This lesson uses the book, Like a Hundred Drums, by Annette Griessman. The lesson can be used by music educators to practice dynamics and for exposure to classical music, and can be used by ELA or generalist teachers to enhance engagement and understanding of literature.
This lesson uses the book, Like a Hundred Drums, by Annette Griessman. The lesson can be used by music educators to practice dynamics and NCES ML.3, create music using a variety of sound and notational sources in grades K, 1 and 3.
Combine literacy and music by creating a body percussion accompaniment to the book, Listen to the Rain by Bill Martin, Jr. and John Archambault and to a selected piece of classical music.
Combine literacy and music by creating a body percussion accompaniment to the book, Listen to the Rain by Bill Martin, Jr. and John Archambault.
This lesson uses the book, One Day in the Eucalyptus, Eucalyptus Tree, by Daniel Bernstrom and Brendon Wenzel, to teach students about quarter and half notes.
This lesson uses the book, One Day in the Eucalyptus, Eucalyptus Tree, by Daniel Bernstrom and Brendon Wenzel, to incorporate music, reading/writing/language arts, visual art, social studies, and physical education into a lesson or unit of lessons. The resource lists 5 different ways the book can be used, from a 15 minute reading with instrumental accompaniment, to a weeks-long project of writing and illustrating a sequel to the book.
REMIX- Added accessibility enhancements Use the book Tanka, Tanka, Skunk! by Steve Webb to teach one or more of the following music concepts: quarter notes and rests, beamed eighth notes, piano, forte and time signature.
Combine literacy and music with this fun, rhythmic book!The book is Tanka, Tanka, Skunk! by Steve Webb. The link to the book on Amazon can be found in Resources. Read the book, associate the rhythm of the words with the syllables, add simple movements, and see the literacy connections grow!
Use the book Tanka, Tanka, Skunk! by Steve Webb to teach one or more of the following music concepts: quarter notes and rests, beamed eighth notes, piano, forte and time signature.
Use the book Tanka, Tanka, Skunk! by Steve Webb to teach one or more of the following music concepts: quarter notes and rests, beamed eighth notes, piano, forte and time signature.
Students will demonstrate an understanding of a round. This lesson is designed to fulfill Standard #1 of the National Standards for Music: Singing, alone and with others, a varied repertoire of music.
This lesson introduces how to build Neapolitan chords to the advancing composition and theory student. Audio and visual examples are given.
Students will complete two language arts activities for this lesson. In the first activity, students use folk
songs from the era of the California Gold Rush, which are introduced in the early chapters of By the Great
Horn Spoon! by Sid Fleishman, to identify folk song motifs in the classical music of AntonÃn Dvořák. This
will be explored by the students' creation of a labeled line drawing of one of Dvořák 's compositions. In the second activity, students will write a letter to Dvořák from the point of view of Master Jack, a character in Fleishman"™s novel, inviting Dvořák to continue his American tour into the gold fields of California for
musical inspiration.
Students will explore creating moods with music. Students will assimilate this new knowledge through the analysis of a story and the creation of a musical composition that reflects and enhances it. This activity will culminate with the recording of their musical accompaniment and story to produce a book on tape.
This lesson is designed to teach positional, directional and spatial skills, social skills, large motor skills, creative skills, and oral vocabulary using the "Aquarium" movement from Carnival of the Animals by Camille Saint- Saëns. The lesson is designed specifically to teach early childhood developmentally delayed students but can the challenge can easily be increased to make it appropriate for older grades or ELL classes.
With a little help by Stravinsky, students understand music evokes mood, emotion
and feeling. In the process, students develop critical listening and thinking skills, and illustrate through
cartooning what they believe is expressed in selections of Rite of Spring.
Students will listen to Music for the Royal Fireworks by George Frideric Handel (commissioned to celebrate the signed Treaty of Aix-la-Chapelle in 1749) and design a virtual fireworks display to accompany the music. Students will learn that the specific colors in a firework display are created when atoms of a particular element or a combination of elements are energized by the firework's heat. They will learn that the shape of the firework display is determined by the shape and structure of one particular component inside the firework shell. They will discover that each component of a firework has a role in the timing, sound, and visual display that make up a firework, and how to coordinate the fireworks display with a musical tract.
Students will engage with the mariachi music of Mexico through discussing audio and video clips, listening to individual instruments within the ensemble and imitating them by ear, and through playing an arranged mariachi piece. Extensions can lead to analysis of formal elements within the music, further study of the culture from which this music originates, or contact with culture-bearing mariachi musicians.
Students will explore the lives of various jazz musicians. They will become familiar with the social and historical events that were present during the lives of these individuals. They will listen to the music of the artists and become knowledgeable about their styles. This activity will culminate in the production of a news/talk show created and performed by the students highlighting the lives of these musical figures.
Students will need to correctly identify the missing 3rd in a given chord (some chords are minor!) to earn a chance to shoot a basketball. When a student chooses an incorrect pitch, the correct pitch is given.