Students will be able to: listen with purpose to a musical selection; read with understanding a sample of poetry; and, discuss as a group what similarities in structure can be found in each creative sample. Through careful listening and sequencing, students will discover that each inventive listening example is congruent to the other through musical design and form.

Students are introduced to the culture and music of Mardi Gras Indians, an important African American phenomenon that takes place in New Orleans. Students will examine the tradition and its culture-bearers, listen to and analyze Mardi Gras Indian music, and examine the multiple cultural influences that have contributed to the tradition. Students will gain experience in listening, movement, and performance, which will enrich their sense of the musical and cultural complexity of this phenomenon.

This lesson was designed for a third grade unit on immigration and heritage. It can be adapted for other grades with an emphasis on culture in social studies. Students are encouraged to seek out information about specific traditions, culture and music from their heritage. The teacher will pick two pieces that have contrasting images. The students will listen to contrasting pieces of music and identify which one seems to connect with the student's family heritage.

This lesson will introduce students to the History the Nutcracker Ballet by P.I. Tchaikovsky. They will learn and listen about History the Nutcracker Ballet by P.I. Tchaikovsky through the resources provided. 

REMIX- Added accessibility enhancements.This lesson will introduce students to the History the Nutcracker Ballet by P.I. Tchaikovsky. They will learn and listen about History the Nutcracker Ballet by P.I. Tchaikovsky through the resources provided. 

This lesson introduces students to hymn singing and allows them to participate as singers in the choir and as accompanists in the bell choir.

Students will experience traditional Indian music and internalize it by moving to it. There will be an opportunity to listen to, play and dance to sitar music and ragas.

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).

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 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.

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.