This is a fun and creative way to explore the 12 Days of Christmas. This lesson reinforces numerical order, repetition within a song, and group effort. It's also very cute to see the creative ways the students â€œbecomeâ€ the 12 Days of Christmas. Composition with instruments is also involved.
Understanding that musical themes are the same even if they are played in different styles can help students understand that numbers maintain their same value even if they appear in different forms.
Students will learn about sound and how sound moves. Students then work together to make an instrument (a kazoo) to make sound and perform a piece of music "William Tell Overshirt" using their kazoo.
This unit gives students a broad range of songs that familiarize them with different cultures, lifestyles, and periods of history.
This integrated lesson, focusing on United States History, incorporates learning about the Wild West and the western outlaw Billy the Kid through the music of Aaron Copland. The lesson provides musical reflection and each movement of Copland’s ballet Billy the Kid work and opportunity to experience deep listening for the elements of Dynamics, Articulation, Rhythm and Tempo (DART).
Students learn how classical music and art combine to make an exciting tool for creative write and art expression. Students will develop the skill to write more expressively using descriptive words and phrases such as adjectives, adverbs, metaphors, and similes in order to make their writing come alive, and be more visual and engaging.
Students will listen to Copland's Appalachian Spring while listening to a reading of Heartland by Diane Siebert. They will then write their own poems and create accompanying artwork.
This lesson will contrast Aaron Copland's Appalachian Spring (classical) and Stephane Furic's Crossing Brooklyn Ferry (jazz), and the role the poems Crossing Brooklyn Ferry by Walt Whitman and The Bridge by Hart Crane, bring to the music.
Students will use the San Francisco Symphony's Kids website to choose music that supports the events and people associated with the history of Oklahoma, such as Native Americans explorers and exploration; Civil War; Trail of Tears; Land Run; and farmers, and ranchers. Students will write two or three sentences to explain and support their selection of music. In small groups, students will create a statue or tableau depicting one of the events. Students will perform a tableau for the class with their musical selection as a background.
Students will discover how the love of music connected two important figures in world history: Benjamin Franklin, an American founding father, and Wolfgang Amadeus Mozart, an Austrian composer. Additionally, students will begin to understand pitch, and how each note is calibrated to create its own unique sound.
This lesson site moves into more advanced seventh chords, their construction and inversions. Audio and visual examples are given to reinforce instruction.
Students will discover the differences in musical tempo between fast and slow. Students will learn to use the
correct musical terms to describe the tempo of each piece. Students will use streamers and their bodies to
show at what tempo each piece is played.
Students will discover how to read music notes in the treble clef and then will learn to perform simple songs on
xylophones, through reading the story Freddy the Frog and the Thump in the Night by Sharon Burch.
Using whisper songs from Burundi, Mbira melodies from Zimbabwe, and Pygmy music from the central rainforest students will employ combinations of singing, improvisation, and composition to experiment with styles of music and performance.
In this unit of instruction, students will develop an appreciation for the role of music in the social societies of the Kpelle people in Liberia, the Tuareg people from the Sahara, and the Anlo-Ewe people from Ghana through listening examples, storytelling, reenactments, and instrument making.
This six- lesson unit is designed to expose the learner to spirituals and to encourage their
understanding of the importance of spirituals to the African American community during slave
times and the Civil Rights Movement.
Students will assign an orchestral instrument to an African animal, using characteristics which
they have in common. The students will write a cinquain poem and create a poster (collage) with their
African animal as the theme.