ASO Field Trip and Composer Project Information

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

3rd & 4th Grade ASO Composer Project Sheet

5th Grade ASO Composer Project Sheet

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:

www.classicsforkids.com

www.dsokids.com

 www.rpo.com , NPR article, & http://www.kidzsearch.com

Recommended books:

Meet the Great Composers, Bk 1: Book & CD by Maurice Hinson and June C. Montgomery

Story of the Orchestra : Listen While You Learn About the Instruments, the Music and the Composers Who Wrote the Music! by Robert Levine and Meredith Hamilton

Classical Composers: An Illustrated History by Peter Gammond

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.

• CLASSICS for KIDS
• Dallas Symphony Orchestra
• NY Philharmonic
• African-American, Hispanic, Women Composers
• Kids Music Corner 
• More Women Composers
• Maestro Classics 
• Classical Kids Collection
• Hub Pages (used to be Squidoo)
• Kids Konnect
• Classical Kids

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.