Students will understand that music may add to and/or change the mood of written words, spoken words, or pictures for the listener or observer. Students will also learn that music often tells its own story. Students will learn to listen to music with open minds while visualizing what the music is depicting.

In this lesson, students are introduced to spirituals - songs created and sang by enslaved African Americans for many reasons including: expressing values, a source of inspiration and motivation, an expression of protest and coded communication. Students will listen to spirituals and sing a spiritual, then identify characteristics of spirituals. Students will decode a spiritual.

Through the use of music, students will make connections with the historical events in Colonial America and Europe during the early 19th century. Using the music of Sousa and Tchaikovsky, students will understand how music can become a patriotic symbol and help depict historical events.

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.

This lesson will introduce students to Igor Stravinsky. Students will be engaged with Stravinsky"™s music and will interpret their feelings in the form of art and poetry.

This lesson integrates language arts with visual and performing arts. Students immerse themselves in the world of the Russian folktale, The Firebird, and then explore other avenues of appreciating the tale through listening and dancing to Stravinsky's Firebird Suite, as well as engaging in theater and visual arts activities.

Students will learn and understand what syncopation is through physical activities relating to the human body. They will also learn a dance to a musical selection from Stravinsky's Rite of Spring.

Students relate various dynamics and tempos through listening to musical excerpts, then relate these characteristics to individual poetry selections using appropriate music suggested by the poem as background and the best voice for their reading/reciting.

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.

The segments of this unit offer an investigation of the impact of circumstance on the music of a people through examination of several musical selections from the Five Nations heritage (Choctaw and Cherokee in particular) during and following the Trail of Tears of 1831 and 1838 respectively.

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.

This lesson focuses on using history and music of fanfares to write a personal fanfare for an important person in each student's life. Students will be able to describe elements and history of fanfare music.

This lesson takes students on a journey back in time. The children start in the world they are familiar with and go back in time to a world that is both different and yet somehow the same. The children learn about the pace of life now and then.

Students move and listen to Beethoven's Symphony No. 6 in F major, Op. 68, second movement Andante molto mosso, known as Scene by the Brook, as they imagine taking a journey with Beethoven along a path. They focus on the dynamics and tempo of the music and work to build their own personal image of what it might look like and feel like to take a walk with Beethoven beside a brook. As they listen to the entire Symphony No. 6, students will work in teams to create a visual representation of each movement using oil pastels. They will conclude by writing a paragraph which describes their picture.

Students will review the life of Beethoven leading to a discussion about Beethoven"™s Moonlight Sonata. Students will learn to waltz and will practice skip-counting by 3"™s to Moonlight Sonata.

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.

Excellent cross-curricular music and science lesson about where sound comes from. Activities for students to discover and learn about waves, vibrations, frequencies, and how energy relates to volume (dynamics). Includes video clips, and hands-on interactive experiments with everyday objects.

Students will participate in class discussion regarding the identity of jazz music, basic elements of music, the origins of jazz, and why jazz is considered America's music. Students will also compare improvisation with regular conversation, as well as, listen to various jazz saxophonists to compare and contrast their individual playing styles.

Students will be introduced to the three pieces of Aboriginal music from the Northern Territoy of Australia. They will perform rhythms with body percussion and on rhythm instruments. They will listen for particular melodic patterns and show them through drawing as well as singing on neutral syllables. They will act out the story of the song.

Students will gain an understanding of ten instruments of the orchestra (trombone, trumpet, french horn, cello, violin, flute, clarinet, oboe, bassoon, harp). This lesson is designed to fulfill Standard #6 of the National Standards for Music: Listening to, analyzing, and describing music.