MUSIC DEPARTMENT ACADEMIC YEAR

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1 LASALLIAN LEARNING MODULE Teacher: Ms. Racquel N. Belostrino Year/Level: Grade 5 Subject: Music Term/Module: Term 1, Module 1 Title: Interpreting Musical Symbols Time Frame: June 24-August 23, 2013 CONTENT STANDARD Rhythm: The learner recognizes the musical symbols and demonstrates understanding of concepts pertaining to rhythm. Melody: The learner recognizes the musical symbols and demonstrates understanding of concepts pertaining to melody. Dynamics: The learner recognizes the musical symbols and demonstrates understanding of concepts pertaining to volume in music. Tempo: The learner recognizes the musical symbols and demonstrates understanding of concepts pertaining to volume in music. PERFORMANCE STANDARD Rhythm: The learner - recognizes rhythmic patterns using quarter, half note, sixteenth and eighth notes in simple time signatures. - organizes notes and rests in simple meters. - responds to metric pulses of music heard with appropriate conducting patterns Melody: The learner - identifies the pitch names of lines and spaces in the treble staff. - identifies the pitch names of the C Major Scale - creates simple melodies Dynamics: The learner uses appropriate musical terminology to indicate variations in dynamics specifically piano and forte Tempo: The learner uses appropriate musical terminology to indicate variations in tempo: Allegro, Moderato and Andante 1 Page

2 RELATED LASALLIAN GUIDING PRINCIPLES Challenge pupils to realize their potential in music-making by letting them independently perform their own composition using rhythmic and/or melodic instruments. Bring La Sallian value of respect in working collaboratively with group members and watching performers with proper audience etiquette. Encourage independence and, at the same time cooperation among pupils by providing the pupils venue for self-expression through composition and performance with gradual release of responsibility. Ensure that the pupils translate knowledge into something useful in actual practice for the betterment of society and the church by performing their composition for entertainment and education of other people. Prepare pupils to cooperate and participate with respect in the world of culture and art, family, community, nation and Church by producing quality performance for their performance task with awareness of the standards of the musical performance practices CONTENT RHYTHM: MUSICAL SYMBOLS AND CONCEPTS A. Notes and Rests: Quarter, Eighth, Half, Whole, Sixteenth, Rhythmic Phrase B. Meter: Accented and unaccented beats; Duple, Triple, Quadruple Meter MELODY: MUSICAL SYMBOLS AND CONCEPTS C. C Major Scale: Kodaly Hand Signs, Recorder Playing, Pitch names on the G-clef staff, Melodic Phrase EXPRESSIVE ELEMENTS; MUSICAL SYMBOLS AND CONCEPTS D. Dynamics: Piano and Forte E. Tempo: Allegro, Moderato and Andante 2 Page

3 BLENDED TOOLS Face-to-Face Singing alone and with others Conducting Playing instruments Listening Echo clapping/singing Performing alone and with others Note-writing (composition) elearning Use of apps: Singing Fingers Virtuoso Piano Chalkboard Music Drawing Notation Percussive Free Playpad STAGE 1: ESTABLISHING DESIRED RESULTS TRANSFER GOAL(S): Student will independently use their learning to perform recorder pieces in C Major Scale. BIG IDEA/ENDURING UNDERSTANDING (EU): OVERARCHING EU: Students will understand that musicians have specific terms for symbols in music. They use these symbols to read, write and interpret music in various ways. TOPIC EU: Students will understand that... - (rhythm) Notes and rests have different value and affect the movement and structure of music. - (beat) Consistency in following steady beats creates order and clarity in music - (melody) Music can be conveyed through melody. It is a language on which we read and write. Melodies are built on patterns called scales. - (dynamics) Volume in music change abruptly or gradually - (tempo) Variations in speed of music make the mood of music enjoyable and exciting. 3 Page

