First Grade — Instrumental/Vocal Unit Part 1: Lessons, Objectives, Procedures, and Content

Lesson 1: Instrumental vs. Vocal music

Objective: Students will be able to listen to pieces of instrumental and vocal music, and then decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “I” stands for instrumental; the “V” stands for vocal.)

1.    S          I – We Wish You a Merry Christmas / I – We Wish You a Merry Christmas, https://drive.google.com/file/d/1RRJtw3FTc9m6GeKRKo8BdAUUoZs__ugJ/view?usp=sharing

2.    D          I – Star-Spangled Banner / V – Star-Spangled Banner, https://drive.google.com/file/d/1QWVBEx9wUq3SRVPsvOoFRBg4NsYiDPUv/view?usp=sharing

3.    S          I – Bach – Brandenburg Concerto #3, 1st mvmt / I – Bach – Brandenburg Concerto #3, 1st mvmt, https://drive.google.com/file/d/1XP6epGHmKI-6YPX1hGqtOP3Y25p7laXZ/view?usp=sharing

4.    S          V – We Wish You a Merry Christmas / V – We Wish You a Merry Christmas, https://drive.google.com/file/d/1fIaSs8r-Pp8EnjhokIOtl6VEURyXaOLV/view?usp=sharing

5.    D          I – Bach – Brandenburg Concerto #3, 1st mvmt / V – Bach – Brandenburg Concerto #3, 1st mvmt, https://drive.google.com/file/d/1u0-8kVnzN6IxXu-HTuwm4b8eVKcuVn4j/view?usp=sharing

6     S          V – Star-Spangled Banner / V – Star-Spangled Banner, https://drive.google.com/file/d/1rlyraovLBsiZDFGOxjijWLPhkkUGvzfg/view?usp=sharing

7.    D          V – We Wish You a Merry Christmas / I – We Wish You a Merry Christmas, https://drive.google.com/file/d/1tbnkIuXbMaw1GE0AvhQF4ruDH6DgCY4n/view?usp=sharing

8.    S          I – Star-Spangled Banner / I – Star-Spangled Banner, https://drive.google.com/file/d/1tbnkIuXbMaw1GE0AvhQF4ruDH6DgCY4n/view?usp=sharing

9.    S          V – Bach – Brandenburg Concerto #3, 1st mvmt / V – Bach – Brandenburg Concerto #3, 1st mvmt, https://drive.google.com/file/d/11Um6PrSEBk6GC8aonadpd1w_D2g65myi/view?usp=sharing

Lesson 2: Instrumental vs. Vocal music

Objective: Students will be able to listen to pieces of instrumental and vocal music, and then decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “I” stands for instrumental; the “V” stands for vocal.)

As students listen to each example, they complete the following worksheet:

Lesson 2 – Worksheet, https://docs.google.com/document/d/1tAu-ojHkSDsSku785s36rJkOf2oq42VCtVRNuEIU05Y/edit

1.     S          I – Carol of the Bells / I – Carol of the Bells, https://drive.google.com/file/d/1lzXNyn82bz6HZPwc-X_KgPtZHTcOkX7c/view?usp=sharing

2.    D          I – Amazing Grace / V – Amazing Grace, https://drive.google.com/file/d/1ZoVzhkThtAW4jm5pX77Q83b9GTh39bGe/view?usp=sharing

3.    S          V – Jannequin – Ma peine n’est pas grande / V – Jannequin – Ma peine n’est pas grande, https://drive.google.com/file/d/1KITYtwoDK6oZwjGHhtCt0XOs67quOTHJ/view?usp=sharing

4.    S          V – Carol of the Bells / V – Carol of the Bells, https://drive.google.com/file/d/1QsSPW8sF9Aeo84ANAG26DG5bKZvRYIY2/view?usp=sharing

5.    S          I – Amazing Grace / I – Amazing Grace, https://drive.google.com/file/d/11B2L3dyMCegRn2ENygQ-YFqY8wopkL61/view?usp=sharing

6.    D          V – Jannequin – Ma peine n’est pas grande / I – Jannequin – Ma peine n’est pas grande, https://drive.google.com/file/d/1nw2F4y5-e4FEcCndQVuB5zhJ3h5qQB4u/view?usp=sharing

7.    S          V – Amazing Grace / V – Amazing Grace, https://drive.google.com/file/d/1JLc6bvXrcQS6CIJfXuQJV-3O5Bn1xzkA/view?usp=sharing

8.    S          I – Jannequin – Ma peine n’est pas grande / I – Jannequin – Ma peine n’est pas grande, https://drive.google.com/file/d/1mL0clSIzJhX9BTEUHDR8RhwEBEK2hIoN/view?usp=sharing

9.    D          I – Carol of the Bells / V – Carol of the Bells, https://drive.google.com/file/d/1WP4-pZc04GggCJ1acYVhfSj-TJ1DOs5f/view?usp=sharing

Lesson 3: Instrumental vs. Vocal music

Objective: Students will be able to listen to pieces of instrumental and vocal music, and then decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “I” stands for instrumental; the “V” stands for vocal.)

