Activity #5


Music:

  • Students will improvise in pentatonic scale using created rhythm. (Cr1.1)
  • Students will explore and create different rhythmic patterns using quarter notes, paired eighth and half notes in simple duple meter, and refine and evaluate their performances using rubrics. (Cr3.1)
  • Students will recognize how performers form harmony by performing two different melodies simultaneously. (Re6.1)

SEL:

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

  • Students will discover how harmony in music can create a harmonious atmosphere among human beings. 
  • Students will be able to discover the importance of relationships among individuals. Having different roles can contribute to making harmony and beautiful performance.

 

FOCUS KNOWLEDGE/SKILLS SONG/INSTRUMENTS
 HARMONY
  • Do Pentatonic
  • Power of the Pentatonic Scale
  • Boomwhakers

Bobby McFerrin is the singer who made Don’t Worry, be Happy famous. Here is a video that Mr. McFerrin "demonstrated the power of the pentatonic scale." Please watch the video.


MUSIC & SEL: Relationship Skills, Responsible Decision-Making

 

 

Explore the C pentatonic scale (notes C, D, E, G, and A) on bells, boomwhackers, or xylophones.

  • Students are divided into groups, 3-4 students in each group.
  • Each group goes to the Lumio and creates four different rhythmic patterns. You may click the image below.

Improvisation

  •  Arrange the boomwhackers or xylophones in C pentatonic scale - notes C, D, E, G, and A. Each student can play two notes at one time following the rhythm that the students create. 
  • Practice each phrase one at a time; each time, plays different notes; this is called improvisation.
  • How does it sound when the whole class plays on the C pentatonic notes? Did it sound like the notes were "agreeing" or "arguing" with each other?
  • When notes “agree” with each other, we call it harmony. In this C pentatonic scale, all the notes harmonize with each other.

Janice, I will make a video here

Katherine, I can add a note that teachers can use this software to create harmony: https://musiclab.chromeexperiments.com/ I have no idea what this is, you want to write something about this? Personally, I think students should use real instruments. But, just my two cents. 


  • Watch the video - The Power of the Pentatonic Scale again.
  • At 0'33", the audience sang the note even without Mr. McFerrin telling them, do you know why?
  • At 1'18", the audience sang the pentatonic scale and Mr. McFerrin improvised with a different melody. Was it pleasant? Why? (Answer: It is because he improvised using notes of the pentatonic scale which harmonize with each other.) 

HARMONY

Let's watch another clip of the Sound of Music. Can you recognize when Maria and the siblings sing in harmony? Note that harmony is formed by singers singing two different melodies simultaneously. (Answer: when the kids are on the bikes, some hold a solfege note while others sing the melody. When they are in the carriage, the kids sing their melody using solfege, and Maria sings using lyrics/words. At the end of the stairs, they sing in harmony with different melodies using solfege.)

 



Post your comments here:

Comments: 7
  • #7

    Lauren F (Saturday, 23 April 2022 01:22)

    I'm referring to the question addressed to me in pink. Yes, this is what I meant. I just think teachers may need this so spelled out, so they can guide students to the answer we want. I know personally that some of my students would give answers like "it's pleasant because it sounds nice" or "it's pleasant because the beat is good" etc. so as a teacher, I would need to push the discussion or ask leading questions to get them to that answer (i.e. do the notes he used go together/sound good together? what notes did he choose to use?, etc.)

  • #6

    Lauren F (Sunday, 27 March 2022 14:51)

    How does it sound? Did it the sounds “agreeing” or “arguing” with each other? <change to: Did it sound like the notes were "agreeing" or "arguing" with each other?>

    That's kind of what I meant. Or you can just put the answer in the parenthesis so teachers know where to guide the students. Or you can just omit the answer and leave it as an open-ended question.

    At 1'18", the audience sang the pentatonic scale and Mr. McFerrin improvised with a different melody. Was it pleasant? Why? (Answer: It is because he improvised using notes of the pentatonic scale which harmonize with each other.)

  • #5

    Katherine (Friday, 18 March 2022 21:57)

    1. The last bullet point under SEL: "Students will be able to discover the relationship among individuals; roles playing can contribute to making harmony, beautiful performance." I might change it to: "Students will be able to discover the importance of relationships among individuals. Having different roles can contribute to making harmony and a beautiful performance."

    2. In the section where the class plays a C pentatonic scale with the rhythm patterns they created, since all teachers might not have melodic instruments they can use, Google Chrome Music Lab might be an option we could link? https://musiclab.chromeexperiments.com/
    There's a few different things in there, but the shared piano one could work well, especially if the students have iPads in their classrooms, which would make it easy to "play" the piano notes. There's also a way to have the letters shown on the piano keys, in the settings area.

  • #4

    Janice (Friday, 18 March 2022 19:03)

    I think a video doing the Lumio and playing it on pitched instruments would be helpful. I can picture it in my head but I don't think other educators will be able to. I'll add it to my to-do list.

  • #3

    Janice (Friday, 18 March 2022 18:56)

    Maybe we can make a video of doing the round for "Oh How Lovely."

  • #2

    Janice (Friday, 18 March 2022 18:44)

    How do we access the Lumio?

  • #1

    Lauren F (Friday, 18 March 2022 18:41)

    There is a blue note in this original version of Don’t Worry, be Happy (Eb). You may hear it from the original version on the left. Blue means sad. After two years of dealing with the pandemic, do you think we will be okay? Should we sing with or without the blue note? Are we hopeful?

    *It's actually somewhat hard to hear (especially for students) the difference with the blue note (if you don't present them with a score and ask them to listen to the whole song). May need to isolate the phrase and play both versions on piano for kids to hear the difference.

    At 1'18", the audience sang the pentatonic scale and Mr. McFerrin improvised with a different melody. Was it pleasant? Why? Is it because of the power of the pentatonic scale, the sounds harmonize with each other?

    *The last question is the answer so instead of just giving it to them, maybe make a comment like lead students to conclude that: he is improvising using notes of the pentatonic scale which harmonize with each other.

    The word Shabbat means “peace, or “the absence of war” (Fellowship of Israel Related Ministries, FIRM, ???) Shabbat happens on Friday at sundown when people start to wind down from busyness and *wish each other* by saying Shabbat Shalom. Shalom is a word that is closet, meaning to “hello.” On a Friday evening, the Jews will enjoy peacefulness and love with their families.
    *I think you're missing something... wish each other what?

    Do you feel good when you sing in harmony and dance with your peers? How can you work with your group to sing this round *add: (Oh, How Lovely is the Evening)* beautifully? When you sing and dance this song, do you feel the connection between you and your peers?