Musical Exploration through Thinking Routines

ELEMENTS OF MUSIC

As a class, review the elements of music:

1. Melody- The tune or main musical line in a piece of music. It's the part of the music you might hum or sing along to.

2. Harmony- When two or more notes are played together to support the melody. It adds richness and depth to the music.

3. Rhythm- The pattern of beats or the timing of the notes in music. It tells you when to play or sing the notes and how long they last.

4. Tempo The speed of the music, or how fast or slow it is played. You can think of tempo as how quickly or slowly the beat moves.

5. Dynamics- How loud or soft the music is. It’s what makes music exciting and can change the mood of a piece.

6. Timbre (pronounced "TAM-ber")- The unique sound or tone color of an instrument or voice. Timbre is what makes a trumpet sound different from a piano, even if they're playing the same note.

7. Pitch- How high or low a sound is. Notes can be high like a bird’s song or low like a drum.

8. Articulation: how a note or group of notes should be played or sung. Common articulation markings include staccato (short and detached), legato (connected and smooth), and accented (with more emphasis than other surrounding notes).

I HEAR..., I THINK..., I WONDER...

• Introduction: Choose one piece from the concert repertoire . 

Begin by discussing the concept of critical listening and the role it plays in understanding music beyond just hearing sounds. Explain that students will use a special thinking routine, where they will listen closely to a piece of orchestral music and reflect on what they hear, think, and wonder.

• • Introduce the orchestral piece and provide a brief background of the composer and the context in which the piece was composed.

• First Listening: “I Hear...” 

  • Play the selected piece for the first time. Encourage students to focus solely on what they can hear.

  • Ask students to use the thinking prompt: "I Hear…" and write down or discuss specific sounds, instruments, rhythms, or melodies they notice. For example, students might say "I hear the violins playing softly at the beginning." Or, "I hear fast, repeated notes from the flutes."

  • Optional: Provide students with a visual chart of common orchestral instruments and the elements of music to help them identify what they hear.

• Second Listening: “I Think...” 

  • Replay the piece or a specific section, this time encouraging students to think about the emotions, images, or stories the music evokes.

  • Ask students to use the prompt: "I Think…" to articulate what they believe the music is expressing or conveying. For example, "I think the music is telling a story about a storm."

  • Encourage students to discuss possible meanings or feelings they associate with the music.

• Third Listening: “I Wonder...” 

  • Play the piece one final time. This time, students will reflect on their curiosity or questions inspired by the music.

  • Ask students to use the prompt: "I Wonder…" to explore any lingering thoughts or questions about the music, its meaning, or the composer's choices. For example, "I wonder why the composer chose to use the trumpets here." Or, ""I wonder what the music would sound like if it were faster."

  • This step encourages open-ended inquiry and creativity.