The student will have a an understanding of (1) the difference in day and night, (2) what causes day and night, (3) what does day and night look like, (4) what activities are most often related to each of these times, and (5) what kind of animals are awake and asleep in the day or night. The student will be able to express these activities in dance and to decide which music best fits daytime and nighttime. The student will also be able to visually depict the different times of the 24-hour day in dramatic play and on paper.

Students will gain an understanding of the difference in day and night, what causes day and night, what does da and night look like, what activities are most often related to each of these times, and what kind of animals are awake and asleep in the day or night. This integrated lesson uses the first movement, Morning Mood, from Edvard Grieg's Peer Gynt Suite No. 1, Op. 46 and Frederick Chopin's Nocturne Op. 9, No. 2, to study day and night by associating musical selections that depict aspects of each time.

In this three lesson unit, the concept areas of rhythm, melody, harmony, form and tone color are used. Skills will be developed in singing, moving, listening, playing instruments, creating, analyzing, and relating music to other areas such as history and literature.

Students are provided daily opportunities to hear, dance and move to the three separate movements of Vivaldi's Spring from The Four Seasons. Different dance and rhythm activities are used to acquaint students with the movements. The changes in tempo are discussed, as well as, musical vocabulary for fast (allegro) and slow or large (largo).

Students will demonstrate an understanding of steady beat as they participate in this team-based movement activity. This lesson is designed to fulfill Standard #6 of the National Standards for Music: Listening to, analyzing, and describing music.

This is a series of lessons on Carnival of the Animals by Camille Saint-Saëns, and is the culmination of a science unit on animals. Students are introduced to and read passages from the book that accompanies the music of Carnival of the Animals by Barrie Carson Turner. Students discuss various musical elements such as dynamics, tempo, and orchestration. Following a deep listening activity, students create pictures and write descriptions to go along with the animal's music.

Students will learn about the instruments of the orchestra by using the CD and book Those Amazing Musical Instruments. Students will demonstrate an understanding of the musical terms forte, piano, lento, allegro, staccato and legato. They will demonstrate the ability to keep the beat by using their bodies as well as conducting batons made from popsicle sticks.

Students listen to Vivaldi's The Four Season, Autumn, and describe emotion, tempo, and dynamics. Students engage kinesthetically as they move to the music and learn about the composer. Students learn the scientific reasons for fall leaves changing color. Students sing the poem "Little Leaves" to the tune of Twinkle, Twinkle and the tune of Row, Row, Row Your Boat. Students do a choral reading of "Colors of Fall." Students will collect real autumn leaves, then draw and paint them as their interpretation of Vivaldi's Autumn.

In this lesson are opportunities for teaching and learning about some ways in which music is aligned with visual art. A sampling of songs from Smithsonian Folkways Recordings is presented, alongside the cover art relevant to the songs. Several well-known pieces are featured from the wide array of recordings first envisioned by Folkways Records' founder Moses Asch in the 1940s. Singing, chanting, and movement experiences are featured alongside examinations and discussion of the photographs and imaginative artwork of the historical album covers.

Students will listen to and map the melodic contour of a familiar children's song by shaping yarn on the music classroom floor to represent the melody of the song. This lesson is designed to fulfill Standard #6 of the National Standards for Music: listening to, analyzing, and describing music.

Students will become familiar with the form of Trepak (Russian Dance) and various combinations of locomotor and non-locomotor movements such as skipping, galloping, hopping, jumping, walking, bending, twisting, nodding, and swaying in time to music.

Using Beethoven's Symphony No. 5, students will discover how difficult it is to compose music with a hearing loss. Children will develop an understanding of overcoming disabilities and preserving through life's struggles.

Students will understand and demonstrate four dynamic levels (p-f) with this "Easter Egg Hunt" themed lesson plan. This lesson is designed to fulfill Standard #7 of the National Standards for Music: Listening to, analyzing, and describing music.

This lesson introduces students to Babar, an elephant portrayed in the children's books by Jean de Brunhof. Students will listen to Francis Poulenc's musical composition of the same name, written to reflect the scenes in Jean de Brunhof's book. Students will gain an understanding of how powerful the use of simple rhythm instruments is in retelling the story. Students will also create visual works of art based on the sounds they hear in the audio performance.

Students will identify the character, setting, and plot of the story of Ballet of the Elephants and listen to Circus Polka: For a Young Elephant, composed by Igor Stravinsky for the ballet. Students will then listen to a piece of unidentified music to create their own character, setting, and plot diagram. They will use this diagram to create their own story that includes characters, a setting, and a plot (beginning, middle, and end).

Students examine and listen to a variety of forms of music to learn about the cultural, geographic, and stylistic diversity available within the United States.

Through this multi-sensory lesson, students are introduced to the four oceans of the world. The use of music, art and creative movement increase the experiential learning of all students.

Students will be taught the correlation of Native American music and rhythm. They will also create their own Native American musical instrument and develop a rhythm of their own. Students will understand the basics of rhythm and develop their own rhythms.

Students will learn to appreciate the process of telling a story through song, while learning basic musical skills like rhythm, singing on pitch, and call-and-response format.

Students will understand the basic elements of a fanfare, and the significant role fanfares have played in history as a means of communicating information and emotions.