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Timbre Teacher Resources
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Music has been used to convey thoughts, feelings, and the human condition for thousands of years. Your class will analyze several songs hear in the animated classic, "Charlie Brown." They will listen to several jazz pieces from the show, and then compare and contrast Wynton Marsalis' and Vince Guaraldi's arrangement of the song "Linus and Lucy." A comparative analysis chart is included as well as an example and audio resource links.
Classical period music is defined by its characteristics and distinctive sound. A set of notes assists upper graders in recalling and analyzing music from the classical period based on musical terminology. An example analysis of Eine Kline Nachtmusik also helps learners along.
Fifth graders act out verbs in order to build meaning. In this acting and grammar lesson, 5th graders listen to Leslie Helakoski's, Big Chickens. They act out the unfamiliar verbs from the story using both their bodies and their voices. They give meaning to the verbs using context from the story.
Readers will read a text and fill out a character map based on the characters in that text. They will explore different qualities of each character for their map. this can be modified to support younger learners. They will learn about personality traits, physical choices, vocal choices, and the character's conversation.
Learners perform a familiar song using new rhythms, meters and timbres. In this music rhythms lesson, students change a familiar song by changing or adding a repeating rhythm, using different instruments to change the timbre of changing the meter. Learners are evaluated on their original rhythms.
Young scholars test people's response to different kinds of music. For this music lesson plan, students associate different cords with different feelings or moods. They then observe a video that describes different feelings related to different music. Young scholars are then led through an experiment in the classroom to different chords and the scientific method that goes along with this process. The then conduct their own experiments.
Students describe music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form and style. Then they identify who Tchaikovsky was as well as his famous works. Students also identify the main theme on one piece in particular, Symphony No. 6, Movement III and discuss how parts of the music are similar to others.