Author:
Arts ESU2
Subject:
Performing Arts, Mathematics
Material Type:
Lesson
Level:
Upper Primary
Tags:
  • Dramatization
  • MTA
  • Music
  • NE Art
  • Nebraska Department of Education
  • Probability
  • music
  • ne-art
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Probability and Beat

    Probability and Beat

    Overview

    This resource was created by Michele Barcelona and Janice Nicoles , in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

    Lesson Title: Probability and Beat

    Grade Level-5th grade

    Core Subject Area:Math

    Fine Arts Subject Area:Music

     

    Standards Alignment

    Content Area Standard(s): MA 5.4.3 Probability: Students will interpret and apply concepts of probability. 

    Fine Arts Standard(s):FA 5.4.1.b Create, evaluate, and refine musical ideas with teacher-generated criteria (e.g., melody, rhythm, harmony). 

    Core Subject Vocabulary:

    probability-How likely something is to happen

    Fine Arts Vocabulary:

    Beat-the steady pulse in music.

    tempo- the pace or speed of the music Largo: very slow. Andante: walking speed Moderato: moderately, medium speed Allegro: quickly,fast Presto: very fast

    Core Subject Learning Objectives: 

    • Students will Investigate Outcomes & Express Probability

    • Students will determine the experimental probability of an outcome.

    • Students will compare the results of an experiment with theoretical probability

    Fine Arts Learning Objectives: 

    • Students will practice creative musical expression and dramatization

    • Students will demonstrate proper listening skills

     

    Materials:dice, musical instruments

     

    Lesson -Teaching Sequence



     

    Day 1-       

    •   I do-Teach the students beat. Beat is like walking. We need to keep it a steady beat. This means the tempo stays the same.

    • We do-Stay up and march in place. Clap together with each step. 

    • You do-Practice keeping a steady beat with changing the tempo.

     

    Drum sticks

    Glockenspiel

    Tambourine

    Clapping

    Boom sticks

    Cow bell

     

    Day 2-Probability

    • I do-The probability of an event is the likelihood that the event will happen. If an event is sure to happen, then it has a certain probability, If an event is more likely to happen than not happen, then it has a likely probability. If the likelihood of two events happening is the same, then they have equal probability. 

    • We do-You have to look at how many possible options there are. If I use a coin and I flip it how different sides can it land on?  Yes 2 sides. The probability can be written as a fraction. The fraction that it can land on heads is ½. If I use a die then how many sides? Yes 6. So the fraction would be ⅙. 

    • You do-Probability worksheets and beat probability activity. Students will roll one die to determine what instrument they will be using and then roll the second dice to see how many beats they will need to make.





































     







     

    Assessment and Reflection

    Content Assessment: worksheets

    Arts Assessment: rubric

     

    Criteria

    Exceptional

        (4)

    Proficient

        (3)

    Satisfactory

            (2)

    Developing

           (1)

    None

         (0)

    Beat

         

    Tempo

         

     

    Student Reaction (Engagement): After a hectic day, my students were very very engaged. This says a lot as this was late in the day and often students tend to be less engaged at this time. Arts integration activities always lead to high levels of student engagement.

    Teacher Reflection: This lesson went quite well. Teaching fractions before this lesson gave another perspective to using fractions. It really helps for material to be carried over into other lessons to help retention levels. If I taught this lesson again, I would hope for less distractions. I would also incorporate more instruments and have students change the tempo when playing the beat.



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