Grade Level: 5 Intermediate Music 3
Course Code: 5013110
Lesson Focus: Creating a Soundscape
Objective
Common Core State Standard
NGSSS Aligned Standards
Students will create an
instrumental soundscape
which they will perform along
with appropriate props and
movement to represent their
interpretation of the poem,
Danse Macabre.
LACC.5.SL.1.3- Summarize the
points a speaker makes and explain
how each claim is supported by
reasons and evidence.
MU.5.C.1.2 - Hypothesize and discuss, using correct music
vocabulary, the composer's intent for a specific musical work.
MU.5.S.1.2 - Compose short vocal or instrumental pieces using a
variety of sound sources.
MU.5.F.1.1 - Create a performance, using visual, kinesthetic, digital,
and/or acoustic means to manipulate musical elements.
Focus
Vocabulary/Concepts
Essential Questions
Listening, Rhythm, Melody,
Harmony, Form, Tone Color,
Expressive Qualities
Dynamics (p, mp, mf, f)
Crescendo/Decrescendo
Sound carpet
Main Idea
Interpretation
Stanza
Composition
Composer
How does creativity impact our world?
Procedure
● Review the piece, Danse Macabre by Camille Saint-Saens, with your students (auditory). If they have not previously experienced
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this piece prior to this lesson, review the 2nd grade lesson as appropriate with your students.
Read the poem Danse Macabre by Henri Cazalis with the class. Lead a discussion based on the poem (auditory). Ask:
○ What is the feeling that this poem conveys?
○ What are the major themes?
○ What color words stand out?
○ Are there any words that rhyme or have an interesting rhythm?
○ What are keywords in each stanza you might want to emphasize?
Have the entire class create a soundscape and add in props for the first and last stanza (auditory, kinesthetic, verbal, spatial,
interpersonal, logical).
Split the class into groups and have them address the other 5 stanzas. The students can add in classroom instruments, movement,
props, and/or costumes to help convey the main idea of their stanza.
Have each individual group perform their interpretation of the stanza and ask how their interpretation is supported by reasons
and evidence.
Perform the entire poem (auditory, kinesthetic, verbal, spatial, interpersonal, logical).
Assessment
Formal, Informal, Other
Differentiated Learning
Students can work together with a
partner or on their own when playing
instruments.
Learning Styles
Auditory, Kinesthetic, Verbal, Spatial, Interpersonal,
Logical/Math
Rubric:
Score 4
Score 3
Score 2
Score 1
Student interpretation was well
thought out and supported by
evidence. Used many
appropriate props, movement,
instruments to help tell the
story.
Student interpretation was
somewhat thought out and
supported by evidence. The
students used several props,
movement, instruments to help
the tell the story.
Student interpretation showed a
minimal understanding and was
somewhat supported by
evidence. The students used a
few props, movement and/or
instruments that helped to tell
the story.
Student interpretation showed a
lack of understanding, and did
not show supporting evidence.
Students did not use many
props, movement, or
instruments to help tell the
story.
Lesson Plans Created by: Chris Burns, John Deir, Chris Givens, Kimberly Haggard, Rachel Robertson, Joani Slawson
Teachers in Brevard and Osceola counties.