Wednesday, November 16, 2016

ASO Composer Project Update

This year I decided to try something new in light of the major goals for the ASO Composer Project, which are:
The MOST IMPORTANT goals of this project:
  • Listen to the music you will hear on your Atlanta Symphony Orchestra Field Trip
  • Learn and REMEMBER a bit about these composers
  • Practice doing research and citing your sources
  • having fun and being creative with Music

During the week of Nov. 28-Dec. 2 in Music class we will have a quiz over the music & composers from the ASO Composer project. Third graders who have Music on Friday, Dec. 2 (Latimore/Lockwood & English/Lockwood) will have their quiz on either Monday or Wednesday. 

Students should:

  1. Complete the ASO Composer Project sheet (front and back + timeline)
  2. Identify at least 4 of the 6 composers/pieces by listening and tell a fact about each composer (including era, nationality, etc) 
  3. Tell 2 more facts about your chosen composer

How should the students prepare for the quiz? Listen to a couple minutes of each piece and try to associate the piece with the composer and their nationality/era/facts. The listening examples will be from obvious places in the music (beginnings, major themes). I will not try to be tricky. We have worked on this in class, and the students seem to be able to tell which pieces are which.

Students who complete #1, 2, & 3 on the quiz will be finished with the ASO Composer Project. No further presentation/project will be necessary.

Students who haven't finished the ASO Composer project sheet by their class day (Nov. 28-Dec 2), or who cannot successfully complete the quiz can complete a poster, diorama, video, dance, song, book, comic by the orignial deadline. The ASO Composer Project Sheet and project must be complete by the deadline. No exceptions.

Students who pass the quiz AND complete a project (or who have already completed the project) will receive extra credit. If they are up to date with their daily grade they will earn a 100 on their report card for Music for Second Quarter.




Left: listening map for deFalla's El Amor Brujo "the Haunted Love"
Right: listening map for Smetana's The Moldau




Left: Listening map for Debussy's En Bateau from Petite Suite
Right: Vivaldi's Winter from the Four Seasons alternates between string orchestra (ritornello) and a violin soloist 


Left: Rossini's Finale from William Tell was popularly used for The Lone Ranger's theme song
Right: The Star Wars Main theme by John Williams has four different themes or "leitmotifs" that represent different characters.



Listening list for 2nd, 3rd, and 4th grade:


Fifth Grade Listening List:

Listening maps and resources coming soon!

Friday, November 11, 2016

Veterans Day Tribute from Kindergarten, First, and Second Graders


In honor of Veterans Day our SPARK K, 1st, and 2nd graders recorded a video singing two patriotic songs--"America (My Country 'Tis of Thee)" and "America the Beautiful" to send out to Veterans groups, hospitals, and to post on social media.



America
My country 'tis of thee sweet land of liberty, of thee I sing!
Land where my fathers died, land of the Pilgrims' pride.
From ev'ry mountainside let freedom ring!

Our fathers' God to thee, Author of liberty, to thee we sing!
long may our land be bright with freedom's holy light!
Protect us by thy might, great God our King!

Second graders featured:
O beautiful for heroes proved in liberating strife.
Who more than self their country loved, and mercy more than life!
America! America! May God thy gold refine!
Till all success be nobleness and every gain divine!

O beautiful for spacious skies, for amber waves of grain,
For purple mountain majesties above the fruited plain!
America! America! God shed his grace on thee.
And crown thy good with brotherhood from sea to shining sea!


Thank you, VETERANS!

Tuesday, November 1, 2016

ASO Field Trip and Composer Project Information



Permission Slips for ASO, CEP, & Lift Every Voice Field Trips are linked here and above




What is the ASO Field Trip & Project?
All Students at SPARK attend an Atlanta Symphony Orchestra concert each year. These concerts have different repertoire each year, and give the students a chance to become familiar with all of the instruments of the orchestra, concert etiquette, music history, and other Music standards. The 3rd, 4th, and 5th graders will complete their Second Quarter ASO Composer's Project based on the composers whose music they will hear.

Students received their ASO Composer Project info last week--week of October 24-28.  Please see the tab above for all of the resources to support your work on the ASO Composer Project  This post gives basic info, but if you want to find ALL of the info (playlists, project sheet downloads, tech help, etc) it is on the tab linked above.


The MOST IMPORTANT goals of this project:
  • Listen to the music you will hear on your Atlanta Symphony Orchestra Field Trip
  • Learn and REMEMBER a bit about these composers
  • Practice doing research and citing your sources
  • having fun and being creative with Music
Tuesday, Dec. 6: 
4th
Fellow
Naman

Wednesday, Dec 7: 
4th
Badger
Siembieda
Thursday, Dec. 8: 
3rd
Smiley/Lockwood
Neal/Lockwood

5th
Mckie
 Thurman
Friday, Dec. 9: 
3rd
Latimore/Lockwood
English/Lockwood/

5th
Butler
Redel


Students will:
Find basic biographical information & Fascinating Facts about their composer
Cite their resources
Use the information they found to create a presentation about what they have learned.

Info in the document is from:

Recommended books:
Meet the Great Composers, Bk 1: Book & CD by Maurice Hinson and June C. Montgomery
Claude Debussy (First Discovery: Music) by Pierre Babin
Antonio Vivaldi (First Discovery: Music) by Olivier Baumont


Suggested "Weekly" STEPS: Students may complete a part of a step each week, but it should be clear that  s/he has made progress on something weekly. Ms. Turgeon will check progress weekly for classroom points.

Step 1: Listening: 
 CHOOSE YOUR COMPOSER AND LISTEN to his music. Students will listen to music by his/her chosen composer several times and identify the listening elements using correct Music vocabulary.  Music can be here OR on Classics for Kids OR on YouTube 

Step 2: About the Composer: Student will complete research about his/her composer using various source (online and hardcopy) and find the Required Facts PLUS More Fascinating Facts. All information must be put into your own words.

Step 3 (may take 2-3 weeks, depending on your project design idea): Perform, Create, Display, Present:  Student will create or design a way to present his/her facts using the facts from Step 2.

Level of Bloom’s Taxonomy: Comprehension, Application, Analysis, Creation, and Synthesis

ELA and Music Standards covered in this project

THIRD GRADE ELA STANDARDS
·         ELACC3W7: Conduct short research projects that build knowledge about a topic.
·         ELACC3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
·         ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

FOURTH GRADE ELA STANDARDS
·         ELACC4W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
·         ELACC4W8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
·         ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
·         ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
·         ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
·         ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
·         ELACC4SL2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

FIFTH GRADE ELA STANDARDS
·         ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
·         ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
·         ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
·         ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research
·         ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
·         ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Georgia Performance Standard for Music:

·         M_GM.6 a. Distinguish between repeating and contrasting sections, phrases, and simple formal structures – AB, ABA, rondo, Introduction, and Coda.
·         M_GM.6 b. Describe music using appropriate vocabulary (e.g., allegro, moderato, adagio, forte, mezzo, piano, crescendo, decrescendo, upward, downward, step, skip), articulation terms, appropriate mood and timbre adjectives, and other musical terms: e.g., fermata.
·         M_GM.6 c. Identify and classify orchestral, folk, and world instruments by sight and sound.
·         M_GM.6 d. Aurally distinguish between soprano, alto, tenor, and bass voices.
·         M_GM.7 a. Evaluate musical performances of themselves and others.
·         M_GM.7 b. Explain personal preferences for specific musical works and styles using appropriate vocabulary.
·         M_GM.8 a. Describe the relationship between music and the other arts.
·         M_GM.8 b. Describe the relationship between music and disciplines outside the arts.
·         M_GM.9 b. Describe the role of music and musicians in various historical time periods.

The ASO Composer Project was designed to allow students an opportunity to practice research and writing skills while learning about classical music and selected composers. This work is intended to support and enhance skills learned in grade-level Reading, ELA, and Writing classes including the categories, Research to Build and Present Knowledge,  Range of Writing, and Presentation of Knowledge and Ideas.