Activity #1:


Music:

The primary central focus is to introduce students to musical elements: melody (do tetratonic) and rhythm.

  • Students will be able to notate notes, C, D, E, and G on the staff; and identify different and same phrases. (Mary Had a Little Lamb) (Pr: 4.2)
  • Students will be able to identify rhythm when hearing one and two sounds in one (Samoan Sasa). (Pr: 4.2)
  • Activity #1: Students will be able to perform and demonstrate their roles, contributions, and importance of performing Samoan Sasa with the correct intent as a group. (Re 7.1)

SEL:

The focuses of this unit are to guide students to explore self-awareness, social awareness, relationship skills, and responsible decision-making.

  • Students will be able to explore their habits when listening and making music. Do they prefer to interact or share with peers (or siblings) when listening and making music (this question explores children being isolated learning online during the pandemic)?
  • Students will be able to discover their roles, contributions, and importance of sharing and making decisions as a group.

 

FOCUS KNOWLEDGE/SKILLS SONGS

 MELODY

 

RHYTHM

  • Notate notes: C, D, E, and G on the staff
  • Identify same and different phrases 
  • Identify one and two sounds in one beat
  • Expose to Major and Minor scales
  • Do Re Mi
  • Mary Had a Little Lamb 
  • Samoan Sasa

Activity #1: "Do-Re-Mi" - THE SOUND OF MUSIC

Please watch the below video:

Music:

 

In this video, Maria sang the Do-Re-Mi melody with her beautiful voice and the children sang and danced with her. Do Re Mi is a famous song from the musical the Sound of Music.

  • A melody is what you usually sing from a song. It is the main tune. Can you sing the song with the video?

When the children in this movie sang do re mi fa so la to do, they sang in a major scale. We will explore the major scale later in this unit.

 

SEL - Self-Awareness:

 

  • When you are listening to or experiencing music, do you do it indoors or outdoors? How do you feel when you see the siblings making music in the nature?
  • When watching the video, do you think the siblings enjoyed themselves singing and dancing together? Do you enjoy making music with your peers in the music classroom/ensemble? Why?


Music:

Now let's listen to a song that only uses four notes of a major scale. Do you recognize it?



Let's notate Mary Had a Little Lamb on the staff. (Pre-requisites: Staff, lines and spaces)

Music:

  • In solfège, C=do, D=re, E=mi, G=so, identify the notes in the melody.
  • How many phrases are here? (a b a' c)
  • Now your teacher will play Mary Had a Little Lamb on a piano/`ukulele, can you sing with the hand signs and solfège?
  • Now your teacher will play Mary Had a Little Lamb on a piano/`ukulele, can you use your fingers to show and count the four phrases.


Style: Jazz

Now, listen to this Jazz version of Mary had a little lamb, try to identify the four phrase in this song by showing your fingers. You will hear many "extra" notes, these are embellishing notes that make the piece sounds more attractive. 

SEL - Self-Awareness: 

  • Compared to the first video of Mary Had a Little Lamb that was played in a major key, how do you feel when you listen to the jazz version?
  • Here are some keywords that you might use:
    • Sad, happy, slow, fast, sophisticated, simple, calming, exciting, melancholy, cheerful, sleepy, awake, lazy, energetic. 
  • Tell me why you chose those terms and why jazz version made you feel that way.


Music can create different emotional feelings. Below is a Samoan Sasa that can make your peers and you feel different from the above pieces. 

Rhythm: Samoan Sasa

Music:

Background: I will add a paragraph about Samoa here.

 

Sasa in Samoan language means “to hit or strike.” The men and women usually sit on the floor and perform the dance by patting their bodies (chest, shoulders, laps) and clapping their hands. This dance is a communal activity, and everyone does it simultaneously. Please learn the sasa by watching the below videos. 


Next, perform the Samoan Sasa by applying “hit and strike” energy. This is important to make sure you all made the motions in uniform because you want to make you all look like one entity. 

 

Rhythm

After performing the sasa, try to identify the rhythmic patterns of the piece.

MUSIC

Sometimes there is one beat = one sound; and one beat = two sounds.

SEL: Self-Awareness, Self-Management, Relationship Skills:

 

  • When you performed the sasa dance with your peers, did you feel that you received support from your peers? Did you feel the group energy?
  • How would you feel if you performed the sasa yourself versus in a large group with your peers?
  • How would you feel differently as a performer instead of an audience watching the performance?
  • Why is it critical that you all perform the same motions?
  • When you have to give a speech or play in sports events, do you feel nervous? How do you provide yourself with confidence?
  • How would you give support and confidence to your friends if they need help?


Put your comments below

Comments: 9
  • #9

    Janice (Friday, 08 April 2022 17:41)

    I like how the blue boxes place emphasis on the SEL. I notice some of the music sections do and some don't. Let's pick a color for music or not have it in a box at all.

  • #8

    Kevin (Tuesday, 05 April 2022 00:53)

    I like this new format! It reads easier while still placing emphasis and importance on the SEL components.

  • #7

    Lauren F (Sunday, 27 March 2022 13:59)

    Do Re Mi is a famous song from the movie the Sound of Music. <change "movie" to "musical" or "musical/movie">

    I like the new format of clearly identifying the different components of Music and SEL.

