small and large groups, with good posture producing an appropriate tone quality. 3. Respond appropriately to the cues of a conductor. 6. Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters. Analyzing and Responding Grade 5 1. Identify dynamics, tempo, meter and tonality in various pieces of music aurally. 4. Analyze a piece of music using music vocabulary. Grade 6 1. Distinguish the use of dynamics, meter, tempo and tonality in various pieces of music. 3. Describe instruments used in Western traditional instrumental ensembles and in world music ensembles. 4. Analyze a piece of music with more than one movement using elements of music. Grade 7 1. Apply music vocabulary to describe a varied repertoire of music. 2. Describe use of meter and rhythm in music of various cultures. 3. Analyze form identifying distinct sections of a larger music work. Grade 8 1. Compare and contrast a varied repertoire of music on the basis of how elements of music are used to make the works unique and expressive. 2. Identify components of larger music works (e.g., symphony, mass, concerto). 3. Identify distinct sections in a larger music work aurally. Valuing Music/Aesthetic Reflection Grade 5 1. Describe audience etiquette associated with various music performances and settings. 3. Demonstrate how music communicates meaning through text, feelings, moods or images. 4. Identify elements of music that contribute to aesthetic qualities in a specific music work. 14

15 Grade 6 1. Practice audience etiquette in selected music settings. 2. Attend and reflect on a variety of live music performances. Grade 7 1. Practice audience etiquette in selected music settings. 2. Participate in and reflect on a variety of live music performances and activities. Grade 8 1. Practice audience etiquette in selected music settings. 2. Participate in and reflect on a variety of live music performances and activities. 15 Connections, Relationships and Applications Grade 5 1. Interpret music through dance, drama and visual art. 4. Describe how knowledge of music connects to learning in other subject areas. Grade 6 1. Describe ways that music relates to other art forms using appropriate terminology. 4. Compare and contrast subject matter common to music and other subject areas. Grade 7 4. Describe ways that technology is used in creating, performing and listening to music. 5. Identify problem-solving and creative thinking skills used in music. 6. Using elements of music, describe distinguishing characteristics of music from a variety of cultures. Grade 8 3. Use technology in creating, performing and/or researching music. 4. Use problem-solving and creative thinking skills experienced in other disciplines in music. Ohio Academic Content Standards: Science Earth and Space Science Grade 5 2. Explain that Earth is one of several planets to orbit the sun, and that the moon orbits Earth. Grade 8 1. Describe how objects in the solar system are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles. Scientific Inquiry Grade 5 1. Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others (e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools).

16 2. Evaluate observations and measurements made by other people and identify reasons for any discrepancies. Grade 6 2. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations. Grade 7 4. Choose the appropriate tools and instruments and use relevant safety procedures to complete scientific investigations. 7. Use graphs, tables and charts to study physical phenomena and infer mathematical relationships between variables (e.g., speed and density). Grade 8 1. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations. 3. Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams and symbols). 4. Apply appropriate math skills to interpret quantitative data (e.g., mean, median and mode). 16

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