STUDENTS WILL BE ABLE TO:
- Using graph paper and contour, identify familiar tunes
- Create a contour of a familiar tune using graph paper
- Understand when a melody goes up, when it goes down, & when it stays the same, i.e. it’s shape
- Graph paper
- Colored pencils or markers
- Exploring Melodic Contour with Kabalevsky and Porkchop-Bing Video
Common Core Standards & NGSSS Music Standards
Common Core Standards
MAFS.4.MD.2.4: Make a line plot to display a data set of measurements in fractions of a unit(1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
MAFS.4.NBT.2.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.
MAFS.4.OA.3.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
MAFS.5.NBT.1.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of10 and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
MAFS.5.OA.2.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
NGSSS Music Standards
MU.4.C.2.2 Critique specific techniques in one's own and others performances using teacher-established criteria.
MU.4.F.1.1 Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.
MU.4.F.3.1 Identify the characteristics and behaviors displayed by successful student musicians and discuss how these qualities will contribute to success beyond the music classroom.
MU.4.H.3.1 Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academicarea.
MU.4.O.3.1 Identify how expressive elements and lyrics affect the mood or emotion of a song.
MU.5.F.1.1 Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
MU.5.F.3.1 Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.
MU.5.H.3.1 Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.
MU.5.S.1.3 Arrange a familiar song by manipulating specified aspects of music.
MU.5.S.2.1 Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.
On graph paper, draw a contour of a simple melody. (Nursery rhymes work well.)
Sing the 1st 2 notes of the song for your students, then point to the other notes. Give your students one other clue. (You can use “Ba, Ba Black Sheep” or the “A-B-C Song,” which both have the same contour at “Twinkle, Twinkle...”)
Ask them to guess the “mystery song.” The point is that they will begin to see contours of melodies.
*Have your more advanced students try to draw a contour of a melody that you or other
students try to guess.
Rubric/Instrument for Assessment
A score of four is a response in which the student demonstrates a thorough understanding of the concepts and/or procedures embodied in the task. The student has responded correctly to the task, used sound procedures, and provided clear and complete explanations and interpretations.
A score of three is a response in which the student demonstrates an understanding of the concepts and/or procedures embodied in the task. The students’ response to the task is essentially correct with the procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect in attentive execution of procedures or indications of some misunderstanding of the underlying concepts and/or procedures.
A score of two indicates that the student has demonstrated only a partial understanding of the concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students’ work lacks an essential understanding of the underlying concepts.
A score of one indicates that the student has demonstrated a very limited understanding of the concepts and/or procedures embodied in the task. The students’ response is incomplete and exhibits many flaws. Although the students’ response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or in complete. The response exhibits many flaws or may be incomplete.
A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.