When did music develop? What role did music play in precivilization? This lesson asks students to interact with the music and art of the hunters and gathers, and determine what role it played in their culture.

Students use music they already know and love to learn about the language and expression of music. Students will select an autobiographical piece of music that represents who they are, what is important to them, what they value, and how they would like to be perceived by others.

Students will identify the character, setting, and plot of the story of Ballet of the Elephants and listen to Circus Polka: For a Young Elephant, composed by Igor Stravinsky for the ballet. Students will then listen to a piece of unidentified music to create their own character, setting, and plot diagram. They will use this diagram to create their own story that includes characters, a setting, and a plot (beginning, middle, and end).

Through this multi-sensory lesson, students are introduced to the four oceans of the world. The use of music, art and creative movement increase the experiential learning of all students.

Students will understand the relationship with nature reflected in Native American music. Students will understand that instruments have different voices that reflect these relationships.

Students will be taught the correlation of Native American music and rhythm. They will also create their own Native American musical instrument and develop a rhythm of their own. Students will understand the basics of rhythm and develop their own rhythms.

Students will understand how music sets the mood for movies and contributes to the movie through development of a claymation video to illustrate nuclear decay, fusion, fission, and nuclear chain reactions. Students write scripts and create story boards, create backdrops, clay characters, and add music, voice over and text to create a multi-subject collaboration.

This lesson will introduce students to the music of composer Pyotr Tchaikovsky and prepare them for a field trip to see "The Nutcracker" ballet. Students will write a poem from the images they imagine or vizualize while listening to two selections from "The Nutcracker".

After learning about the life of composer Ludwig van Beethoven and listening to a variety of musical selections, students will create an Ode to Beethoven to express their appreciation and knowledge for his life and musical talent. In addition, the students learned about the artist Andy Warhol, and will use this knowledge to create an art piece of Beethoven in the style of Warhol.

Students will listen to "Oiseaux exotique" by Olivier Messiaen, and learn how this composer transformed real bird calls into melodies used in his music. Students will make a visual representation of their own exotic bird from their imagination. Each student will write a descriptive paragraph using vivid adjectives that describe their exotic bird and then exchange their descriptive writings with classmates.

Students will understand the basic elements of a fanfare, and the significant role fanfares have played in history as a means of communicating information and emotions.

Peter and the Wolf becomes Pedro y El Lobo as students in Spanish class are given to opportunity to increase their vocabulary with an exploration into the classic musical tale by Sergei Prokofiev. This lesson provides practice in new vocabulary and natural dialogue as the students create a new ending to the tale
and perform it in front of their peers.

This is a simplified version of Sergei Prokofiev's Peter and the Wolf taught in a developmental delay program for special needs students and English language learners. It is easily adapted to meet the needs of older children with the same educational needs. The purpose of the lesson is to provide the students with a variety of experiences performing and telling the story of the fable that Sergei Prokofiev has set to music, and to introduce the students to various instruments of the orchestra.

This lesson shows students where rock music really began! Students will create musical instruments with objects from nature. Using their created instruments, students compose and perform a musical arrangement, while making connects with their knowledge of life during the Stone Age.

Students will listen to Copland's Rodeo, Saturday Night Waltz, and discuss the dynamics and tempo of the composition. Students will learn about different aspects of pioneer life, focusing on the art of quilt making. Students will help make an actual quilt from muslin and calico print fabric, and contribute a paper square to the class crazy quilt.

Students will listen to the sounds of instruments and classify instruments into four families. Students will recognize the instruments of the orchestra from sight and sound by utilizing the www.sfskids.org website. They will compare the sounds of different instruments and learn to classify them into four families. Students will make their own fabric square to be sewn into a quilt that will be displayed in the classroom.

This lesson was created for primary age students but can easily be adapted into the intermediate or middle school social studies lesson. Students will explore a period of time when African Americans were striving to make their mark on American music. Ragtime music will be experienced through listening to classics, observing performances, researching the life of Scott Joplin, learning dances, and wearing self-made costumes of the era. They will reflect on the Ragtime music, the struggle of African Americans, and the life skills of successful people who perservere.

Students look at musical notes and determine their value in the measure in terms of rational numbers. They will figure out what the value of the note is in fractions, decimals and percents of the entire measure.

Students will gain an understanding of music"™s relationship to the American, French and Russion revolutions. Students will also gain knowledge that music has changed over the last 200 years as a result of a musical revolution.

Students will listen to Stravinsky's The Rite of Spring, discuss what spring time means, and create a list of adjectives for the music. Then, they will watch the part of the Disney film Fantasia that re-interprets the same music. Students will add to their list of adjectives, retell the film's story, and compare the original music to the film's story. After listening again, and moving to the music, they will write and draw a response.