Fourth Grade
Keyboard Lesson
Date: 3/11 – 3/15
Objective(s):
TSW answer questions about things that were happening in America during the
classical period (1750 – 1825) and about Mozart after listening to the Classics for
Kids radio excerpts.
TSW echo, identify, and play rhythmic and melodic patterns with a variety of
melodies.
TSW begin to compose a song using the notes of the G Pentatonic scale
(D’, C’, B, A, G)
Suggested Time Frame: 50 Minutes
Academic Standards:
Math
4-2.8
Apply strategies and procedures to find equivalent forms of fractions.
SS
4-4.4
Compare the roles and accomplishments of early leaders in the
development of the new nation, including. George Washington, John
Adams, Thomas Jefferson, Alexander Hamilton, John Marshall, and
James Madison.
4-4.5
Compare the social and economic policies of the two political parties
that were formed in America in the 1790s.
4-5.3
Explain the purpose, location, and impact of key United States
acquisitions in the first half of the nineteenth century, including the
Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the
annexation of Texas, and the Mexican Cession.
Arts Standards:
MG4-1.4 Play pitched and unpitched instruments, alone and in ensembles, in
rhythm with appropriate posture, and dynamics, while maintaining a
steady tempo.
MG4-1.5 Create rhythmic and melodic patterns on classroom instruments and
other sound sources (for example: technologies and environmental
sounds).
MG4-2.5 Demonstrate creativity by composing and arranging musical patterns
using traditional, non-traditional, and technological notation. (see
previous grade level examples).
Background:
Students should have played and written the staff and notes on the lines and
spaces and identified at least D’, C’, B, A, and G
Vocabulary:
Composer, Lyricist, Classical, Mozart, tempo, time signature, key signature, pitch,
Staff, line, space, notes D’, C’, B, A, G, Treble Clef, recorder
Procedures:
1. TSW review the notes D’, C’, B, A, G on the recorder.
2. TSW review the songs Hot Cross Buns and Bile ‘Em Cabbage Down on the
recorders to earn bands if they can play them for the class without
mistakes.
3. TSW review the word composer – a person(s) who writes music and that
some composers are also lyricists – the person that writes the words or
lyrics.
4. TSW name things that happened in America during the classical period
after the teacher reads:
The term "classical" is often used to describe music that is not rock, pop,
jazz or another style. However, there is also a Classical era in music
history that includes compositions written from about 1750 to 1825. Music
from this period is orderly, balanced and clear. Its form is very important
as is its harmony and tonality—that is, the musical key in which a piece
was written.
America: The Enlightenment (Age of Reason), French-Indian Wars in
America, 7 Years' War (1756-1763), 1760 - Industrial Revolution begins,
American Revolution (1775-1783), 1776 - American Declaration of
independence, 1787 - French Revolution, 1789 - George Washington
elected first President of the United States of America, 1791 - American
Bill of Rights, 1803 - Louisiana Purchase, War of 1812
5. TSW discuss what they would need to do to compose a piece – choose
the pitches, decide if they are going to move in steps, skips, or repeats,
will their song create a pattern – the form of the song, decide the tempo –
how fast or slow the music will go, decide the time signature – how many
beats in each measure, decide the length of the song and if it will or will
not repeat. (Add in that composers have to decide the key of the song
and that their pieces are written in the key of G with and F#)
6. TSW review the use of the time signature and how the numbers look like
a fraction and can act like a fraction to show the number of beats in a
measure.
7. TSW review the finger positions for D’, C’, B, A, and G on the keyboards
and will play the notes going down with their right hand, starting with
their fifth finger (pinkie)
8. TSW continue working on a composition of 8 measures in 4/4 time
signature placing the letter names in any order as long as they end on G.
9. TSW transfer their letter names on to staff paper, will divide them into
measures and will draw notes that match the letter names (1st draft).
Assessment:
The teacher will look for proper use fingers as the students identify the note
names and play D’, C’, B, A, and G.
The teacher will monitor the student’s ability to compose a short song using D’,
C’, B, A, and G.
The teacher will listen for correct answers to questions about America during the
Classical period and about Mozart.
Materials:
Smartboard
Recorders and folders
Keyboards, paper, pencil, white boards