Program+Music

**Program Music **

 A Problem-Based Lesson for //Third grade Music// Designed by //Linda Stamer and Kasie Hamman//  lstamer@fusd1.org khamman@fusd1.org   

 __Task__ You are the director of a major motion picture. The composer has submitted the following soundtrack. You will make a visual representation of the action happening on the screen during this piece of music. Your artwork will be part of class slide show that can be shared with other classes.

__ Standards __ Arizona K-12 Content Standards Music 3: Strand 2: Relate Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts. PO 3. Recognize composers motivation for creating music. PO 4. Exploring and analyzing the relationship of music to the visual arts. [|www.ade.state.az.us/standards/contentstandards.asp] 21st Century Skills Standards Communication and Collaboration Communicate Clearly Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. [|www.21stcenturyskills.org] ISTE National Technology Standards for Students 2. Communication and Collaboration a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media d. contribute to project teams to produce original works or solve problems [|http://iste.org]

__ Procedure __ Teacher Steps: 1. Play one or two examples of program music for the class that can represent real-life or make believe things for the class 2. Have students sit at the riser or on the floor where they can comfortably draw while listening to music. 3. Distribute on paper and one pencil to each students. 4. Have the students write their names in a top right corner of the paper. Have the students fold the paper in half twice, dividing the paper into four quarters. Have the students number the quarters one to four in the upper right corner of each square. 5. Tell the students that you will be playing four short pieces for them and they are going to draw four accompanying pictures in each of the corners of their papers. They should go through three steps: a) first, they should listen to the music for at least ten seconds. b) second, get an idea of what the music represents. e.g. nature, people playing, scary monsters... c) third, have the students draw what they hear. During the first example, every student will draw on their paper. For the second example, one third of the students will draw on the Smart Board while the rest of the students continue to draw on their paper. For the third and fourth examples, the remainder of the students will have a chance to draw on the Smart Board while the remaining students continue to draw on their paper. To clarify every student will have three drawings on their paper and each students will have a drawing on the Smart Board. 6. Each example should take from one to two minutes to play and repeated and extra time can be given for students to finish their drawings. 7. Teacher will facilitate a discussion with the students about their drawings and tell them what the name of the piece of music is and the composers meaning of the piece. The use of a document camera to share the students drawings can be used here.
 * [|Flight of the Bumblebee]
 * [|Pictures at an Exhibition]

Student Steps: 1. Students will listen to examples of program music and discuss what actions might be happening during this type of music in a major motion picture. 2.Students will sit on the riser or floor. 3. Students will write their names in the top right corner of their paper. 4. Students will fold their paper in half twice in order to divide the paper into four quarters. 5. Students will number each quarter in the upper right corner from one to four. 6. Students will listen to teacher directions. 7. Students will draw a picture in the square labeled number one while listening to the first piece of music. 8. Students will draw a picture for the remaining pieces, either on their paper, or on the Smart Board according to teacher directions. 9. Students will then have an opportunity to discuss their drawings with the class and find out the real meanings behind the piece of music, after each selection is played. 10. The student can share their drawing with the document camera for the entire class to see.

__Assessment__ [] [|Rubistar]

__Materials__ Program Music Examples from Spotlight on Music textbook series 1. Enchanted Garden - Kindergarten CD 3 Track 13 2. Rodeo - Fourth grade CD 4 Track 10 3. March of the Gladiators - First grade CD 7 Track 10 4. In the Hall of the Mountain King - Second grade CD 5 Track 22 5. Galop - First grade CD 7 Track 11 and 12 6. Musical Clock - Second grade CD 5 Track 4 7. Ballet of the Unhatched Chicks - Kindergarten CD 2 Track 29 8. Aquarium - Second grade CD 7 Track 40