4 ESSENTIAL QUESTION(S): OVERARCHING EQ: How will it help me if I know how to interpret musical symbols? TOPIC EQ: - (rhythm) What is the value of learning the musical symbols specially the notes and rests? - (beat) Why do we need to maintain steady beat in music? - (melody) How can one say that music is a form of language? What will happen if we do not know about musical scales? - (dynamics) Why do we need to follow the dynamic markings in the piece? - (tempo) How does change in volume of music affect the listeners and the performers? COMPETENCIES Rhythm: 1. Visually and aurally identify the kinds of notes in a song (quarter, eighth, half, sixteenth, half, whole) 2. Accurately identify the duration of notes and rests 3. Crete different rhythmic patterns using notes and rests of different time signatures (2/4, 3/4, 4/4) 4. Perform with a conductor Melody: 1. Identify through reading and writing the pitch name of each line and space of the G-clef staff. 2. Identify through ready and writing the pitch names of notes on the ledger lines and spaces below the G-clef staff (middle C and D) 3. Demonstrate knowledge of the C Major Scale in writing and performance. 4. Perform his/her own created simple melody Dynamics: 1. Identify and apply the following dynamics to musical selections: piano and forte Tempo: 1. Identify and apply the following tempi: Allegro, Moderato, Andante 4 Page

5 SPECIFIC OBJECTIVES Teaching Day Day 1: June 24-28, 2013 Day 2: July 1-5, 2013 Day 3: July 8-12, 2013 Day 4: July 15-19, 2013 Day 5: July 22-26, 2013 Day 6: July 29 August 2, 2013 Day 7: August 5-9, 2013 By the end of the unit, the students will be able to: 1. Download the 6 apps needed for music class. 2. Identify the symbol of the G-clef and its function on the G-clef staff 3. Demonstrate knowledge of learned rhythmic patterns and beat through singing games. 1. Aurally identify the kinds of notes and rests heard in a given musical piece. 2. Sight-ready rhythmic patterns through clapping and reciting the rhythm. 3. Visually identify the different duration of notes and rests. 4. Identify through reading the pitch name of each line and space of the G-clef staff. 1.Write rhythmic patterns through dictation. 2.Identify the symbol and function of the G-clef. 3.Make connections on the G-clef and the notes on the staff through recorder playing. 4.Play F and E finger positions on the recorder 1.Sing so-mi-la in correct intonation. 2.Identify the position of so-mi-la and G, A, E on the staff. 3.Play low C and D pitches on the recorder. 4.Sight-read solfege exercises and rhythmic drills. 1.Aurally identify rhythmic patterns. 2.Play low C and D pitches on the recorder. 3.Sing so-mi-la through singing games. 1.Aurally identify rhythmic patterns. 2.Aurally identify so-mi-la in singing games 3.Sing so-mi-la with hand signs 4.Demonstrate skill on sight-reading through recorder playing. 5.Identify the pitch names of the notes on the G-clef staff 1.Aurally and visually identify so-mi-la through melodic dictation 2.Identify so-mi-la notes on the staff through note-writing 3.Identify the fingering of different pitch names on the staff 5 Page

6 SPECIFIC OBJECTIVES Day 8: August 12-16, 2013 Day 9: August 19-23, Demonstrate tempi through singing games 2.Practice low F, E, and D on the recorder 3.Sing a folk song in correct intonation 4.Interpret dynamic markings through recorder playing 1.Perform a folk song in C Major Scale through recorder playing. 2. Demonstrate skill in note-reading. 3. Play a piece in steady beat, with accurate intonation and correct pitches. STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING and TRANSFER Include Other evidences - test for understanding knowledge and processes, here, use unit assessment matrix GRASPS NARRATIVE OF TRANSFER TASK Your school will be celebrating month of August as Buwan ng Wikang Pambansa. As member of recorder ensemble, you have been tasked to play 2 folk songs for the culminating activity. The administrators, faculty members and your fellow musicians will be there to listen if you play the piece in steady beat and correct rhythmic patterns, accurate intonation, with correct pitches and with proper phrasing. ASSESSMENT TOOLS KNOWLEDGE: PROCESS/ SKILL: UNDERSTANDING (S) PERFORMANCE/ PRODUCT 10-item Rhythmic Dictation Sight-reading exercises and conducting simple meter Note-reading: Identifying pitches through singing and/or recorder playing Performance of a Filipino folk songs through recorder playing 6 Page

