‘Embolada” is a form of poetry and song that has set refrains. The refrains allow
singers to organize their next improvised stanza in their heads—even as the music is
sounding. (McGowan,1991) This form of traditional music is active in the northeastern
region of Brazil. Embolada has a fast rhythm and complex tone that deftly incorporate varied
lyrics and onomatopoeia. Embolada is mostly improvised following a dialogue by the
“Embolador”, who sings while hitting the Pandeiro at short intervals in between verses. The
singer needs considerable skill, experience, and a sense of humor . Embolada is sung in the
streets; it is influenced by American rap music and African music. Using the Embolada
rhythm, students can improvise lyrics and sing solo.

"˜Embolada" is a form of poetry and song that has set refrains. The refrains allow singers to organize their next improvised stanza in their heads"”even as the music is sounding. (McGowan,1991) This form of traditional music is active in the northeastern region of Brazil. Embolada has a fast rhythm and complex tone that deftly incorporate varied lyrics and onomatopoeia. Embolada is mostly improvised following a dialogue by the "Embolador", who sings while hitting the Pandeiro at short intervals in between verses. The singer needs considerable skill, experience, and a sense of humor . Embolada is sung in the streets; it is influenced by American rap music and African music. Using the Embolada rhythm, students can improvise lyrics and sing solo.

Students will work in groups to compose pieces of music to represent a season of the year. They will combine the pieces into a Rondo form.

Students learn that it is possible to use some of the same strategies for understanding music that we use to understand literature. Students have an opportunity to identify a musical theme when played by in a variety of styles.

Students will gain a keen understanding of the Musical Instrument Families. They will understand how instruments are played. Finally, their experience will bring an understanding of the culture and climate of the Symphony, as it becomes truly accessible to students of all socio/economic backgrounds.

Students will compare and contrast Stravinsky's Rite of Spring to Vivaldi's Four Seasons, La Primavera (Spring). Pair the music of Stravinksy with the art of Edvard Munch. Pair the music of Vivaldi with the art of Claude Monet. Discuss the similarities and differences. Discuss Josef Albers'Homage to the Square entitled "The High Spring". Discuss how color and mood are connected. Create a color square in the style of Josef Albers to represent the pairings of Stravinsky and Munch and the pairing of Vivaldi and Monet.

Students compare the tempo of music to the tempo of reading. By having students learn about tempo through music, poems and movement, they will gain an understanding and be able to explain times when they should use a slower or faster tempo when reading.

Students will demonstrate an understanding of simple rhythms by reading and performing rhythms to win squares in this musical twist on the classic "Tic-Tac-Toe" game. This lesson is designed to fulfill Standard #5 of the National Standards for Music: Reading and notating music.

Students learn to keep a steady beat in a fun-filled activity, while drilling their math facts. This lesson is designed to fulfill Standard #7 of the National Standards for Music: Evaluating music and music performances.

Students will learn how to effectively visualize. They will create detailed visualizations after smelling familiar smells, while listening to a story and while listening to a piece of music. By the end of the lesson, students will understand the importance of visualization in reading and music.

In this cooperative improvisation, students will go through a process of composition very much like what a composer might do in preparation for creating a serious piece of music. Students find inspiration, research details, imagine what might be possible and then deal with the practicalities of the performance group that they have chosen. Writing down music to share with someone in print is the final stage and may take years to perfect, but this non-written experience allows each child to imagine and create a unique, musical expression which can be shared with others.