As students listen to each example, they complete the following worksheet: https://docs.google.com/document/d/1bBcy3o88O2Qo2d4n3K4iU8slHuWeBbJ8ZvURnatKySU/edit

1     D          I – Joy to the World / V – Joy to the World, https://drive.google.com/file/d/1bqOTdAp2tT1OMFcn5nACWMRicLnaim_f/view?usp=sharing

2.    S          I – Simple Gifts / I – Simple Gifts, https://drive.google.com/file/d/11pber_2TdsJct8Os7tZcs-RM_65JawMO/view?usp=sharing

3.    S          V – Jannequin – Le Chant des Oyseaulx / V – Jannequin – Le Chant des Oyseaulx, https://drive.google.com/file/d/10ZgZ6qrzPWF1jwnXlT55Uh8CI4W7aosB/view?usp=sharing

4     S          V – Joy to the World / V – Joy to the World, https://drive.google.com/file/d/11NQ1otwVUTtgFoP9zAKAi9p1uJ6t12Kk/view?usp=sharing

5.    D          I – Simple Gifts / V – Simple Gifts, https://drive.google.com/file/d/1XJ9baAxF-ksIf_O393yKX4em9HIF0-zL/view?usp=sharing

6.    S          I – Jannequin – Le Chant des Oyseaulx / I – Jannequin – Le Chant des Oyseaulx, https://drive.google.com/file/d/1WZi3Mwc4HZo5BbBF1ahdtyHBb0keWp2R/view?usp=sharing

7     S          I – Joy to the World / I – Joy to the World, https://drive.google.com/file/d/1kpGJae-I_i2q-nqmM7giinEXffnGR94E/view?usp=sharing

8     D          I – Jannequin – Le Chant des Oyseaulx / V – Jannequin – Le Chant des Oyseaulx, https://drive.google.com/file/d/1xoEm3gmYjaqw29TPatd2W_YzIvsIFKqy/view?usp=sharing

9     S          V – Simple Gifts / V – Simple Gifts, https://drive.google.com/file/d/13fVa5E593KFp3kO6dnqjz6cpAVJRwKsu/view?usp=sharing

Lesson 4: Instrumental vs. Vocal music

Objective: Students will be able to aurally discriminate between instrumental and vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear instruments or singing. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear instruments.

I hear singing.

As students listen to each example, they complete the following worksheet:

Lesson 4 – Worksheet, https://docs.google.com/document/d/1-4M8VeXCdpU07hqiUdVdL4BygH_D_mrEthbu9hCQZro/edit

1.    V – We Wish You a Merry Christmas, https://drive.google.com/file/d/1WZYSHHda358pBQQaPKgH-TL-5FzqjscM/view?usp=sharing

2.    I – The Star-Spangled Banner, https://drive.google.com/file/d/1Wp-KYYwGroDf5LgsxqNlFdjPmltEU13I/view?usp=sharing

3     I – Bach – Brandenburg Concerto #3, 1st mvmt, https://drive.google.com/file/d/1WcZ2KSCwatRu_l5xaE6bdAZF6VbDNrzl/view?usp=sharing

4.    V – The Star-Spangled Banner, https://drive.google.com/file/d/1nq93qiO1R8gONVrHonGnif9wJ5NG9UiP/view?usp=sharing

5.    I – We Wish You a Merry Christmas, https://drive.google.com/file/d/1amKY0ZfTlKNmQOCh5rRxtCtElUqvMZp7/view?usp=sharing

6.    V – Bach – Brandenburg Concerto #3, 1st mvmt, https://drive.google.com/file/d/1qmIj7rdRZ6WiGYPlllfi-MlJWgflBaO3/view?usp=sharing

Lesson 5: Instrumental vs. Vocal music

Objective: Students will be able to aurally discriminate between instrumental and vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear instruments or singing. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear instruments.

I hear singing.

