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Music in Our Schools Month 2015
30th Anniversary
Overview:
This lesson is modeled after the Grades 3-5 Model Cornerstone
Assessment for Create. Students begin the steps to creating by practicing
echoing patterns and call and response. Using the melodic pattern in
Always Sing, students manipulate musical elements to create their own
composition with or without accompaniment.
Task 1
Course
Grade Level(s)
Process
Anchor Standard 1
Enduring
Understanding
Essential
Question(s)
MU:Cr1.1.5a
Imagine
General Music
5th grade
Creating
Generate and conceptualize artistic ideas and work.
The creative ideas, concepts, and feelings that influence musicians’ work
emerge from a variety of sources.
How do musicians generate creative ideas?
Improvise rhythmic, melodic, and harmonic ideas, and explain connection to
specific purpose and context (such as social, cultural, and historical).
The purpose and context for this song is the 30th anniversary celebration of NAfME’s Music in Our
Schools Month.
The melodic theme of this song is m-s-t-d-m.
1. Echo: Teacher creates new quarter note melodic combinations of m-s-t-d-m for students to echo.
2. Call & Response: Teacher calls m-s-t-d-m using a variety of rhythms for students to respond to
using their own rhythm combinations of quarter note, quarter rest, eighth notes, and half notes.
Example: m
s
Criteria
Level 1
Novice
Echo
Echoes a small
portion of the
phrase.
Responds with
limited
creativity mostly
Call and
Response
t
d
m
Level 2
Approaches
Standard
Echoes most of
the phrase.
Level 3
Meets Standard
Level 4
Exceeds Standard
Echoes phrase with
accuracy.
Echoes the phrase with
precision and expression.
Responds with
some creativity
which may or
Responds creatively
with the proper
length of the call.
Responds is unique and
captivating with the
proper length of the call.
1
copying parts of
the call with
possibly no
sense of
matching the
length of the
call.
may not be the
appropriate
length of the
call.
Task 2
Course
Grade Level(s)
Process
Anchor Standard 1
Enduring Understanding
Essential Question(s)
MU:Cr1.1.5a
Imagine
General Music
5th grade
Creating
Generate and conceptualize artistic ideas and work.
The creative ideas, concepts, and feelings that influence musicians’
work emerge from a variety of sources.
How do musicians generate creative ideas?
Improvise rhythmic, melodic, and harmonic ideas, and explain
connection to specific purpose and context (such as social, cultural,
and historical).
MU:Cr1.1.5b
Imagine
Generate musical ideas (such as rhythms, melodies, and
accompaniment patterns) within specific related tonalities, meters,
and simple chord changes.
1. Students improvise and generate 3 musical ideas using the melodic pattern m-s-t-d-m by manipulating
choices from the chart below. Note that students are not limited to 3 musical ideas.
Rhythmic
use of repetition
rhythmic patterns
Expression – variety Timbre/Tone Color
and contrast.
dynamics – loud and voice
soft
tempo – Allegro and
Andante
recorder
incorporate silence
- rests
Criteria Level 1
Novice
Musical
Ideas
articulation – legato
and staccato
Level 2
Approaches
Standard
Needs assistance
Musical ideas
creating musical
may not all
ideas.
reflect the
choices from the
chart.
Accompaniment
Patterns
mallet: tonic and
dominant tones
of A, E, and D
chords
mallet: octaves
(similar to left
hand of piano
accompaniment
mallet instruments
2
Level 3
Meets Standard
Level 4
Exceeds Standard
Musical ideas reflect
the choices from the
chart.
Musical ideas reflect the
choices from the chart and
are used in an imaginative
manner.
Melodic
Pattern
Needs assistance
using correct
pitches from the
melodic pattern.
Uses some of the
pitches from the
melodic pattern.
Uses the correct
pitches from the
melodic pattern.
Uses the correct pitches
from the melodic pattern in
an imaginative manner.
Task 3
Course
Grade Level(s)
Process
Anchor Standard 2
Enduring Understanding
General Music
5th grade
Creating
Organize and develop artistic ideas and work.
Musicians’ creative choices are influenced by their expertise, context, and
expressive intent.
Essential Question(s)
How do musicians make creative decisions?
MU:Cr2.1.5a
Demonstrate selected and developed musical ideas for improvisations,
Plan and Make
arrangements, or compositions to express intent, and explain connection to
purpose and context.
MU:Cr2.1.5b
Use standard and/or iconic notation and/or recording technology to
Plan and Make
document personal rhythmic, melodic, and two-chord harmonic musical
ideas.
1. Students video/audio record or notate 3 musical ideas to be used in the first draft of their
composition.
