Opera for 4th grade!

Amy Wissing
amy.wissing@pennmanor.net
Penn Manor School District

TI:ME Technology Areas Addressed:

Notation

Level:

Elementary

Class:

General Music

Equipment:

Finale

Duration:

180 Minutes

Prior Knowledge and Skills:

-Basic rhythmic dictation experiences (quarter, half, whole, eighth, dotted quarter notes & rests)
-Basic melodic dictation experiences utilizing drmfsltd (C-C)

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Singing, alone and with others, a varied repertoire of music.

NAfME 2014: Performing

NAfME Standards of 1994: Performing on instruments, alone and with others, a varied repertoire of music.

NAfME 2014: Performing

NAfME Standards of 1994: Composing and Arranging Music within specified guidelines.

NAfME 2014: Creating

NAfME Standards of 1994: Reading and notating music.

NAfME 2014: Creating

NAfME Standards of 1994: Evaluating music and music performances.

NAfME 2014: Responding

NAfME Standards of 1994: Understanding relationships between music, the other arts, and disciplines outside the arts.

NAfME 2014: Responding

Materials:

-Blank mad lib typed in Word or Notepad
-PACKET including opera vs. musicals sheet, vocabulary sheet, journal entries, and final evaluation worksheet.
-Finale or FinaleNotepad connected to data projector & speakers (also connect to keyboard if keyboards will be available to kids later when working w/ laptops individually)

Objectives:

Students will compose and perform (sing, play, act) a comic opera.

Procedures:

DAY 1
1. Discuss opera vs. musicals. . .students take notes on handout
2. Fill in mad lib as a class (ask for nouns, adjectives, etc.)his will be the operaâs LIBRETTO
3. End of class or HW: In packet, students write brief summary of what was accomplished during class using new and known vocabulary.

DAY 2
1. Break up the libretto into sections÷recitative segments, aria(s), intro, finale, chorus, etc.
2. Discuss plot, setting, characters, etc.
3. Use a familiar melody to set one section to music. Post the melody on the staff (Finale/projector) and place lyrics. Make necessary adjustments to melody showing steps to kids (this will prep them for individual composition later!)
4. Discuss recitative. Create melody for recitative sections (students sing & class transcribes; write first, sing through, then tweek; etc.)
5. End of class or HW: journal entry (see end of class DAY 1)

DAY 3
1. Complete other segments as a class or small groups if students are ready.
2. Assign roles.
3. Print hard copies of libretto for students to take home and practice.
4. End of class or HW: journal entry (see end of class DAY 1)

DAY 4
1. Individuals write a 1-measure melody w/ a specified chord base and specified pitches using laptops.
2. Teacher compile melodies and class practice on recorder.
3. Rehearse opera.
4. End of class or HW: journal entry (see end of class DAY 1)

DAY 5
1. Rehearse.
2. Perform. (videotape, perform for another class, etc.)
3. End of class or HW: journal entry (see end of class DAY 1)

DAY 6
1. Watch & discuss performance.
2. Students complete written evaluation of performance and composition process.

Evaluation:

See day 6

Follow Up:

Items to Purchase:

When budget should be submitted: