Opera for 4th grade!
Amy Wissing
[email protected]
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:
