This listening map is designed to support listening lessons/activities in the music classroom. This lesson resource is designed to fulfill Standard #6 of the National Standards for Music: listening to, analyzing, and describing music.

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

Students will gain a basic knowledge of acoustics; the families of instruments in the orchestra; an instrument's pitch range; and how sound is produced by an instrument.

Explore the world of Irish culture through playing, singing and dancing. Students will learn to differentiate styles of Irish music and start discussing the cultural context of song and dance.

Students discover the island cultures of the South Pacific and their musical expressions with songs, crafts, and games. Lesson also uses recordings of Hawaiian slack key guitar, rhythmic games songs from the Solomon Islands, and Papua New Guinea flute playing.

Students will use Mike Seeger's performance of "Josh Thomas' Roustabout" as a gateway to exploring vocal expression within a limited-tone sequence. Students will critically discuss the relationship between the voice and accompanying instruments, compose their own limited-tone songs, accompanying themselves on Orff Instruments, and improvise within a limited-tone sequence on recorders.

This unit is designed to integrate the elements of landscape design and elements of music. Students in 3rd, 4th and 5th grade are asked to consider American landscapes as they learn how one musician, Aaron Copland, created music that is distinctly American - a musical American landscape.

In a series of two short lessons, your students will learn about the important contributions made by Duke Ellington to the field of jazz, and the creativity expressed in his music. As the students explore the language of the 1920s, connections will be drawn between popular expressions and the sounds created in jazz. Your students will create an original poem using these words and expressions. Finally, your students will have the opportunity to respond to a piece of Duke Ellington's music through the use of adjectives (or metaphors and similes).

In a series of three short lessons, your students will learn about the important contributions made by Duke Ellington to the field of jazz, as well as some of the factors that led to his involvement in the field. As the students explore the language of the 1920's, connections will be drawn between popular expressions and the sounds created in jazz. Your students will craft an original poem using these words and expressions. Finally, your students will have the opportunity to respond to a piece of Duke Ellington's music through movement and art.

Students experience the areas of performance, dance, and socio-cultural heritage of polka music. This lesson is designed for elementary and middle general/classroom music students and can be easily adapted for other types of music classes.

Students will use their understanding of narratives (character, plot, setting, beginning, middle, and end) to create their own descriptive stories inspired by the music of Vivaldi"™s Four Seasons, and his words to his Sonnets.

This lesson provides students an opportunity to use classical music to deepen their understanding of the Six Traits of Writing. Through listening and responding to music, the students make associations and draw conclusions that contribute to their ability to produce strong writing.

Students will gain an understanding of meter by learning about 3 common patterns of accented and unaccented beats. This lesson is designed to fulfill Standard #5 of the National Standards for Music: Reading and notating music.

Moccasin Game songs of the Navajo and Mescalero Apache tribes are little known outside
these cultures, but hold intrigue and understanding for those who pursue the experiences
noted here. Students will learn the cultural significance, key traits, and pure joys of playing
Moccasin Game songs through an exciting process of listening, singing and playing.

Students will isten to and discuss a piece of music and develop a list of emotions inspired by the music. Using this list they will analyze the characters in a story and determine the character traits shown. The students will then listen to three different pieces of music and assign each piece to the character it would represent.

This is a collaborative lesson that integrates technology, language arts, and music. Through this collaborative unit, students completed several instructional activities including an introduction to the music and a deeper study of the story of The Magic Flute, reading of Mary Pope Osborne's Magic Tree House #41: Moonlight on the Magic Flute, creating a drawing of the Temple of Wisdom using a paint software tool, attending a production of The Magic Flute, and reflecting upon and analyzing the performance.

This lesson is designed to help students understand that Classical music can refer to music composed during a period in music history known as the Classical Period rather than the style of all symphonic music. The students will be given a brief overview of the Baroque, Classical, Romantic and Modern Periods of music. Next, students will learn about the lives of two famous composers of the Classical Period, Beethoven and Mozart. After listening to several selections by these two composers, the students will compare and contrast the composition styles of the two composers utilizing a Venn diagram.

This lesson utilizes Classical and Disco music to teach about Beethoven's life while integrating many language arts standards at the same time. Music, art, and math were also incorporated into the theme unit. The main objective of this unit was to teach fact and opinion. There is no right or wrong answer to what makes music, music. It's a matter of opinion.

Students will enjoy experiences in listening, singing and playing on instruments, and they will learn to study how different groups of people have influenced one other. This unit of study is intended to develop student knowledge of the Creole influence on the music of various countries in the Americas: French Guiana, Surname, and the United States.

This unit of study is intended to develop student knowledge of the Creole influence on the music of various countries in the Americas: French Guiana, Surname, and the United States. Students will enjoy experiences in listening, singing and playing on instruments, and they will learn to study how different groups of people have influenced one other.