    Just a technical/visual note: How come some of the Music sections are in gray boxes, others are missing, and one is in a white box? For consistency, it would be good to have them all the same color scheme.

    Now your teacher will play Mary had a little lamb <capitalize the rest of the song title> on a piano/`ukulele, can you sing with the hand signs and solfège?
    Now your teacher will play Mary had a little lamb <capitalize the rest of the song title> on a piano/`ukulele, can you use your fingers to show and count the four phrases.

    Not sure that you need the white boxes at the end. Isn't it the same as the table at the top? However, I think the bottom SEL box is more thorough so maybe add that one to the SEL table at the top.

  • #6

    Kevin (Friday, 18 March 2022 22:04)

    I agree with the idea of making a separate section. It will add more purpose and value to the activity/follow up questions than having the SEL tacked on at the end. The idea of visual organizers will also be helpful to go with the activities. Will the final site have all of the materials in a format similar to the current one?

  • #5

    Katherine (Friday, 18 March 2022 21:38)

    1. Yes, I will make a video of myself playing Mary had a Little Lamb. I'll email it to you on Monday or Tuesday.
    2. I agree with Lauren's editing of the "C Major Scale" section. It might help to have a visual representation for that too? Maybe just a picture of a piano with the letters labeled on the notes or something.
    3. I'm also in agreement with having a separate section for music and SEL. And I like Janice's slides that organize the central focuses with the songs/concepts etc., that go along with it. I think it would be helpful to have that, along with the SEL components that go with those activities.

  • #4

    Janice (Friday, 18 March 2022 18:35)

    1. I don't think the students know "Take me out to the Ballgame," or "Yankee Doodle" anymore. We should take those out.

    2. The paragraph under Jazz needs some grammatical correction: You will many "extra" notes, these are embellishing notes that make the piece sounds more attractive.
    -change to "You will notice many...

    3. I like Lauren's graphic organizer. Student and teachers will be familiar with this.

  • #3

    Janice (Friday, 18 March 2022 18:20)

    I agree with Lauren that we need different sections. I can make something similar to what I suggested before: https://docs.google.com/presentation/d/1q34V7F5LPB8ToQXlbyhoKUKJ9Lti6U30f-_kpHuYVRA/edit?usp=sharing

    It just looks so dense and like huge bites. We want to make it into smaller chunks that would invite educators to really read what is written.

  • #2

    Lauren F (Friday, 18 March 2022 17:50)

    I have video of me teaching quarters and eighths... not related to any song... not sure if it's okay:
    https://drive.google.com/file/d/1C4HIWGmy426UdqOFZyunK66ujYUYj6og/view?usp=sharing

    Maybe make separate sections... one for Music and one for SEL like the previous activities...

    Erase first bullet. (Name the instruments and describe the tone colors of the instruments)
    Change second bullet to Name instruments. Sub-bullet: describe the tone colors of each instrument.
    *Tone colors: I personally don't refer to it as nasal. I think I say thin, but I think that's just preference.

    When you listen to the instruments, how do you feel? Can you relate the tone colors to the feelings?
    Terms: Sad, happy, scared, pleasant, dance, sit, nervous, relax.
    * I don't think dance and sit are feelings. You can maybe ask if it makes you feel like moving, or staying still. Or I just relate it to excited/calm.

    Each of you writes your answers of the assigned instrument's family on a piece of paper:
    Instrument - name one technique playing the instrument
    Instrument - tone color - feelings
    *For this part, I kind of just created a quick template/graphic organizer so that maybe it's easier to understand or as a sample for teachers:
    https://docs.google.com/document/d/1xwsjjPOINQtoMdqLmVZmslyBkrPIZvCbY_2ByrFdt6M/edit?usp=sharing

    In your group, who is the person who is open to others' ideas? Was there anyone in your group (no name was mentioned) opposing others' ideas without reason? How did someone in your group value your ideas? Even though each of you has different answers, how did the group build supportive relationships?
    *This is the part that should be separated out into the SEL section.

    change to: In your group, was there any one who was open to others' ideas? Was there anyone (do not mention names) who was opposed to others' ideas without reason? How did someone in your group value your ideas? Even though each of you has different answers, how did the group build supportive relationships?
    Can also lead into or relate to the sentence starters: "I notice..." "I value... " "I wonder..."

  • #1

    Lauren F (Friday, 18 March 2022 16:37)

    Now let's listen to a song in a major scale but have only four notes. Do you recognize it?

    change to: Now let's listen to a song that only uses four notes of a major scale. Do you recognize it?

    Now your teacher will play Mary had a little lamb on a piano/`ukulele, can you use your fingers to show the four phrases.

    change to: show/count the four phrases.

    You will many "extra" notes, these are embellishing notes that make the piece sounds more attractive.

    change to: You will hear many "extra" notes, these are embellishing notes that make the piece sound more attractive.

    Compared to Mary's first video had a little lamb that was played in the major key, how do you feel when you listen to the jazz version of Mary had a Little Lamb?

    change to: Compared to the first video of Mary Had a Little Lamb that was played in a major key, how do you feel when you listen to the jazz version?

    Perform the Samoan Sasa by applying “hit and strike” energy. This is important to make sure you all made the motions in uniform because you want to make you all look like one entity.

    change to: This is important to make sure the motions are performed uniformly and that all participants look like one entity.