2. Once students have documented their 3 musical ideas, they explain (written or orally) how these
relate to the purpose and context of the 30 year celebration of Music in Our Schools Month orally or in
writing.
Criteria for Plan Level 1
Level 2
Level 3
Level 4
and Make
Emerging
Approaches
Meets Standard
Exceeds Standards
Standard
Connection to
Needs assistance
Provides limited
Identifies
Connects creatively to
purpose and
connecting to
ideas about
connection to
purpose and context.
context
purpose and
connecting to
purpose and
context.
purpose and
context
context.
appropriately.
TASK 4
Course
Grade Level(s)
Process
Anchor Standard 3
Enduring
Understanding
Essential Question(s)
MU:Cr3.1.5a
Evaluate and Refine
General Music
5th grade
Creating
Refine and complete artistic work.
Musicians evaluate, and refine their work through openness to new ideas,
persistence, and the application of appropriate criteria.
How do musicians improve the quality of their creative work?
Evaluate, refine, and document revisions to personal music, applying
teacher-provided and collaboratively-developed criteria and feedback, and
explain rationale for changes.
3
1. Student creates a composition with their 3 musical ideas making sure there is a clear beginning,
middle, and ending.
2. Student perform for the teacher or peers and gathers feedback for improvement.
3. Using the feedback, students refine ideas to create draft 2 of the composition. Note: if needed,
students may repeat these steps and may have a draft 3, 4 etc.
4. Students journal the changes made and how their draft 2 better represents the purpose and
context.
Criteria for
Level 1
Level 2
Level 3
Level 4
Evaluate and
Emerging
Approaches
Meets Standard
Exceeds Standards
Refine
Standard
Selection of 3
Needs assistance Chooses 1-2
Chooses three
Chooses three or
Elements of
selecting
appropriate
appropriate
more appropriate
Music that
appropriate
elements of
elements of
elements of music
represents the
elements of
music to
music to
using them in a unique
purpose and
music to
represent the
represent the
and creative manner
context.
represent the
purpose and
purpose and
to represent the
purpose and
context.
context.
purpose and context.
context.
Structure
Needs assistance Develops the
Develops the
Develops the
creating a clear
composition
composition with composition with a
beginning,
with an attempt a clear beginning, strong and rich
middle, and end
to create a clear middle, and
beginning, middle,
to the
beginning,
ending.
and ending.
composition.
middle, and
ending.
Feedback used
Needs assistance Gathers limited
Gathers feedback Gathers feedback
to refine ideas
gathering
feedback to
from many
from many sources to
for draft 2.
feedback to
make
sources to make
make improvements
make
improvements
improvements for for draft 2 which also
improvements
for draft 2.
draft 2.
influences new unique
for draft 2.
ideas of the
composer.
Needs assistance Journals limited
Journals
Journals information
Journaling
in journaling how information
information about about how draft 2
draft 2 better
about how draft
how draft 2 better better represents the
represents the
2 better
represents the
context of the
context of the
represents the
context of the
composition in a vivid
composition.
context of the
composition.
and descriptive
composition.
manner.
4
Task 5
Course
General Music
Grade Level(s)
5th grade
Process
Creating
Anchor Standard 3
Refine and complete artistic work.
Enduring
Musicians evaluate, and refine their work through openness to new ideas,
Understanding
persistence, and the application of appropriate criteria.
Essential Question(s)
How do musicians improve the quality of their creative work?
MU:Cr3.2.5a
Present the final version of personal created music to others that
Present
demonstrates craftsmanship, and explain connection to expressive intent.
1. Students present the final composition which is evaluated with the Final Composition Rubric
below. Students explain how their musical ideas relate to the specific purpose and context.
Criteria for
Final
Composition
Use of 3
musical
elements.
Connection to
purpose and
context
Level 1
Emerging
Chooses one
element of
music which may
or may not be
appropriate.
Connection to
purpose and
context is
inappropriate.
Musical Ideas
Musical ideas
are basic.
Structure
Musical ideas
are present but
may lack clear
beginning,
middle and end.
Level 2
Approaches
Standard
Chooses two
appropriate
elements of music.
Level 3
Meets Standard
Level 4
Exceeds Standards
Chooses three
appropriate
elements of
music.
Choose four or
more appropriate
elements of music.
Provides limited
ideas about
connecting to
purpose and
context.
Includes a few
interesting musical
ideas.
Provides
appropriate ideas
about connecting
to purpose and
context.
Includes several
interesting
musical ideas.
Has some of the
expected beginning,
middle and end
components.
Has clear
beginning, middle
and end.
Provides rich and
unique ideas about
connecting to
purpose and
context.
Includes original,
unusual, or
imaginative
musical ideas
and/or creative use
of sound.
Has creative use of
organization.
5