As students listen to each example, they complete the following worksheet:

Lesson 5 – Worksheet, https://docs.google.com/document/d/1jmeGSLjHKEMst2a8RytR_HZc8xtLJpI2Wkliwj4U1zA/edit

1     I – Carol of the Bells, https://drive.google.com/file/d/1zu6TSx2TQmPxyR0Elc6eUKDY8NHHsZqG/view?usp=sharing

2.    V – Jannequin – Ma peine n’est pas grande, https://drive.google.com/file/d/1ebDIgUkuWVTVxIh7RRNN0i760_A4D-Md/view?usp=sharing

3.    I – Amazing Grace, https://drive.google.com/file/d/156aPKylJEJwdlkvdK-lsX5X_XZFv1cxR/view?usp=sharing

4.    V – Carol of the Bells, https://drive.google.com/file/d/1pSZxZpZoQkETn5lbUfVnh9vNfLSt3ouK/view?usp=sharing

5.    V – Amazing Grace, https://drive.google.com/file/d/1EHBJrKl9fkpuRbdL5qQRlWFXKAfj5f6V/view?usp=sharing

6.    I – Jannequin – Ma peine n’est pas grande, https://drive.google.com/file/d/1rBhsEF5du1CzwRNaxHFy-7sGUnw-JwXR/view?usp=sharing

Lesson 6:  Instrumental vs. Vocal music

Objective: Students will be able to aurally discriminate between instrumental and vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear instruments or singing. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear instruments.

I hear singing.

As students listen to each example, they complete the following worksheet:

Lesson 6 – Worksheet, https://docs.google.com/document/d/10E78wP9ZvDJcAwOTr18omhksN-EkWhCia70Lfxv3VHg/edit

1     V – Joy to the World, https://drive.google.com/file/d/1Xo5fVSltr7Vm9LbbS0KAJj3t15o3Ujii/view?usp=sharing

2.    I – Jannequin – Le Chant des Oyseaulx, https://drive.google.com/file/d/17e4z3d5MXH8J6JKGM-rvFY2aGLOfLHcn/view?usp=sharing

3.    V – Simple Gifts, https://drive.google.com/file/d/16_QztxAJquR9Dwy9UhM7lCBwLFYwAZ9g/view?usp=sharing

4.    V – Jannequin – Le Chant des Oyseaulx, https://drive.google.com/file/d/1DqKs8IOIq1uo4Ero7uBwrt5jFlY8YHLy/view?usp=sharing

5.    I – Joy to the World, https://drive.google.com/file/d/1vNwuFGki7A2UgGc8lxSEvSVNig-4eulJ/view?usp=sharing

6.    I – Simple Gifts, https://drive.google.com/file/d/1eEznWv0lCJfwFwx1BVa4AgSrDGOAHiKD/view?usp=sharing

Lesson 7: Instrumental vs. Instrumental/Vocal

Objective: Students will be able to listen to pieces of instrumental and instrumental/vocal music, and then decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “I” stands for instrumental; the “IV” stands for instrumental/vocal.)

As students listen to each example, they complete the following worksheet:

Lesson 7 – Worksheet, https://docs.google.com/document/d/1QgeWWam7iLIyW_EmAIuS82uk6GegnwEH0NVbLDLFAF4/edit

1     S          I – Gershwin – They Can’t Take That Away From Me / I – Gershwin – They Can’t Take That Away From Me, https://drive.google.com/file/d/1dopw_WZVMsFS1EOaI5L_z84nAMjpUMfZ/view?usp=sharing

2     D          I – Bach – Fugue in G Minor BWV 542/ IV – Bach – Fugue in G Minor BWV 542, https://drive.google.com/file/d/1xTI01NlqIEOq3-ZYSRhGu8FW2V6lgrX0/view?usp=sharing

3.    S          I – Beethoven-Symphony #9, 4th mvmt/ I – Beethoven-Symphony #9, 4th mvmt, https://drive.google.com/file/d/140P_0E52dPRg4U0B-5UQnWM8XJ263JIm/view?usp=sharing

4.    S          IV – Gershwin – They Can’t Take That Away From Me/ IV – Gershwin – They Can’t Take That Away From Me, https://drive.google.com/file/d/1XoggwxkIEPfgiXd49BtF0JR0JdR83Dkm/view?usp=sharing

5.    D          I – Beethoven-Symphony #9, 4th mvmt/ IV – Beethoven-Symphony #9, 4th mvmt, https://drive.google.com/file/d/1Kn47PALZ_ufcZOMKUFt6qEYyrji8Jq3x/view?usp=sharing

6.    S          IV – Bach – Fugue in G Minor BWV 542/ IV – Bach – Fugue in G Minor BWV 542, https://drive.google.com/file/d/18lqxtlXAPPGk6DbI8q3j42fOzNm_ugKZ/view?usp=sharing

7.    D          IV – Gershwin – They Can’t Take That Away From Me/ I – Gershwin – They Can’t Take That Away From Me, https://drive.google.com/file/d/1eTbwGJevvTgwI14tycTQFtJuB42CrETY/view?usp=sharing

8.    S          I – Bach – Fugue in G Minor BWV 542/ I – Bach – Fugue in G Minor BWV 542, https://drive.google.com/file/d/1MFh1vy269j9q-l2gsdPpLu1Xhb01aJo9/view?usp=sharing

9.    S          IV – Beethoven-Symphony #9, 4th mvmt/ IV – Beethoven-Symphony #9, 4th mvmt, https://drive.google.com/file/d/1COQCtWYcEfp24Q4nY9r0gadRlkk0I-wa/view?usp=sharing

Lesson 8: Instrumental vs. Instrumental/Vocal

Objective: Students will be able to listen to pieces of instrumental and instrumental/vocal music, and then decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “I” stands for instrumental; the “IV” stands for instrumental/vocal.)

As students listen to each example, they complete the following worksheet:

Lesson 8 – Worksheet, https://docs.google.com/document/d/1lxAvFvk1uZ2h847l41LsLQoXuwr0ZaxiUA81dAt_aRk/edit

S          I – Barriere: Sonata #10 In G – Allegro Prestissimo/ I – Barriere: Sonata #10 In G – Allegro Prestissimo, https://drive.google.com/file/d/173mS95Fad_UXsjjA5Q5KMV4yb-Zesq9l/view?usp=sharing

D          IV – Handel: Ariodante, Sì Godete Al Vostro Amor / I – Handel: Ariodante, Sì Godete Al Vostro Amor, https://drive.google.com/file/d/1xpmRtNhwk9LgNLh1xlk0p8EUncTkL81d/view?usp=sharing

S          I – Gershwin – “Summertime” / I – Gershwin – “Summertime”, https://drive.google.com/file/d/1VMqQVwlMIWF15tRnW3Xwc5ixN7l8WYNi/view?usp=sharing

S          IV – Barriere: Sonata #10 In G – Allegro Prestissimo/ IV – Barriere: Sonata #10 In G – Allegro Prestissimo, https://drive.google.com/file/d/11pZzhXUCJJ2nxh7kz8XfGojr5OzPpGRa/view?usp=sharing

S          I – Handel: Ariodante, Sì Godete Al Vostro Amor / I – Handel: Ariodante, Sì Godete Al Vostro Amor, https://drive.google.com/file/d/1b6ZcOlgT7zu_B1q4JSODUZRPcXHKU0pw/view?usp=sharing

D          IV – Gershwin – “Summertime” / I – Gershwin – “Summertime”, https://drive.google.com/file/d/1xYzlOznH6kH36bvTZxamYP6JJfoR909K/view?usp=sharing

S          IV – Handel: Ariodante, Sì Godete Al Vostro Amor / IV – Handel: Ariodante, Sì Godete Al Vostro Amor, https://drive.google.com/file/d/1JADI-H4RMpq9jZjp6QzooHCufFthta33/view?usp=sharing

S          IV – Gershwin – “Summertime” / IV – Gershwin – “Summertime”, https://drive.google.com/file/d/1jL1Az0USzDj4OzW0–b8FAxTXeJbnBum/view?usp=sharing

D          I – Barriere: Sonata #10 In G – Allegro Prestissimo/ IV – Barriere: Sonata #10 In G – Allegro Prestissimo, https://drive.google.com/file/d/1A90__–kYKk_xerL8kRVw_wG-hh3zDQC/view?usp=sharing

Lesson 9: Instrumental vs. Instrumental/Vocal

Objective: Students will be able to listen to pieces of instrumental and instrumental/vocal music, and then decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “I” stands for instrumental; the “IV” stands for instrumental/vocal.)

As students listen to each example, they complete the following worksheet:

Lesson 9 – Worksheet, https://docs.google.com/document/d/1SZTp40Ik2M1DHGP6jEXJzZalkFZVYKnY1RT0HXGEyek/edit

1     D          I – Bach – Cantata #78, “Wir eilen mit schwachen”/ IV – Bach – Cantata #78, “Wir eilen mit schwachen”, https://drive.google.com/file/d/1GAcMppj74Jr9EvbXoQaQn_YOZDN7lvP1/view?usp=sharing

2.    S          IV – Guillaume Dufay – Se la face ay pale/ IV – Guillaume Dufay – Se la face ay pale, https://drive.google.com/file/d/10-pkk4-3EnjQgpJQFOzUGWJAafq6QaYi/view?usp=sharing

3.    S          I – Sakura / I – Sakura, https://drive.google.com/file/d/1_8TD5g8okgBHucndSq0vAiFE5jRLkU0d/view?usp=sharing

4.    S          I – Bach – Cantata #78, “Wir eilen mit schwachen”/ I – Bach – Cantata #78, “Wir eilen mit schwachen”, https://drive.google.com/file/d/1-r7smBqTl8eyClhmA3UoG1qqShGqY9BP/view?usp=sharing

