William Grant Still Symphony no. 1 “Afro-American” III: Scherzo (Animato) Laura Black https://bit.ly/3QOPnOx
Presentation Objectives: ❏ Review the ‘Scherzo’ from William Grant Still’s Symphony no. 1 (“Afro-American” Symphony) ❏ Review three lessons related to the music: ❏ Building a rhythmic cinquain ❏ Deciphering dotted rhythms ❏ Working with syncopated rhythms
“Afro-American” Symphony - Scherzo
Rhythm Building Blocks Create a cinquain using rhythmic building blocks 01 Synco-WhatNow? Hear, count, and play syncopated rhythms 03 theDecipheringDots Learn to count and play dotted rhythms in music 02 Lesson Plan Outline
Rhythm Building Blocks 01 Create a cinquain using rhythmic building blocks
Essential Standards Highlights: ● Interpret rhythm patterns ● Use standard symbols to notate rhythm ● Create soundscapes using a variety of sound sources. ● Understand the relationships between music and concepts from other areas. ● Use improvisation to create instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds, and sounds produced by electronic means. ● Create rhythmic compositions using notation
Quarter Note 1 beat Ta Quarter Rest 1 beat Shh 2 Eighth Notes 1Tabeat-di Half Note 2 beats Too
Cinquain Example: The Garden WaterBeesBlooming,FlowersBuzzingareflyingaroundtheplantsbeforethey wilt Gardens 2 4 6 8 2
BeesBlooming,FlowersBuzzingareflyingaround Water the plants before they Gardenswilt
Your Turn! First Line - 2 syllables Second Line - 4 syllables Third Line - 6 syllables Fourth Line - 8 syllables Fifth Line - 2 syllables 2 4 6 8 2 Extensions: Illustrate cinquain, add instruments to create a soundscape, listen to the “Animato” and encourage students to tap their rhythm sentences along with the beat.
Questions?
Deciphering the Dots 02 Learn to count and play dotted rhythms in music
EssentialHighlights:Standards ● Use instruments to perform rhythmic patterns accurately and independently on classroom rhythmic instruments. ● Interpret rhythm patterns ● Use improvisation to create rhythmic ostinato accompaniments ● Execute vocal ostinatos ● Use music terminology in explaining music, including notation, instruments, voices, and performances.
Quarter Note 1 QuarterbeatRest1beat 2 Eighth Notes 1 beat Half Note 2 HalfbeatsRest2beats 4 SixteenthNotes1beat Ta Shh Shh-hh Too Ta - di Ta-ka-di-mi
Body Percussion Time!
Breaking Down the Dot
Building an Ostinato (Repeating Pattern) Extension - Create words to accompany your ostinato
First, Violins and Woodwinds: Then, Brass and Strings:
Questions?
Synco-What Now? 03 Hear, count, and play syncopated rhythms
EssentialHighlights:Standards ● Use instruments to perform rhythmic patterns ● Interpret rhythm patterns ● Use rhythmic improvisation to create rhythmic ostinato accompaniments. ● Use musical terminology when describing music that is presented aurally. ● Explain personal preferences for specific musical works and styles, using appropriate music terminology. ● Illustrate independence and accuracy while singing and playing instruments within a group or ensemble. ● Use improvisation to create short songs and instrumental pieces
Quarter Note 1 beat Ta Quarter Rest 1 beat Shh 2 Eighth Notes 1Tabeat-di Half Note 2 beats Too
Creating Syncopation
Emphasis is switched from the strong pulse (down beat) to the off beat Use speech or instruments to create an 8-beat syncopated ostinato
Listening for Syncopation How many syncopated rhythms do you see or hear? How does syncopation make you feel? Extension - add lyrics to the syncopated melody and say along with the musical excerpts, add unpitched percussion to accompany the music on a steady beat
What questions do you have? Thank you! laura_black@pender.k12.nc.us https://bit.ly/3QOPnOx