Lynn Gilmore

Elementary Music Specialist

Springfield Public School District 186

Ridgely Elementary School

C&I 407

Summer 1999

Exercise 1: Part 3

 

Ridgely Learning Community:

A Century of Pride

---

D.U.K.E.(Do U Know Ellington?)

Multiple Performance Tasks in Fourth Grade Music

• Description of Unit
• Standards
  • National Standards for Arts Education
  • Illinois Learning Standards
  • Springfield Public School District 186 Learning Standards
• Sample Lesson Plans
  • Stations
  • Lesson One
  • Lesson Two
  • Lesson Three
  • Lesson Four
  • Lesson Five
  • Lesson Six
  • Lesson Seven
• Assessment
• Extensions and Adaptations
• Web Appendix

Description of Unit

This project involves using an elementary music curriculum unit of understanding the role of the arts in civilizations, past and present and enhances it through incorporating various technologies into the lesson plans. In "D.U.K.E.", students will learn about the famous composer, Duke Ellington, who was born the year that ground was broken to build Ridgely Elementary School, 1899, and the significant contributions he made to American music. In their study of his life and music, the students will also actively survey and interview members of the Ridgely Elementary School community to learn about favorite musicians, music styles, and dances of the twentieth century.

 

Attention has been given to align the material taught in this project to the National Standards for Arts Education, Illinois Learning Standards for Fine Arts, and Springfield Public School District 186 standards and benchmarks, which are currently in draft form.

 

Standards

All lessons designed for this project have been aligned with the National Standards for Arts Education. The standards for grades K-4 are as follows:

1. Content Standard: Singing, alone and with others, a varied repertoire of music

Achievement Standard:

Students

a. sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo

b. sing expressively, with appropriate dynamics, phrasing, and interpretation

c. sing from memory a varied repertoire of songs representing genres and styles from diverse cultures

d. sing ostinatos, partner songs, and rounds

e. sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

 

2. Content Standard: Performing on instruments, alone and with others, a varied repertoire of music

Achievement Standard:

Students

a. perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo

b. perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic,

melodic, and harmonic classroom instruments

c. perform expressively a varied repertoire of music representing diverse genres and styles

d. echo short rhythms and melodic patterns

e. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor

f. perform independent instrumental parts 1 while other students sing or play contrasting parts

3. Content Standard: Improvising melodies, variations, and accompaniments

Achievement Standard:

Students

a. improvise "answers" in the same style to given rhythmic and melodic phrases

b. improvise simple rhythmic and melodic ostinato accompaniments

c. improvise simple rhythmic variations and simple melodic embellishments on familiar melodies

d. improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means

 

4. Content Standard: Composing and arranging music within specified guidelines

Achievement Standard:

Students

a. create and arrange music to accompany readings or dramatizations

b. create and arrange short songs and instrumental pieces within specified guidelines

c. use a variety of sound sources when composing

5. Content Standard: Reading and notating music

Achievement Standard:

Students

a. read whole, half, dotted half, quarter, and eighth notes and rests in 24 , 34 , and 44 meter signatures

b. use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys

c. identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing

d. use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher

 

6. Content Standard: Listening to, analyzing, and describing music

Achievement Standard:

Students

a. identify simple music forms when presented aurally

b. demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures

c. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances

d. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices

e. respond through purposeful movement 4 to selected prominent music characteristics or to specific music events while listening to music

 

7. Content Standard: Evaluating music and music performances

Achievement Standard:

Students

a. devise criteria for evaluating performances and compositions

b. explain, using appropriate music terminology, their personal preferences for specific musical works and styles

8. Content Standard: Understanding relationships between music, the other arts, and disciplines outside the arts

Achievement Standard:

Students

a. identify similarities and differences in the meanings of common terms used in the various arts

b. identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music

9. Content Standard: Understanding music in relation to history and culture

Achievement Standard:

Students

a. identify by genre or style aural examples of music from various historical periods and cultures

b. describe in simple terms how elements of music are used in music examples from various cultures of the world

c. identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use

d. identify and describe roles of musicians in various music settings and cultures

e. demonstrate audience behavior appropriate for the context and style of music performed

 

The Illinois Learning Standards in the Fine Arts address the language of the fine arts, sensory elements, organizational principles and expressive qualities and how the arts are similar, different or related to each other. Students also learn about production and performance in the arts and the role of the arts in civilization. When students study the arts they become informed audience members and informed consumers of the popular culture including electronic media. The standards in fine arts define a comprehensive arts education and reflect a commitment to a quality education for every Illinois school child.

State Goal 25: Know the language of the arts.

Learning Standard A: Understand the sensory elements, organizational principles and expressive qualities of the arts.

Learning Standard B: Understand the similarities, distinctions and connections in and among the arts.

 

State Goal 26: Through creating and performing, understand how works of are are produced.

Learning Standard A: Understand processes, traditional tools and modern technologies used in the arts.

Learning Standard B: Apply skills and knowledge necessary to create and perform in one or more of the arts.

 

State Goal 27: Understand the role of the arts in civilizations, past and present.

Learning Standard A: Analyze how the arts function in history, society and everyday life.

Learning Standard B: Understand how the arts shape and reflect history, society and everyday life.

 

 

Springfield Public School District Learning Standards

Fourth Grade Music

Goal, Standard, or Benchmark	Alignment
Goal 25: Know the language of the arts.
Learning Standard A: Demonstrate an understanding of the sensory elements, organizational principles, and expressive qualities in each of the arts.
•25.A.1: Identify forms with repetition/contrast (e.g., AB, ABA), short, long and like phrases; meter in 2 and 3.	0
•25.A.2: Identify vocal and instrumental tone colors (e.g., choir, orchestra, band) and classify instruments by family.	2
•25.A.3: Describe how dynamics and tempo create moods in selected music.	2
Learning Standard B: Describe similarities, differences and connections within the arts.
•25.B.1: Recognize similar and contrasting qualities within works of art (e.g., a rock and folk version of a song).	2
Goal 26: Through creating and performing, understand how works of art are produced.
Learning Standard A: Describe and/or demonstrate how works of art are produced.
•26.A.1: Interpret rhythmic notation, musical symbols, and notes on treble clef (bar line, repeat sign, double bar line).	2
•26.A.2: Identify steps, leaps, and repeated notes.	1
Learning Standard B: Create and/or perform in one or more of the arts.
•26.B.1: Sing selected song.	2
•26.B.2: Add harmony to songs (e.g., ostinato, round, partner songs, counter melodies).	0
Goal 27: Understand the role of the arts in civilizations, past and present.
Learning Standard A: Describe the role of the arts in civilizations, past and present.
•27.A.1: Sing selected traditional and folk songs.	2
•27.A.2: Relate various ethnic musical selections and traditional American songs to their cultures.	2
•27.A.3: Relate facts about selected composers.	2

Scoring Key: 0= little or no alignment; 1= moderate alignment; 2= strong alignment.

 

 

 

 

 

 

Sample Lesson Plans

 

 

Stations: During lessons one through three, students will be given time to work at various stations in the music room. Stations will consist of areas such as: listening, reading, writing, playing, drawing or sculpting, composing, and using computer software and book marked sites. Lesson Four will be a wrap up session for students to complete their work.

• Listening Station- At the listening station, the students will be able to listen to selected songs recorded by Duke Ellington. This station will consist of 4 tape recorders each with headphones. This station is a prerequisite for the writing and drawing/sculpting stations.
• Reading Station- Various children's books that relate to Duke Ellington's life will be available for students to read at this station. Each highlighted section in the books will take about 10 minutes to read. Optional tape recorded book selections will be available for those students requiring more aural stimulation. After reading the brief passage about Ellington, the students will reflect on the reading in a journal entry. Paper and pencils will be provided at this station.
• Writing Station- After visiting the listening station, the students will write a journal entry on the following topic: "What do you think would be a good title for this piece and why?" Paper and pencils will be provided at this station.
• Playing Station- At this station, the students will play short 4-8 measure phrases of music composed by Duke Ellington. Glockenspiels and xylophones with soft mallets will be available for the students to play.
• Drawing or Sculpting Station- After a visit to the listening station, students will be able to draw with crayons or markers, or sculpt with modeling clay something that the music they listened to reminded them of. Completed works will be displayed in the music room and school hallway.
• Composition Station- At this station, students will compose a eight measure, rhythmically accurate phrase of music that they will title, using a color word in the title. They may wish to play their composition at the playing station. This composition will become part of their Ellington journal. Staff paper and pencils will be available. Glockenspiels and xylophones with soft mallets will also be available for students to use while they are composing.
• Computer Station I- Computer station I consists of a computer with the music software, "The Musical World of Professor Piccolo" loaded on it. Students will visit the Jazz Hall and take a short test at the completion of their visit. Students will make a short journal entry summarizing the highlights of the Jazz Hall tour.
• Computer Station II- Various bookmarked Internet sites that relate to Duke Ellington will be available at this station. Students will be asked to visit at least two sites and write a brief summary of the sites they choose. This will become part of their Ellington journal.

Lesson Plan 1: "Duke Ellington, Composer of the Month"

Objectives:

1. To relate facts and music about the composer of the month, Duke Ellington.

2. To change from clapping the rhythm of the words to patting with the beat in response to a visual cue.

3. To sing a song that has AB form.

Classroom Materials:

• CD 1-2 "Share the Music" series; "Sir Duke"
• pupil textbooks pages 2-3 in "Share the Music" series, Grade 4
• computer with LTV hook up
• bookmarked Kennedy Center web site about Duke Ellington
• television with LTV hookup
• Internet browser, such as Netscape
• large photo of Duke Ellington to display on bulletin board
• "Duke Ellington" book by Mike Venezia from "Getting to Know the World's Greatest Composers series: ISBN 0-516-44504-5
• selected Duke Ellington CD
• CD player

Vocabulary:

• composer
• rhythm
• steady beat
• verse
• refrain

Time:

One, thirty minute music class

Instructional Procedure:

1. Listen to "Sir Duke" and pat with the steady beat.

2. Listen again (verse 1 and refrain), following the notation.

3. Sing the song.

4. Find the names mentioned in the song. (Explain that they are great jazz musicians who achieved international fame and inspired many other musicians-- Duke Ellington, jazz composer and big band leader; Glenn Miller, trombonist and swing band leader; Count Basie, jazz pianist and band leader; Louis Armstrong, trumpeter and singer; and Ella Fitzgerald, jazz singer.

5. Identify beat and word rhythm in "Sir Duke" by having the students read about beat and rhythm of the words on page 3.

6. Clap the rhythm of the words while singing the verse of the song and switch to tapping a steady beat. (Teacher should give a visual cue for the switch)

7. Repeat directions in #6 and allow children to make the switch from clapping the rhythm of the words to tapping the steady beat without teacher assistance.

8. Introduce Duke Ellington as composer of the month by displaying his picture on the "Composer of the Month" bulletin board.

9. Relate facts and pictures of Ellington by using the children's book "Duke Ellington" by Mike Venezia. Be sure to point out the Mr. Ellington was born the same year that Ridgely Elementary School was built.

10. Give a summary of stations that will be available to students during this unit. Pass out assignment sheets.

11. As the children are lining up to leave class, play a selected Duke Ellington hit.

Lesson Plan 2: "Interactive Ellington Web Site"

Objectives:

1. To relate facts and music of famous musician, Duke Ellington

2. To listen and respond to some of the distinctive sounds used in Mr. Ellington's arrangements.

3. To describe the meaning of "color" in music.

Classroom Materials:

• computers; one for teacher use that has an LTV hook up
• television with LTV hook up
• bookmarked Kennedy Arts Center web site
• Internet browser, such as Netscape, and RealAudio
• selected Duke Ellington CD
• CD player

