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General Music

Music Concept/Title of Lesson: Romantic Period Day 1


Grade Level: 4th
Date & Time: 1/10/17 Period 4

Objectives:
1. Students will be able to describe the emotion or feeling of a given piece of music
2. Students will identify characteristics of Romantic Period Music
3. Students will demonstrate visually the way they perceive a given piece of music

Materials:
Laptop Tickets
Speakers worksheets
Projector Dry erase markers

Procedure:
1. Take attendance
2. Romantic Period Introduction
a. Music history is broken up by a bunch of periods, or lengths of time
b. Decided by people who study music history, based on the sound and the style of
music being written
3. Romantic Period Music
a. Music was written to make you think of emotions, landscapes, scenes.
b. This music is often used in old cartoons or in movies for this same reason
c. Example
i. Rabbit of Seville video clip, first without the video, then with. Ask students
what words they could use to describe the music
4. Activity
a. Pick four different colored crayons and lay them on your desk
b. Take a piece of paper and put it in front of you.
c. Close your eyes and pick up a crayon, any crayon.
d. As you listen to the music, I want you to draw shapes that you feel describe the
music as you hear it playing.
e. Only switch crayons when I say switch, and remember to show how the music
sounds to you by how you move the crayon
f. The crayon cannot leave the paper unless I say switch
5. After song has finished
a. Ask students to look at what they drew and see if they can identify the different parts
of the song based on the shapes
b. Have students describe the sound of the music they heard based on what they drew
and heard
Assessment:
Teacher will ask students to describe the way a given piece of music sounds using only one or two
descriptive words at a time
Teacher will ask at the end of class what the major characteristics of Romantic Period Music are
Teacher will walk around classroom as students complete activity to determine understanding of
how to visually represent the sounds they hear

NAfME 2014 Standards addressed in this lesson:


MU:Re7.1.4a Demonstrate and explain how selected music connects to and is influenced by
specific interests, experiences, purposes, or contexts.
MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the
structure, the use of the elements of music, and context (such as social and cultural).
MU:Re8.1.4a Demonstrate and explain how the expressive qualities (such as dynamics,
tempo, and timbre) are used in performers and personal interpretations to reflect expressive
intent.
MU:Cn10.0.4a Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and responding to music