5.    D          I – Guillaume Dufay – Se la face ay pale/ IV – Guillaume Dufay – Se la face ay pale, https://drive.google.com/file/d/174o0xcfSJgVNKPDQsj_0A9Xz-z6WBbYE/view?usp=sharing

6.    S          IV – Sakura / IV – Sakura, https://drive.google.com/file/d/1bJyC4q51ub9SQGaVnwFrnuCZmgRRFuRv/view?usp=sharing

7.    S         IV – Bach – Cantata #78, “Wir eilen mit schwachen”/ IV – Bach – Cantata #78, “Wir eilen mit schwachen”, https://drive.google.com/file/d/1d2xIWWtwOB65pXoZCKirPNRge2sRwpCx/view?usp=sharing

8.    D          I – Sakura / IV – Sakura, https://drive.google.com/file/d/1v9lZbxYjYw38_PY7FYQx0YpdF6o1R_a3/view?usp=sharing

9.    S          I – Guillaume Dufay – Se la face ay pale/ I – Guillaume Dufay – Se la face ay pale, https://drive.google.com/file/d/1WZhzCkzMhH1DZDTt03s_vNrNdFTB0wrT/view?usp=sharing

Lesson 10: Instrumental vs. Instrumental/Vocal

Objective: Students will be able to aurally discriminate between instrumental and instrumental/vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear instruments and singing, or instruments only. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear instruments and singing.

I hear instruments only.

As students listen to each example, they complete the following worksheet:

Lesson 10 – Worksheet, https://docs.google.com/document/d/1KYnXpOQBWttGAnsdB7iu0aWY_r3e2-yLJLBkOClC8kU/edit

1.    IV – Gershwin – They Can’t Take That Away From Me, https://drive.google.com/file/d/1chOIpWXvDdQ2zvvUIfR12ufwioMwtkdC/view?usp=sharing

2.    I – Bach – Fugue in G Minor BWV 542, https://drive.google.com/file/d/1BqEZOw34ISU0wM–Jl4KikrM8mFMC7Xf/view?usp=sharing

3.    I – Beethoven-Symphony #9, 4th mvmt, https://drive.google.com/file/d/1X_Ha9y5BPd7PwQcKDqYkqOeGlEg-BCxA/view?usp=sharing

4.    IV – Bach – Fugue in G Minor BWV 542, https://drive.google.com/file/d/1nmUChjWRRjJngsBjE5q1y0vA3ciYhKpU/view?usp=sharing

5.    I – Gershwin – They Can’t Take That Away From Me, https://drive.google.com/file/d/1zu-bBsR4o_JeL-DB-npvtTMZU1Mzeygf/view?usp=sharing

6.    IV – Beethoven-Symphony #9, 4th mvmt, https://drive.google.com/file/d/12amd26xglp6FmdhFQ7YInu2LbzKZ7HnD/view?usp=sharing

Lesson 11:  Instrumental vs. Instrumental/Vocal

Objective: Students will be able to aurally discriminate between instrumental and instrumental/vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear instruments and singing, or instruments only. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear instruments and singing.

I hear instruments only.

As students listen to each example, they complete the following worksheet:

Lesson 11 – Worksheet, https://docs.google.com/document/d/1WP0jaZ-76mn2oWr49AHM9n_nqmsEiAJoPhzD36MlXO4/edit

1.    I – Barriere: Sonata #10 In G – Allegro Prestissimo, https://drive.google.com/file/d/1hIGGwPEcG8UPXhHoXqjRFnMIggTgMo6a/view?usp=sharing

2.    IV – Handel: Ariodante, Sì Godete Al Vostro Amor, https://drive.google.com/file/d/1ahjJapQKr7JG_noa_-Ny6oVxOzqKWyf7/view?usp=sharing

3.    I – Gershwin – “Summertime”, https://drive.google.com/file/d/1ewDQMW4B808jmps7qo3PXCCqEZVTX7Nv/view?usp=sharing

4.    IV – Barriere: Sonata #10 In G – Allegro Prestissimo, https://drive.google.com/file/d/1fl8IB0no5Gsv4sM3aSXTMPfwuWae0pXN/view?usp=sharing

5.    IV – Gershwin – “Summertime”, https://drive.google.com/file/d/1grqwN7URAO8gIDmqTTu2aXpxcRqRwq6U/view?usp=sharing

6     I – Handel: Ariodante, Sì Godete Al Vostro Amor, https://drive.google.com/file/d/1l1_I7wVJwxi5T6uJjJNiC_wv3qvO-8KH/view?usp=sharing

Lesson 12:  Instrumental vs. Instrumental/Vocal

Objective: Students will be able to aurally discriminate between instrumental and instrumental/vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear instruments and singing, or instruments only. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear instruments and singing.