Vocabulary:

• tone color
• section A
• section B

Time:

One, thirty minute music class

Instructional Procedure:

1. Begin by demonstrating the Kennedy Arts Center Ellington web site interactive quiz.

2. Explain to students that when Duke Ellington was a child, his talent as a visual artist surpassed his musical inclination. In later years, his compositions would be conceived as colors, and many of his works attest to this by name: "Black and Tan Fantasie", "Black Beauty", "Black, Tan, and Beige", "Mood Indigo", "Carnegie Blues", "Blue Serge", "Transbluency (A Blue Fog You Can Almost See Through)".

3. Discuss how Ellington's music suggests "color".

4. Complete Kennedy Arts Center interactive quiz.

5. Allow time for students to complete center tasks.

6. As the children are lining up to leave class, play a selected Duke Ellington hit.

 

Lesson Plan 3: "Survey and Interview"

Objectives:

1. To relate facts and music of famous musician, Duke Ellington

2. To create a survey and interview form that can be used to survey family and neighbors about the music styles and preferences in the early twentieth century.

Classroom Materials:

• computer with LTV hook up
• television with LTV connection
• computer word processing program, such as Claris For Kids 4.0
• printer
• selected Duke Ellington CD
• CD player

Vocabulary:

• survey
• music styles, such as jazz, big band, swing

Time:

One, thirty minute music class

Instructional Procedure:

1. Begin class by allowing students time to complete center tasks. (about 20 minutes)

2. Create survey and interview questions to be included on the form students will use to interview and survey family and neighbors concerning favorite and popular music styles and songs in the early twentieth century when Ridgely was built and Duke Ellington began composing. Use the computer to input questions and ideas and print and distribute questionnaire for student use.

3. As the children are lining up to leave class, play a selected Duke Ellington hit.

 

Lesson Plan 4: "Station Wrap-Up"

Objectives:

1. To relate facts and music of famous musician, Duke Ellington

2. To complete tasks outlined at the various Duke Ellington stations.

Classroom Materials:

• all material outlined in station guidelines (see "Guideline" section)
• selected Duke Ellington CD
• CD player

Time:

One, thirty minute music class

Instructional Procedure:

1. Allow students time to complete center tasks.

2. As the children are lining up to leave class, play a selected Duke Ellington hit.

 

Lesson Plan 5: "Sharing Session"

Objectives:

1. To relate facts and music of famous musician, Duke Ellington.

2. To relate facts and music of famous musician, Duke Ellington to other students in the music classroom.

Classroom Materials:

• all material outlined in station guidelines (see "Guideline" section)
• selected Duke Ellington CD
• CD player

Time:

One, thirty minute music class

Instructional Procedure:

1. Students will share with the rest of the class a summary, demonstration, or performance of one of the activities they enjoyed at the various stations.

2. As the children are lining up to leave class, play a selected Duke Ellington hit.

Lesson Plan 6: "Survey Graphing" (Math Connection)

Objectives:

1. To relate facts and music of famous musician, Duke Ellington.

2. To tabulate and discuss the results of the survey created in Lesson 3.

Classroom Materials:

• chart paper
• markers
• survey/interview results
• selected Duke Ellington CD
• CD player

Time:

One, thirty minute music class

Instructional Procedure:

1. Students will be divided into small, cooperative learning groups to discuss their findings pertaining to the survey and interview. They will tabulate the results of favorites songs and music styles of the family members and/or neighbors that were interviewed.

2. Small groups will report the complied results to the rest of the class and graphs will be developed according to the information gathered. Classroom teachers will be consulted for input as to the type of graph to use for this activity.

3. Graphing software could be used (if this teacher figures it out).

4. Graphs will be displayed in the classroom or hallway for other classes to discuss.

5. As the children are lining up to leave class, play a selected Duke Ellington hit.

Lesson Plan 7: "Dancing to Ellington" (P.E./Dance Connection)

Objectives:

1. To relate facts and music of famous musician, Duke Ellington.

2. To respond through purposeful movement to selected music by Duke Ellington.

Classroom Materials:

• video camera
• video tape
• tripod or person to videotape dancing
• gym
• movement instructor
• CD player
• selected Duke Ellington CD

Time:

One, thirty minute music class

Instructional Procedure:

1. Students will receive instruction in dance styles popular during the early years of Duke Ellington and the beginning of Ridgely Elementary School.

2. The instruction will be videotaped for future use.

3. As the children are lining up to leave class, play a selected Duke Ellington hit.

Assessment

• A rubric will be developed to provide feedback to the students on the tasks they completed while visiting the various Duke Ellington learning stations.
• Students will be assessed using a teacher-created rubric for their presentation to the class in Lesson 5.
• Grading will be related to individually established goals and should assess both effort and achievement. Students will be encouraged to compete only with themselves.
• Informal assessment will take place in regards to the survey/interview section of this unit. Students are expected to return completed surveys and participate in class discussion of this activity.
• Informal assessment will take place during Lesson 1. While listening to "Sir Duke", the students will clap the rhythm of the words of the verse, then pat the steady beat of the refrain.
• Students will also be informally assess during Lesson 7, "Dancing to Ellington". Students are expected to participate in this activity and will not be assessed on how well they can perform the dances, but assessed on their effort.
• Student self-evaluation and self-reflection will be promoted in all lessons.

Name___________________________

Class ___________________________

(At least 4 stations must be completed)

4- Advanced (works above listed criteria)

3- Proficient (all listed criteria is included)

2- Basic (half of the listed criteria included)

1- Novice (less than half of the listed criteria included)

read (or listen to) one selection	4 3 2 1
write a reflection on the reading in your journal consisting of 4 sentences	4 3 2 1
journal entry is neat and legible	4 3 2 1
read for 10 minutes	4 3 2 1

Score _______________

Score _______________

Score _______________

Score _______________

Score _______________

Score _______________

Score _______________

Total Score _________

Name_________________________

Class ____________________

4- Advanced (works above listed criteria)

3- Proficient (all listed criteria is included)

2- Basic (half of the listed criteria included)

1- Novice (less than half of the listed criteria included)

Total score ____________

 

 

Extension Activities

 

Individual Activity (Social Studies Connection):

This activity in individual activity. It will take at least 30 minutes to complete. Optional materials in this activity include reference books and encyclopedia CD-ROMs.

Have the students find names in the song, "Sir Duke". Explain that they are famous musicians: Basie- Count Basie; Miller- Glenn Miller; Satchmo- Louis Armstrong; Sir Duke- Edward Kennedy ("Duke") Ellington; Ella- Ella Fitzgerald. Have the students will which of these names they think were not the actual first or last name of the person.

Ask "If you were to give yourself a name that told something about you, what would it be?" have each students decide on a new "personal" name and describe what it signifies. Suggest the way Native Americans were named. A Native American name may have included a person's clan, accomplishments, appearance, or an event in a person's life: Man-Afraid-of-His-Horse.

Students might research any of the jazz greats named in the song and write a short biographical sketch of the artist's accomplishments.

Comprehension Strategy: Summarizing

 

Parent/Community Extension Activity:

 

Lesson 7, "Dancing to Ellington", could be expanded to a parent/community activity. The movement instructor could return for an evening set aside for parents, extended family members, and neighbors to learn different dances that were popular during the early years of Duke Ellington and the beginning to Ridgely Elementary School. School staff could be included in this family night, too.

 

 

Web Appendix

Music Educators National Conference

ArtsEdge

Illinois Learning Standards for Fine Arts

Kennedy Center- Ellington site

Smithsonian National Museum of American History: Virtual Tour of Ellington Collection

Smithsonian National Museum of American History: Duke Ellington Collection

Duke Ellington: Love You Madly

Duke Ellington Society

The Duke Ellington Society: 100 Years of Duke Ellington

washingtonpost.com: The Duke Ellington Centennial

 

 

Updated: July 26, 1999