Title: Trash Makes Good Lesson #3
A lesson on Texture Approx. 60 minutes / Grade 3 Unit “Going Green”
Critical Learning
/ Guiding Questions
What a good singing voice sounds like.
Speech rhythms can be created from a song.
Beat, rhythm and texture are elements of music that can be applied to a composition.
An ostinato can be played on recycled materials. / What strategies do we use to make our very best singing sound?
How can we create an ostinato pattern based on the theme of recycling trash?
How can we layer beat and rhythm patterns to create texture?

Curriculum Expectations Unpacked Expectations

C1 Creating and Performing: apply the creative process to create and perform music in a variety of purposes, using the elements and techniques of music;
C1.2 apply the elements of music when singing, playing an instrument, and moving; and
C1.3 create compositions for a specific purpose and a familiar audience. / At the end of this lesson, students will be able to say:
At the end of this lesson I can…
·  Remember to sit tall and use my best head tone sound when singing, and can describe how to make a good sound.
·  Create an ostinato pattern by selecting words based on a recycling trash theme.
·  Accurately perform one or more ostinati together in a group.
·  Explain the meaning of beat, rhythm and texture.

Instructional Components and Context

Readiness

Students should have an understanding of musical vocabulary and elements introduced in Grade1 and 2.

Experience with 4/4 time.

Experience with ostinato patterns.
Experience using both beat and rhythm patterns and the corresponding rhythm symbols: I, Π,

Terminology

Chant
Verse
Chorus
Ostinato / Ostinati
Beat
Rhythm
Bar / measure
Body percussion
Time names/oral prompts and notation: ta, ti-ti, quarter rest
Cue
Non pitched percussion
instruments
Found sounds
Pentatonic scale
Grade 1 and 2 Elements of Music
(www.edu.gov.on.ca/eng/curriculum/elementary/arts.html) /

Materials

Internet access-Link to You Tube http://www.youtube.com/watch?v=Z1SiSUrvUnk or “I Love Trash” on CD
Words on chart paper, overhead transparency or white board
Found instruments from Lesson #2
Chart Paper
Markers
Student Copies of BLM 3 “Chant/Ostinato Graphic Organizer”
Student Copies of BLM 4 “Texture Checkpoint” in culminating activity
Alternative resources, or songs, poems, articles, stories about recycling trash, such as:
Hewitt, S. (2009). Waste and Recycling (Green
Team). St. Catharines, ON: Crabtree Publishing
Co.
Llewellyn, C. (2003). Let’s Recycle (Save the Planet).
North Mankato, MN: Chrysalis Education.