7 ASSESSMENT TOOLS 15-item quiz on Melodic Dictation Recorder Playing (C Major Composition of a one-bar melodic and Note-writing Scale) ostinato in simple meter 10-item Listening Test on different dynamic and Tempo Markings RELATED FACET(S) OF UNDERSTANDING: EXPLANATION Reveal a personalized, thoughtful and coherent grasp of the element of rhythm and the other elements that affects it. Criteria: Systematic: makes subtle connections between rhythm in music and rhythm in real life; make a work of his own, going beyond the given. Accurate: demonstrate excellent understanding of the duration of notes and rests and organizes it in measures of simple time signatures. INTERPRETATION Effectively and sensitively interpret meter, duration of notes, beat, rhythm, tempo and dynamics and offer a meaningful inference on the effects of other elements to a rhythmic pattern. Criteria: Illustrative: Fluent, flexible, efficient, able to use knowledge of rhythmic patterns and skill in note reading and adjust understanding well in interpreting notes in diverse simple time signatures. Appropriate: Autonomous understanding of simple meter is shown through thoughtful identification and interpretation of the time signature. APPLICATION Sight-read short musical selection in different context of simple meter, with dynamics, tempo and melodic and rhythmic lines. Criteria: Appropriate: masterful ability to transfer or use knowledge in recognizing rhythmic patterns, note durations and pitch names while conducting the beat according to the proper time signature, mindfully following dynamics and tempo markings. 7 Page

8 STAGE 3: LEARNING PLAN FLOW LESSON PROPER Day 1: Teacher guides the Special Music students to their classrooms Teacher guides the class in downloading the 6 apps for music class: o Music Drawing Notation o Playpad o Virtuoso Piano o Singing Fingers o Percussive FREE o Chalk board Day 2: Teacher asks the class to form one big circle. Teacher teaches the song Button, You Must Wander by rote Students play the game Teacher lets the class o play the game o clap the beat of the song while singing o clap the rhythm of the song while singing o clap the rhythm of the song while singing the song inside their heads. o Differentiate rhythm from beat o say the rhythm syllables of the words of the song while clapping. Day 3: Review and Reinforcement: Button, You Must Wander Teacher and students sing Button, You Must Wander Teacher claps the rhythm for every beat of the song. Using the Chalkboard App, students write down the rhythmic pattern that they hear through stick notation. Practice: G-clef and Recorder Playing 8 Page

9 Teacher reviews the G-clef chants with the students. Teacher asks the function of the G-clef. Teacher and student review previously learned notes (Grade 3) on the recorder. Through visual prompts, teacher guides the students in playing different pitches. Teacher demonstrates two new finger positions, F and E, and let the students play in different rhythmic patterns. Day 4: Review: Known hand signs (so-mi-la) Teacher shows hand sign for so and sings the pitch Students echo back the pitch with hand signs Teacher shows another hand sign (mi) and sings the pitch. Students echo back the pitch with hand signs Teacher shows hand sign for la and signs the pitch Students echo back the pitch with hand signs Teacher shows a hand signs and let the students sing. Teacher shows solfeggio exercises for so-mi and la. 9 Page

10 Students sing the solfege exercises with hand signs Present: So-mi-la on the staff (G-clef) Teacher shows the G-clef staff using PlayPad App. Teacher: If our so is written on the second line, then where would our la be? How about mi? Teacher shows the first solfege exercises and asks volunteer to write the notes in their proper positions on the staff. Teacher: If we play the recorder, what pitch would we call them? (G,A and E) Practice: Recorder Playing Students recall their previously learned recorder finger positions. Teacher shows rhythmic drills for the recorder. Students sight-read and play while teacher taps the beat. Prepare: Low D and Low C finger positions. Teacher shows the fingering for low D and asks the students to play. Students echo back while teacher goes around to check everybody s finger positions. Teacher shows and plays Low C and asks the students to play back. Students play back while teacher goes around to check everybody s finger positions. Assignment: Practice Low D and Low C finger positions. Day 5: Interaction Formative Assessment: Rhythmic Dictation (music notebook) Teacher plays the rhythmic patterns on instruments (claves, hand drums and recorder) On their music notebooks, students write the rhythmic patterns in stick notation. 10 Page

11 Practice: so-mi-la with hand signs Teacher teaches the song, Doggie, Doggie by rote. Students play the game, Doggie, Doggie o Game: Children sit in a circle. One child in the middle is the doggie and his eyes. Another is given the bone (beanbag, plastic bone, etc.) OR Teacher may indicate one child who steals the bone while the doggie hides his eyes, on 2 nd phrase. Child with the bone sings last line. The doggie must guess who it was who sang. Teacher shows hand signs, students sing back with hand signs. Practice: Low D and C Teacher demonstrates Low D and C fingering position for review. Students read exercises on Low D and C. Day 6: Practice: Listen for so-mi-la 11 Page

