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• identify skips, steps and repeats on five-line staff.
• air play with melody while singing finger numbers. Play Melody
• play with melody.
B.
Play Student Part 2. Have students:
• identify Part 2 as call or response.
• identify skips, steps and repeats on five-line staff.
• air play with melody while singing finger numbers. Play Melody
• play with melody.
C. Ensemble Mode Speakers Off Divide partners between Parts 1 and 2. Encourage them to:
• practice assigned part.
• practice parts together.
• play Parts 1 and 2 with class. Speakers On
• play Parts 1 and 2 with song. Play Song
Split Mode Lesson Completed
S. Synthesis: Create & Write - Call & Response patterns (Chart 5/Worksheet 7)
A. Encourage partners to:
• create call & response patterns using A-B-C-D-E.
• volunteer to perform their call & response patterns as class listens and shapes.
B. Chart 5 Write response pattern of A-C-B-A on Chart 5 – treble clef. Have students:
• shape new “response”.
• air play, as needed.
• play response.
• play response as teacher continues to change the “call” pattern. Play Rhythm
C. Worksheet 7 Let students: faccomp
• create call and response patterns on Worksheet 7.
• volunteer (one student) to write a response on Chart 5.
• discuss/shape new response.
• play response.
• individually (one at a time) play their “call”, then have the whole class play “response” from
overhead. Play Rhythm
D. Ensemble Mode Speakers Off With partners:
• work together practicing/recording notated call & response with metronome.
• record again with style of students’ choice.
Split Mode Speakers On Synthesis Completed
R. Review
A. . Note Monitor Create two-measure call & response melodies or rhythms that are either different (A
B) or echoed (A A). Ask students to:
• practice entering “black” = A B, “white” = A A.
Review Completed
Opus 10
Legato and Staccato
Concept:
Student Outcomes:
LEGATO & STACCATO - Articulation: Melody may
be smooth or detached
Identify and play legato and staccato
articulations.
Vocabulary/Keyboard:
Vocabulary/Keyboard:
Symbols:
- legato, staccato, slur, articulation, music alphabet
(A-B-C-D-E), Optional: interval using one hand
- legato, staccato, slur, articulation, music alphabet
(A-B-C-D-E), Optional: interval using one hand
note w/staccato dot, slurred notes
Assessment (Quiz 10) – Students determine whether the examples are staccato, legato or both.
Assessment (Quiz 10) – Students determine whether the examples are staccato, legato or both.
Assessment (Quiz 10) – Students determine whether the examples are staccato, legato or both.
Repertoire: Ghost of John, Do-re-mi, Nuages, L’Italiana in Algeria
Repertoire: Ghost of John, Do-re-mi, Nuages, L’Italiana in Algeria
Repertoire: Ghost of John, Do-re-mi, Nuages, L’Italiana in Algeria
National Standards:
1. NS 3, 6
2. NS 6
3. NS 1, 6
4. NS 2
S. NS 4, 5, 6
R. NS 6
State/Local Standards:
1.
2.
3.
4.
5.
S.
R.
State/Local Standards:
1.
2.
3.
4.
5.
S.
R.
Sequence of Activities:
1. Listen & Imitate - Melodic patterns using articulation
A. Guide students to:
• place right-hand fingers 1-2-3-4-5 on A-B-C-D-E,.
• play finger number or note name as called.
B. Speakers Off Ensemble Mode Play one or two measure melodic patterns on A-B-C-D-E. Let
partners:
• imitate each pattern.
• create patterns for each other to imitate.
C. Speakers On Play more patterns that are staccato or legato. Have students:
• imitate patterns.
• compare the two articulations.
Split Mode Lesson Completed
2. Listen & Discuss - Melody can be smooth (legato) or detached (staccato)
A. Tell students that legato in Italian means "smooth." Discuss the word “smooth” as it pertains to mu-
sic. Encourage students to:
• suggest images or examples of smooth things.
• think of instruments on which it might be easy to play "legato".
B. Play Song Nuages (French for "clouds") by Claude Debussy. Have students:
• describe mood created by music.
• move to music.
• identify music as legato.
C. Play Song L'Italiana in Algeria by Gioachino Rossini. This piece has both staccato and legato articu-
lation. Have students:
• identify staccato and legato parts.
• make staccato movements when shaping staccato part and legato movements when shaping
legato part.
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