Students work in small groups to compose and record a ?found percussion? piece using materials at hand in the classroom, their bodies, and rhythms they identify in their environment.
While studying ecosystems, students will focus on the changes that occur in deciduous forest throughout the seasons. With that knowledge, they will listen to and analyze Vivaldi's The Four Seasons. As a culminating activity, students will use oil pastels to show what a deciduous forest would look like during each season.
Students will gain a full understanding of free jazz and fusion styles. Students will also explore how free jazz and fusion reflected American culture and society in the 1960's and 1970's.
This not-for-profit multi-media organization encourages and celebrates the development of youth through classical music. Students can listen to the archived radio programs and read biographies and interviews of the young musicians. The site includes MENC lesson plans for middle and high school classes and a teacher’s guide. Activities which encourage critical thinking and listening, role modeling, exploration of multiple representations of music, and interviewing techniques can be downloaded using Adobe Acrobat Reader.
Students begin by brainstorming the functions or purposes of music and by discussing music's power as a mirror and a symbol. A special focus will be made on the use of music to sell- how advertisers use the power of music to create bonds between consumers and products. As a group activity, students will create and present multi-media, musical collages, based on the functions of music that they have brainstormed. This lesson examines how music reflects and influences societies and is a metaphor for ideas and experiences.
Students will collaborate together to choose, design, plan, and implement groups roles to determine what materials are needed to complete the project. The teacher observe as student groups complete projects during the school day to ensure participation is achieved in an equitable manner. Students will select and research a specific folktale from the unit Upon completing the group project, students may research a folktale independently provided the group agrees and their project goals are met.This lesson was developed by Lisa Bruet to fulfill requirements of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
Students will collaborate with a group of students and select a Culture Project to complete together in school. The group will choose, design and plan and implement what the groups roles will be and what materials are needed to complete the project. The teacher should allow the students to work on projects in school so that equal participation is taking place and can be observed. The students may select the countries in the folktale unit to research or one of their own as long as the project goals are met and agreed upon by all members in the group.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
Students will collaborate with a group of students and select a Culture Project to complete together in school. The group will choose, design and plan and implement what the groups roles will be and what materials are needed to complete the project. The teacher should allow the students to work on projects in school so that equal participation is taking place and can be observed. The students may select the countries in the folktale unit to research or one of their own as long as the project goals are met and agreed upon by all members in the group.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
Students will select items from a simulated landfill in the school gym to use in building an instrument from recycled materials through a group relay race. Students will glean the knowledge they gained by viewing the "Landfill Harmonic" clip, studying a link explaining the “Engineering Design and Building Process” as well as reviewing the link “How Instruments Work” about the size and shape of an instrument and how it affects the sound. Class discussion on this sound production of traditional instruments will be valuable in the students' building process. Groups will lastly collaborate to create a poster and write a script for their presentation showing how they built their instrument from recycled materials. This lesson was developed by Angela Windley as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
Students will re-watch the video clip from “Landfill Harmonic” as watched in the first lesson and will re-evaluate their feelings regarding poverty in their music journals. Students will initially meet in pairs for the discussion, then they will gather in their small groups for discussion about how the story of the members of the Landfill Harmonic has affected their perspective on poverty around the world including the local community. Students will create a group observation statement from their journal entries and discussion which will be read during the presentation. This lesson was developed by Angela Windley as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
Through the video clip from "Landfill Harmonic", students will learn about poverty in Paraguay and how their community used items from a landfill to create instruments. This provided opportunities for their children to be involved in an orchestra and rise above their poverty-stricken life.Students will also hear a story “My Visit to a Mexican Landfill” that will enlighten them to poverty in other parts of the world. They will answer four specific questions about living in poverty. They will review characteristics of instrument families (Strings, Percussion, Brass, and Woodwind) as well as brainstorm about creative ways instruments can be made with recycled materials and which items could be used. This lesson was developed by Angela Windley as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
Students will gather their group instruments, posters, and scripts and will present the making of the instrument, the learning process about poverty, as well as perform the instrument sound. Group members will assess themselves as well as other members of their group. The assessment will include each student's individual contribution and effectiveness in participating in the presentation. Students also will assess other groups' work and rate the effectiveness of the presentation. The teacher will write an assessment for each group which will be shared individually by the teacher with the groups. This lesson was developed by Angela Windley as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
Students will be introduced to the music of India with a focus on introductory terminology, elemental concepts, and instrument identification through various singing, listening and playing opportunities.
Students will develop a deep appreciation of the life and music of Ludwig van Beethoven. Students will develop the ability to articulate moods and imagery in music through poetry. They will be able to do this through comparing and contrasting two pieces of Beethoven's music via language and movement. They will depict Beethoven in an art piece and learn about his life.
Students will discuss emotion words. They will look up synonyms for emotion words. They will then listen
to the first movement of Beethoven's Fifth Symphony and discuss the emotions they hear. Discussion about
instrument families and dynamics will take place to help students decide why the song gives certain
emotions. After several times listening to the music students will create a graph of the emotions they hear in
the music.
Students will learn about the ancient Greek god of music, Apollo, through two pieces of classical music. The students will discuss the role of music in ancient Greece. The students will analyze two musical compositions, Apollo by Igor Stravinsky and Apollo et Hyachinthus by Wolfgang A. Mozart.
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.
Students can use music to read each other"™s minds! As students learn to differentiate tempo and dynamics to interpret the mood of the music, they will express it through physical movement that allows their classmates to guess what is on their mind.
Students will learn same/different through a movement activity choreographed to Erik Satie's Gymnopedie No. 1 for piano solo. This music lesson plan is designed to fulfill Standard #6 of the National Standards for Music: Listening to, analyzing, and describing music.