Minds On Approximately 15 minutes / Pause and Ponder
Teacher Prompts: On your way to school today, did you come across trash? How did you react? What is negative about trash? Howcan trash be good? What television character loves trash?
“I Love Trash” sung by Oscar, the Grouch. Link to You Tube:
http://www.youtube.com/watch?v=Z1SiSUrvUnk
Have students watch the video. Discuss how Oscar communicates the message effectively through the song.
Listen again and have students keep the steady beat with the song.
As students become familiar with the song, join in singing the chorus.
Chorus
Oh, I love trash
Anything dirty or dingy or dusty,
Anything ragged or rotten or rusty.
Yes, I love trash!
Teacher Prompts:
How would you describe the song: beat, rhythm, melody? Why does the song make us want to join in?
On chart paper, post: What do we do to make our very best sound? Post student answers, e.g. sit up straight, sing the notes in your head first, warm – up jaw & mouth muscles, shoulders, neck and voice, think “head tone”, enunciate your words, drop jaw on vowels, visualize your notes, connect the words, breathe after each phrase (on teacher’s cue), tone-match and blend with your elbow partners… / Teacher Tip:
If unable to access “I Love Trash” song, use alternate resources such as songs, poems, articles or stories conveying a positive message about trash. See “Materials”
Assessment for Learning (AfL)
Teacher observations, provide oral feedback for singing in tune, vocal expression, remembering key words, emphasizing syllable pattern combinations.
Peer Assessment:
Students will refer to chart paper strategies, What do we do to make our very best sound? Comment on strengths and how to improve use of singing strategies.
Action! Approximately 30 minutes / Teacher Tip:
Use Student Resource BLM #3 Chant Graphic Organizer on transparency or Smart Board
Differentiation (DI)
Use a visual aid (bright scarf or tennis ball) to show the beat.
Students may keep a steady beat by clapping or playing a non-pitched percussion instrument.
Invite a student leader to point to the words in speech pattern/ostinato to help learners visually stay on track.
Colour code each phrase.
Quick Tip
In what ways can we layer beat and rhythm patterns to create texture?
Whole Class Activity
Chant
Using words from the chorus or alternate resource, create a visual chant using BLM 3. e.g.,
/ / /
I
I / I
love / I
trash /
Π
Dirty / Π
dingy / Π
dusty /
Π
ragged / Π
rotten / Π
rusty / I
yes
I
I / I
love / I
trash /
1. Practise the chant with the words and time names.
2. Clap the rhythm alone.
3. Play the whole rhythm pattern on found instruments.
Create Ostinati
Brainstorm a list of words that describe trash. e.g., Dirty, dusty.
Create two ostinati patterns using descriptive words from 'I Love Trash'.
e.g. Ostinato #1
/ / /
Π
Dirty / / Π
Dingy /
/ / /
d
Oh ____ / ______/ Π
we can / Π
Clean up!

E.g., Ostinato #2
/ / /
Π
Ragged / Π
Rusty / /
/ / /
/ Π
Let’s re - / Π
use it! /
1.  Practise the speech pattern with the words and time names.
2.Clap the rhythm alone.
3.Perform the ostinato rhythms on found instruments.
Activity 3 Texture Development through speech.
Divide class into three groups.
Layer 1:

Group #1 performs ostinato #1; repeat x4
Layer 2:

Group #2 performs ostinato #2; repeat x3
Layer 3:

Group #3 performs Chant
End together, or perform ostinato #2 once more, and ostinato #1 twice more. This creates the layering effect at the beginning and at the end of the performance.
Discuss how the texture was developed, e.g. layering of rhythms: several rhythmic patterns were being performed at once, groups are cued in at different stages, different words are chanted simultaneously, different levels of voices (sounds full/thick), everyone is following the same tempo/beat etc.
Teacher Prompts: How do you know when to begin? End? What word falls on the first beat? What must you do to regain focus? What will help you follow the rhythm? / Assessment as Learning (AaL)
Teacher provides practice, assistance and feedback to help groups gain confidence and independence with layering (creating texture).
Teacher Tip:
This performance example begins with the chant, then adds the ostinati (opposite from the earlier experience).
Stagger group entries. E.g., Allow 1st layer to perform the full circle (Chant → clapping → found instruments) then cue in layer #2 etc.
Suggested ending: Cue layers one at a time to end beginning with ostinato #2. Allow the CHANT to complete the final circle of performance.
Consolidation Approximately 15 minutes
Group Performance Culminating Activity
Incorporate body percussion and found instruments into the final performance, e.g., 1. perform with speech; 2. clap the rhythm; 3. play the rhythm on found instruments
1st Layer: Chant

2nd Layer: Ostinato #1

3rd Layer: Ostinato #2

Teacher Prompts: What was effective about the performance? What could we do to make it more effective? How did we use texture to create a more interesting performance? (e.g. variety of textures-thin/thick/thin)
Individual - Student Self Evaluation: on Student BLM 5 “Texture Checkpoint”. Complete checklist individually, then review some of the general results together. / Assessment as Learning
Checkpoint # 2:
Using Student BLM 5 Texture Checkpoint, teacher assesses student understanding of texture: ability to produce good vocal quality, create a speech and performing one or more ostinati together in a group.
Teacher Tip:
Consider having students create their own learning goals for further experiences, based on the checklist.

Grade 3 Going Green – Lesson #3

Ontario Music Educators’ Association www.omea.on.ca