I hear instruments only.

As students listen to each example, they complete the following worksheet:

Lesson 12 – Worksheet, https://docs.google.com/document/d/1u8syT4cYRF9d3YneuURJugQLWZv4isE_bPbn90uHKZQ/edit

1.    IV – Guillaume Dufay – Se la face ay pale, https://drive.google.com/file/d/1iKCVzbBzv6NdtBFWEuwIiesw2hdNcEDb/view?usp=sharing

2.    I – Bach – Cantata #78, “Wir eilen mit schwachen”, https://drive.google.com/file/d/16IxfnAHVqdUWdYVDFBYbPmfa2ZvwLH2j/view?usp=sharing

3.    IV – Sakura, https://drive.google.com/file/d/1NeNx6ca2Ft1r6Nh_qfm4exCpJuxbFyFq/view?usp=sharing

4.    IV – Bach – Cantata #78, “Wir eilen mit schwachen”, https://drive.google.com/file/d/1Yf4sw93TCqR0gM4iV92nlIemCu_7Mm06/view?usp=sharing

5.    I – Guillaume Dufay – Se la face ay pale, https://drive.google.com/file/d/1f1l_zs-Kk121UgLTj2Wlcxeq6Vldo-_z/view?usp=sharing

6.    I – Sakura, https://drive.google.com/file/d/1CXZhUwqlzKMhhGmGYrNT6YWKJLgyCEJ4/view?usp=sharing

Lesson 13:  Vocal vs. Instrumental/Vocal

Objective: After listening to pieces of vocal and instrumental/vocal music, students will be able to decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “V” stands for vocal; the “IV” stands for instrumental/vocal.)

As students listen to each example, they complete the following worksheet:

Lesson 13 – Worksheet, https://docs.google.com/document/d/1jSLIb9gHY1R3PdwXTowNr89tx02vQo-5IruRLXhR_9A/edit

1.    S          IV – Bach: Mass In B Minor – Credo: Et Resurrexit/ IV – Bach: Mass In B Minor – Credo: Et Resurrexit, https://drive.google.com/file/d/1V8pcQNpOGf5RLqhfMtAYpZs2YgYv0oeY/view?usp=sharing

2.    D          IV – Fum, Fum, Fum / V – Fum, Fum, Fum, https://drive.google.com/file/d/1_p6vWkb1gk2FD3tUD3JrpeQ03QiPPZOY/view?usp=sharing

3.    S          IV – Eyes On the Prize / IV – Eyes On the Prize, https://drive.google.com/file/d/1c108fYYeNy5O3wC39vQ8DrX5zDXOQo89/view?usp=sharing

4.    S          V – Bach: Mass In B Minor – Credo: Et Resurrexit / V – Bach: Mass In B Minor – Credo: Et Resurrexit, https://drive.google.com/file/d/1xW2Mds-1By5371kq3_aCIzEKi81twvsw/view?usp=sharing

5.    D          IV – Eyes On the Prize / V – Eyes on the Prize, https://drive.google.com/file/d/1Ps1WfnYi2ifYvLLBaIU6_IsfzT09g85n/view?usp=sharing

6.    S          V – Fum, Fum, Fum / V – Fum, Fum, Fum, https://drive.google.com/file/d/1Q9PDExxXpGm4arfMGa4RZq9viwrMnggw/view?usp=sharing

7.    D          V – Bach: Mass In B Minor – Credo: Et Resurrexit / IV – Bach: Mass In B Minor – Credo: Et Resurrexit, https://drive.google.com/file/d/1Ybqu7rT4r5X4h3FE49-R31nV6vAnRqoC/view?usp=sharing

8.    S          IV – Fum, Fum, Fum / IV – Fum, Fum, Fum, https://drive.google.com/file/d/1cW-i9TDQKEZ6j8ZC92KlWM7efCJ0TJe4/view?usp=sharing

9.    S          V – Eyes On the Prize / V – Eyes On the Prize, https://drive.google.com/file/d/1864w1OCreybf0Z3LEzuTy352rE_KmAE_/view?usp=sharing

Lesson 14: Vocal vs. Instrumental/Vocal

Objective: After listening to pieces of vocal and instrumental/vocal music, students will be able to decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “V” stands for vocal; the “IV” stands for instrumental/vocal.)

