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LaMariposa ABolivianFolkSong Description:Thisparticularlessonwasdevisedforsecondgradestudentswho werelearningaboutthewaysinwhichmelody’smove.Icreatediconic representationofthemelodyandputthemintopuzzlecardsforthestudentstoput inthecorrectorderaccordingtowhattheyheard.Alongthewaythestudentsalso noticedtherhythmandtheformofthepiece.Thislessoncouldeasilybetransferred tomiddleschoolgeneralmusicclassroombyincorporatingguitars,singingthesong inSpanishandtheuseofflutesorrecorders. Studentlearningoutcomes: 1. Studentswillrecognizethemelodicshapeby arrangingthepuzzlecardsofthetuneLaMariposain thecorrectorder. 2. StudentswillsingthemelodyinSpanishand recognizethevocalrestsinthemelodicline. 3. Studentswilllearnandperformthedanceto LaMariposaobservingthedancemovesandhowthey correspondtothemelodicline. 4. Olderstudentswillplayguitarchordsto accompanythesong,flutesandmodifiedrecorder scorearealsooptions. EssentialQuestions:Howarepatternsarrangedtocreatemusic? NationalStandards:MU:Re7.2.H.8aDescribehowthewaythattheelementsofmusicare manipulatedandknowledgeofthecontext(socialandcultural)informtheresponse. MU:Re7.2.2aDescribehowspecificmusicconceptsareusedtosupportaspecificpurposein music.PAStandards:9.1.3.AKnowandusetheelementsofmusic. CulturalContext:TheCarnivalfestivaliscelebratedtheweekbeforelentin Catholiccountriesaroundtheworld.LaMariposa(Thebutterfly)isatraditional BolivianfolksonganddanceandispartoftheCarnivalprocessions.Thesong speaksofthe‘Morenadadance’.TheMorenada(DanceoftheBlackSlaves)has severalfolkloretalesbutthemostcommonlytoldisthatthedancewasinspiredby AfricanslavesbroughttoworkinthesilverminesofPotosi. PriorKnowledge:Studentshaveanunderstandingofmelodicdirectionandbasic rhythmpatternsusingquarternotes,eighthnotesandtheirequivalentrests. Materials:WorldMusicPlayground:AMusicAdventureforKids,LaMariposaby Colibri,puzzlecards,guitars(optional),musicalscoreforLaMariposa.SmartBoard ordisplayboard. AttentiveListening:Initiallistening: Displayamapoftheworldwiththefollowing question Wheredoyouthinkthismusicisfrom? Whatinstrumentsdoyouhear?Playthefirstverse andchorus. Afterlisteningdiscussstudentanswers. IntegratingWorldMusic: ShowmapoftheworldandwhereBoliviaislocated. ShowpicturesofBolivianinstruments: Teacherposesquestion:Whatdoweknowaboutthewaysthatmelodiesmove? Studentsanswerwillvary.Teacherwritesstudentsanswersontheboardanddraws uponpriorunderstandingbysingingexcerptsofsongsthatthestudentsknowand demonstratingoninstrumentsmelodicsteps,skipsandrepeats,bothhighandlow. Attentive/EngagedListening TeacherpassesoutthepuzzlecardsofthesongLaMariposaandasksthestudents togetintosmallgroupsandspreadthecardsoutonthefloor.Thecardsare deliberatelygiventothestudentsoutofordersothattheymustengageinmusical thinkinginordertoputthecardsinthecorrectmelodicorder.Teacherplaysthe songseveralmoretimestogivestudentstimetolisten,followtheiconic representationwiththeirfinger,singandotherwisediscussamongstthemselves. Eachcardrepeatssotherewillbeatotalof8cards,Ihaveonlydisplayed4buteach cardwasadifferentcolor.Puzzlecardsbelowaredisplayedinthecorrectorder. EngagedListening:Teachercirculatesasstudentsareworkingonthecardsand scaffoldsasneeded.Studentsdiscusstheirsolutionsandhowtheyputthecardsin thecorrectorder.Whatelsedidyounoticeaboutthesong? Studentsinvariablynoticethehandclapsandfootstompsrepresentedonthepink cardwiththewhiteboxes.Singthemelodylineonaneutralsyllableandclaponthe firstsetofwhiteboxesandstomponthesecondsetofboxes. EngagedListening: Discussthetranslationofthesong,whichisWeareallplayingandsingingand dancingthemorenada.TeachthesonginSpanishphrasebyphrase.IftheAsection istoomuchtolearnjustworkontheBsection.Teachthebodypercussionforthe phrases,“conlasmanos”(clap,clap,clap)“conlospies”stampstampstamp.Discuss whatthetranslationcouldmeaninSpanish(handsandfeetrespectively). Teachthedance:1.Studentsjoinhandsinacircle.2.Asection(measures1-4) studentswalktothebeatcounter-clockwiseinacirclestompingthreetimesateach halfnote(seenotation).3.DuringtheBsection(m.5-8)studentsstop,drophands frompartnerandclapthreetimesafterthephrases,“conlosmanos”thenstomp threetimesafterthephrase,“conlospies”thenturnhalfwayaroundindividual circlewithforearmupwhilesinging“lamorenada”thefirsttimeandthenreturnto startingpositionduringthesecondsingingof“lamorenada”. SpecialNeedsLearners:Eachofthe8puzzlecardscouldbemadewithpuffypaint sothatthosestudentsthatneededtactileassistancewouldhavegreatersuccess. Movementscouldalsobemodifiedforthosestudentswithlimitedmobility. Spanishspeakingstudentsshouldbeaskedtoassistwithlanguageasneeded. AssessmentRubric: 3 2 1 MelodicShape Organizedallof Organizedmostof Organizedafew thepuzzlecardsin thepuzzlecardsin cardsandwere correctorderand orderand unabletotalk explainedtheir explainedsomeof aboutthemelodic musicalthinking theirmusical linewithclear demonstrating thinkingregarding understanding. clear themelodicline. understandingof themelodicline. BodyMovements Performedthe Performedmostof Performedfewof bodymovements thebody bodymovements withaccuracy(on movementswith withaccuracy(on beat) accuracy(onbeat) beat) Vocalaccuracy Sangallpitches Sangmostofthe Sangfewpitches accuratelyand pitchesaccurately accuratelyand withcorrect andwithcorrect withcorrect rhythm. rhythm. rhythm. OlderStudentsmaybeabletoplaythechordstothesongaswellasplaythefluteor recorderparts.Additionalmusicalelementscouldbetexture,form,minorkey.