12 Teacher shows the hand signs for the song, Doggie, Doggie, then students echo back through singing with hand signs. Teacher: Is the tune familiar to you? What song is it? Teacher asks students to sing Doggie, Doggie in solfege (with hand signs) Practice: Recorder Playing Students download MUS_T1_AS2 from the Notes and Homeworks site. Teacher guides the students in sight-reading the recorder drills Page

13 4 Students identify the pitch names of the piece, Leron-Leron Sinta. Teacher guide the students in playing in different tempi (Andante, Moderato, Allegro) Leron, Leron Sinta (arranged for Recorder) Tagalog Folk Song 13 Page

14 Day 7: Assessment #2: Recorder Finger Positions, Note-writing and Melodic Dictation Practice Recorder Playing Students identify the pitch names of the piece, Leron-Leron Sinta. Teacher guide the students in playing in different tempi (Andante, Moderato, Allegro) Leron, Leron Sinta (arranged for Recorder) Tagalog Folk Song 14 Page

15 Day 8: Practice Recorder Playing Teacher teaches the song, Pen Pen de Sarapen by rote. 15 Page

16 Game: o By pairs or groups: An assigned leader point to the fingers of the players in the beat of the song. After the song, the finger where the song stopped is out and hidden by folding it. The player with all fingers out is out of the game. The player with the last fingers in the game wins. Students download MUS_T1_WS3_Pen Pen de Sarapen from the Notes and Homework site. Students write the pitch name of each note. Teacher facilitates recorder practice. Teacher gives 10 quiet seconds for the students to pick a partner. For Homework: Assessment #3 next meeting. Pen Pen de Sarapen/ Leron-Leron Sinta. Practice with your partner. Day 9: INTEGRATION Teacher facilitates class practice before administering performance test. Teacher discusses grading rubric. 16 Page

17 Grading Rubric: ASSESSMENT #3: Performance with Rhythmic Ostinato Name: Score: U = /10 Pr= /10 Section: Teacher: Sir Pads/Ms. Racquel Remarks: Criteria Masterful (5) Skilled (4) Able (3) Apprentice (2) Novice (1) Correct Pitches (U) Proper Phrasing(U) Steady beat & Correct rhythm(pr) Accurate Intonation(Pr) Masterful ability to transfer skill in notereading through a fluent performance. Mindfully performed with proper phrasing, demonstrating discipline in interpreting melodic phrases throughout the piece. Confidently performed in steady beat and with correct rhythm pattern throughout the piece. Confidently performed in with correct intonation (B, A and G) throughout the piece. Competent in notereading in most parts of the piece Performed with proper phrasing, demonstrating discipline in interpreting melodic phrases in most parts of the piece. Performed in steady beat and with correct rhythmic pattern in most parts of the piece. Performed in with correct intonation (B, A and G) throughout the piece. Limited but growing ability to read notes. Established performance with proper phrasing, demonstrated discipline interpreting melodic phrases but was not able to sustain until the end of the piece. Established performance in steady beats and with correct rhythmic pattern but was not able to maintain the skill until the end of the piece. Established performance with correct intonation (B, A and G) but was not able to maintain the intonation until the end of the piece. Displayed skill in notereading in selected parts of the piece. Established performance with proper phrasing in some parts. Needs to demonstrate discipline in interpreting melodic phrases. Established performance in steady beats but was not able to perform with correct rhythmic pattern throughout the piece. Established performance with correct intonation (B, A and G) on selected and few parts of the piece. Relied on coaching during the performance. Performed with teacher s coaching. Relied on coaching during performance. Did not establish steady beat and was not able to perform correct rhythmic patterns, but, at least, tried to play. Did not establish correct intonation in most parts of the piece. Needs to develop skill in tone production. 17 Page

18 Songs used in this module: Button, You Must Wander, Traditional Doggie, Doggie, Children s Singing Game Leron, Leron Sinta, Tagalog Folk Song Pen, Pen de Sarapen, Tagalog Singing Game References: Factora, Miriam B.(2003)Philippine Children s Songs, Spoken Rhymes and Games for Teaching, Book One.Manila, Philippines Wiggins, Grant and McTighe, Jay.(2005).Understanding by Design, Expanded 2 nd Edition.Alexandria, VA. Association for Supervision and Curriculum Development (ASCD) Factora, Miriam B.(1995)Creative Music Teaching in the Elementary Schools. Manila, Philippines. 18 Page

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