As students listen to each example, they complete the following worksheet:

Lesson 14 – Worksheet, https://docs.google.com/document/d/1m7_-exoLskNudxl6Kop3ptraIQh-xZHHY1MoEBl2rQg/edit

1.    S          IV – Handel: Messiah – Hallelujah / IV – Handel: Messiah – Hallelujahhttps://drive.google.com/file/d/1xD8vEmqXs54yxXvVdFu68wHttBXmbdK4/view?usp=sharing

2.    D          IV – Wade in the Water / V – Wade in the Water, https://drive.google.com/file/d/18RPASNNIzXzkC5r6jKjBCZORQf86046u/view?usp=sharing

3.    S          V – “Hard Times Come Again No More” / V – “Hard Times Come Again No More”, https://drive.google.com/file/d/1awzyQNutEk5VWsf2gtKdkx_lTSSyB5kI/view?usp=sharing

4.    S          V – Handel: Messiah – Hallelujah / V – Handel: Messiah – Hallelujah, https://drive.google.com/file/d/1Rmq78qubnKiJG_UtSWduDXr8uEU8n544/view?usp=sharing

5.    S          IV – Wade in the Water / IV – Wade in the Water, https://drive.google.com/file/d/1QeTJEBqaVX_oGKwOILOkbeFU0L58sCsy/view?usp=sharing

6.    D          V – “Hard Times Come Again No More” / IV – “Hard Times Come Again No More”, https://drive.google.com/file/d/1yeAZV94ofs2n9FfXzBPcpK9ftyUh2PPN/view?usp=sharing

7.    S          V – Wade in the Water / V – Wade in the Water, https://drive.google.com/file/d/1C5v6Xi7RkPTjepQSls3cbqg0chVBjnYZ/view?usp=sharing

8.    S          IV – “Hard Times Come Again No More” / IV – “Hard Times Come Again No More”, https://drive.google.com/file/d/1bKc_gC-6ehrni02zyo0Qi8fJrR2unXhk/view?usp=sharing

9.    D          IV – Handel: Messiah – Hallelujah / V – Handel: Messiah – Hallelujah, https://drive.google.com/file/d/1SzWFVtH09GiqseaA4kvSKgHqdnNBjZu1/view?usp=sharing

Lesson 15: Vocal vs. Instrumental/Vocal

Objective: After listening to pieces of vocal and instrumental/vocal music, students will be able to decide if those pieces sound the same or different.

Procedures:

Students listen to the following pairs of musical examples.  After listening to each pair, students respond by saying whether the pair sounded the same or different. (The “S” stands for same; the “D” stands for different. The “V” stands for vocal; the “IV” stands for instrumental/vocal.)

As students listen to each example, they complete the following worksheet:

Lesson 15 – Worksheet, https://docs.google.com/document/d/1BJRm2uKPGRSoPdOxhqgUOX2O8Y3SSQeZgF6soT4BsXM/edit

1.    D          IV – Hatikvah – Israeli National Anthem / V – Hatikvah – Israeli National Anthem, https://drive.google.com/file/d/12aKg1pl_YFCr4p-ece1HFD6mjY-mGK7a/view?usp=sharing

2.    S          IV – Great Gettin’ Up Morning / IV – Great Gettin’ Up Morning, https://drive.google.com/file/d/1F2E8KURuc9bzl2DAhUXvI-13Yw5GaEpn/view?usp=sharing

3.    S          V – The Little Drummer Boy / V – The Little Drummer Boy, https://drive.google.com/file/d/1LY_wP5sRl5i2UtuABKTv-BeaC29wY5Mn/view?usp=sharing

4.    S          V – Hatikvah – Israeli National Anthem / V – Hatikvah – Israeli National Anthem, https://drive.google.com/file/d/1A5sOnJnhobbFXbKeeC3gzU2UJwHWrDE7/view?usp=sharing

5.    D          IV – Great Gettin’ Up Morning / V – Great Gettin’ Up Morning, https://drive.google.com/file/d/1zV58MKFRyEDJZHusZfaFeIUgCGNfytJR/view?usp=sharing

6.    S          IV – The Little Drummer Boy / IV – The Little Drummer Boy, https://drive.google.com/file/d/1ZIogC9vKu3MuhEBRqdgr56NJ4Uej4Pus/view?usp=sharing

7.    S          IV – Hatikvah – Israeli National Anthem / IV – Hatikvah – Israeli National Anthem, https://drive.google.com/file/d/1J8TBvEVomMtSQznmXxaNvVEGxhkrAYgO/view?usp=sharing

8.    D          IV – The Little Drummer Boy / V – The Little Drummer Boy, https://drive.google.com/file/d/1p4lwMyz-UNF5QsH01qOLqO3kI3bob1hu/view?usp=sharing

9.    S          V – Great Gettin’ Up Morning / V – Great Gettin’ Up Morning, https://drive.google.com/file/d/1ViDCJ9FViF8rNdHiMHroTtaSRlH7s2F3/view?usp=sharing

Lesson 16: Vocal vs. Instrumental/Vocal

Objective: Students will be able to aurally discriminate among vocal and instrumental/vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear singing and instruments, or singing only. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear singing and instruments.

