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.

This unit affords teachers with opportunities to lead children in active singing games and
dances from Quebec, Canada. These lessons will offer young singers and players an
opportunity to listen to, discuss, sing, play games, and create.

Students are led in active singing games and dances from Quebec, Canada. These lessons will offer young singers and players an
opportunity to listen to, discuss, sing, play games, and create.

Students will learn ABA form through movement. This lesson is designed to fulfill Standard #6 of the National Standards for Music: Listening to, analyzing, and describing music.

By listening to the words of Beethoven, students will become familiar with Beethoven's feelings about being out in nature and his desire to express these feelings through his Symphony No. 6, rather than create images of pastoral life. Students will explore and identify images of the countryside and feelings about the countryside, and note the difference. Students will identify and explore the range of possible feelings one may have when in the countryside. Students will respond to Beethoven's music and feelings about the countryside through creative movement.

Students will learn about dynamics, tempo, acoustics and instruments in the music of Charles Ives. Students will be introduced to and learn about the literary term onomatopoeia, and how they can relate it to the sounds of Ives' music. Making the connection between literacy and music, students will create their own musical onomatopoeias using various media, such as water color, tempera paint, crayons, magazine text and markers.

Students will explore creating moods with music. Students will assimilate this new knowledge through the analysis of a story and the creation of a musical composition that reflects and enhances it. This activity will culminate with the recording of their musical accompaniment and story to produce a book on tape.

This lesson is designed to teach positional, directional and spatial skills, social skills, large motor skills, creative skills, and oral vocabulary using the "Aquarium" movement from Carnival of the Animals by Camille Saint- Saëns. The lesson is designed specifically to teach early childhood developmentally delayed students but can the challenge can easily be increased to make it appropriate for older grades or ELL classes.

Students will be able to relate the similarities and differences experienced by orchestra members and students of a first grade class as connected to the idea of the interdependence within a community. They will recognize that as members of a classroom community there are expectations for jobs, behavior, and intrinsic motivation to function to the best of the individual's ability. They will understand that a community within an orchestra has a similar construct to a classroom in that it is led by a conductor and that each person plays an important role within the playing of a piece, practicing their individual part, and colleague support.

Copland, an American maverick, becomes a storyteller as he writes about life in the early years of America. His Appalachian Spring helps students understand how people, places and things change over time, while his musical sketch reinforces the six traits of writing.

DSOKids is the Dallas Symphony Orchestra’s magical doorway to a world of musical fun and learning for students, parents and teachers. The site’s mission is to provide attractive, accessible and child-friendly resources that introduce symphonic music, the orchestra and its instruments, and to encourage both adults and young people to explore the world of the symphony orchestra.

Students and their teachers are introduced to the Kurdish people and their history and culture by
leading them on a Kurdish experience full of singing and dancing.

Students will be introduced to the great jazz composer and band leader, Duke Ellington by listening to his re-composed and re-orchestrated version of Nutcracker Suite by Pyotr Tchaikovsky. Students will be passively introduced to the music of Duke Ellington with the goal that students recognize similar melodies in his work to those of Tchaikovsky. Students will learn about jazz instruments and connections will be made to literature, social studies, music and writing.

Students will larn about a time in the past when three famous people- Igor Stravinsky, George Balanchine and John Ringling, Jr. - joined forces to create a ballet for ballerinas the size of battleships. Students will listen and move to Stravinsky's Circus Polka: For a Young Elephant, written for the ballet that featured fifty ballet dancers and fifty elephants. Students will hear the story, Ballet of the Elephants, and learn about the men who worked together to make it happen.

Throughout history, the night sky has been the object of much speculation, investigation and imagination by scientists and mathematicians, as well as the subject for creations and compositions by musicians and visual artists. Mozart"Ÿs (12) "Variations on "žAh Vous Dirai-je Maman" and "The Starry Night" by Vincent Van Gogh will stimulate students"Ÿ interest in the art of the evening sky.

Students will collaborate with a group of students and select a Culture Project to complete together in school.  The group will choose, design and plan and implement what the groups roles will be and what materials are needed to complete the project.  The teacher should allow the students to work on projects in school so that equal participation is taking place and can be observed. The students may select the countries in the folktale unit to research or one of their own as long as the project goals are met and agreed upon by all members in the group.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will learn same/different through a movement activity choreographed to Erik Satie's Gymnopedie No. 1 for piano solo. This music lesson plan is designed to fulfill Standard #6 of the National Standards for Music: Listening to, analyzing, and describing music.

Students will learn about the instruments of the orchestra by using the CD and book Those Amazing Musical Instruments. Students will demonstrate an understanding of the musical terms forte, piano, lento, allegro, staccato and legato. They will demonstrate the ability to keep the beat by using their bodies as well as conducting batons made from popsicle sticks.

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 show ternary (ABA) form in movement, sing a Russian folk song in English,
practice showing phrase structure and finding and showing beat, and discriminate a
rhythmic pattern at various tempi. This lesson uses music from Romani performers to explore basic musical concepts.