I hear singing only.

As students listen to each example, they complete the following worksheet:

Lesson 16 – Worksheet, https://docs.google.com/document/d/1LvmpZT2iAxvnQtQKrJXfdBINjbY4dFBulKfdlaEuoeA/edit

1.    V – Bach: Mass In B Minor – Credo: Et Resurrexit, https://drive.google.com/file/d/1BLSzHEgEIavld50lEaBVwv0aOfHvQphd/view?usp=sharing

2.    IV – Fum, Fum, Fum, https://drive.google.com/file/d/1HL1hPNVBw6d9bCxVQjcZB3r382eMv-99/view?usp=sharing

3.    IV – Eyes On the Prize, https://drive.google.com/file/d/1aHS9JGhXYKSTudtHD5KypVQuAqD2N7WO/view?usp=sharing

4.    V – Fum, Fum, Fum, https://drive.google.com/file/d/1M5bgyOAfFI1QdT03IisPjQnbTBAOBxxV/view?usp=sharing

5.    IV – Bach: Mass In B Minor – Credo: Et Resurrexit, https://drive.google.com/file/d/1A8bTPgs2C9eTTgVl2tfZqWJ5ClHEk4FP/view?usp=sharing

6.    V – Eyes On the Prize, https://drive.google.com/file/d/1ZaB1pwSl7wKb3Vl0MvKccQqfytOy41Ff/view?usp=sharing

Lesson 17:  Vocal vs. Instrumental/Vocal

Objective: Students will be able to aurally discriminate among vocal and instrumental/vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear singing and instruments, or singing only. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear singing and instruments.

I hear singing only.

As students listen to each example, they complete the following worksheet:

Lesson 17 – Worksheet, https://docs.google.com/document/d/1NWoYJQMfzSkLS4gmXtkABAWTARw1irMRmxhrMbbmSTo/edit

1     IV – Handel: Messiah – Hallelujah, https://drive.google.com/file/d/1mv13mEqvtkKscjqjAz7OPFD4uJ6R1Rqv/view?usp=sharing

2     V – Wade in the Water, https://drive.google.com/file/d/1mv13mEqvtkKscjqjAz7OPFD4uJ6R1Rqv/view?usp=sharing

3.    IV – “Hard Times Come Again No More”, https://drive.google.com/file/d/1Nl6ULUob0OoYhnj4t1q3EpmAM0Xlq0Ez/view?usp=sharing

4.    V – Handel: Messiah – Hallelujah, https://drive.google.com/file/d/1u9D3dn5edzMneIqbRmDmvYxlNRjuyqah/view?usp=sharing

5.    V – “Hard Times Come Again No More”, https://drive.google.com/file/d/1Qye1KmPEqjGhzZ–v9I2w0umVzemLk4p/view?usp=sharing

6.    IV- Wade in the Water, https://drive.google.com/file/d/1LoX0Y-JYX5GFagHzCMe0QMfuakbx6ReT/view?usp=sharing

Lesson 18:  Vocal vs. Instrumental/Vocal

Objective: Students will be able to aurally discriminate among vocal and instrumental/vocal pieces of music.

Procedures:

Students listen to the following musical examples.  After listening to each example, students respond by saying whether they hear singing and instruments, or singing only. If students are reading off a whiteboard (or reading the chat during online learning), you can post the following sentences for them to read:

I hear singing and instruments.

I hear singing only.

As students listen to each example, they complete the following worksheet:

Lesson 18 – Worksheet, https://docs.google.com/document/d/1GoBpCRSE3w9vUvScuhPku20-Nk6jwZxv2qJrAh3Tf0w/edit

1.    V – The Little Drummer Boy, https://drive.google.com/file/d/1TVjTW4RLKWcM5Qa6I-GeZaLkN2yarDCZ/view?usp=sharing

2.    IV – Great Gettin’ Up Morning, https://drive.google.com/file/d/1AMXB9OJW9MAbm7pSVaXv9LxGcV_lxXpm/view?usp=sharing

3.    V – Hatikvah – Israeli National Anthem, https://drive.google.com/file/d/1JHMK36XGrAqSWIlH_IfxngbXA-D1abds/view?usp=sharing

4.    V – Great Gettin’ Up Morning, https://drive.google.com/file/d/1ej2XggA5qpomOEfg5QFZt_iyj9yPncoO/view?usp=sharing

5.    IV – The Little Drummer Boy, https://drive.google.com/file/d/1FWz6VR-okeILfwdNdRP-_9wkhYdqCuSr/view?usp=sharing

6.    IV – Hatikvah – Israeli National Anthem, https://drive.google.com/file/d/1oCq_vFiPwRXhDtYmeoKebs8HHn3gnrRn/view?usp=sharing