This is an easy interactive resource that allows students to choose between 2 scenes, and then choose sound effects to accompany the short movie. With several options to choose from for each small clip, this proves a great lesson on how different sounds can change the meaning of a scene.

This lesson uses the book, Like a Hundred Drums, by Annette Griessman. The lesson can be used by music educators to practice dynamics and for exposure to classical music, and can be used by ELA or generalist teachers to enhance engagement and understanding of literature.

This lesson uses the book, Like a Hundred Drums, by Annette Griessman. The lesson can be used by music educators to practice dynamics and NCES ML.3, create music using a variety of sound and notational sources in grades K, 1 and 3.

Combine literacy and music by creating a body percussion accompaniment to the book, Listen to the Rain by Bill Martin, Jr. and John Archambault and to a selected piece of classical music.

Combine literacy and music by creating a body percussion accompaniment to the book, Listen to the Rain by Bill Martin, Jr. and John Archambault.  

This lesson uses the book, One Day in the Eucalyptus, Eucalyptus Tree, by Daniel Bernstrom and Brendon Wenzel, to incorporate music, reading/writing/language arts, visual art, social studies, and physical education into a lesson or unit of lessons. The resource lists 5 different ways the book can be used, from a 15 minute reading with instrumental accompaniment, to a weeks-long project of writing and illustrating a sequel to the book. 

In this lesson, students will program their own interactive dance party. This activity requires sound as the tool was built to respond to music.

Students are introduced to Johann Sebastian Bach"™s music through short deep listening exercises and
optional integrated language arts activity.

In this lesson, students listen to poems read aloud, and they discuss the rhythm and sound of poetry. Students then perform poems using musical instruments to emphasize cadence. Using online tools, they learn about line breaks and the way these affect the rhythm of a poem. Finally, students write poems they believe will be enhanced by music and perform them for the class.

Students can use music to read each other"™s minds! As students learn to differentiate tempo and dynamics to interpret the mood of the music, they will express it through physical movement that allows their classmates to guess what is on their mind.

Students will understand that music can interpret movement as they focus on how the movement of animals may be best represented by music. Through their knowledge of tempo and dynamics, the instruments of the orchestra, and knowledge of the physical attributes of animals in the wild, students will create a short musical composition to interpret what they have learned about the movement of animals.

Students will be able to demonstrate the difference in pitch and dynamics that can be produced on various intruments through vibrations.

Take students on a musical journey to learn “What Makes Music, Music?,” exploring fundamentals such as melody, rhythm, dynamics, tempo, and texture! This resource's link takes you to a very short form that gives you free access to the teacher guide/lesson plan books, student readings, videos, and presentation slides. The 8 lessons are:
- Introduction to the Orchestra & Musical Storytelling with Beethoven
- Form with Jessie Montgomery
- Dynamics with Mozart
- Rhythm with Joplin
- Texture with Anthony Kelley
- Tempo with Arturo Márquez (online concert)
- Melody with Terry Mizesko
- Finale with Carlos Simon (online concert)

Students will gain an understanding of a musical round by participating in a follow-the-leader activity using body percussion. This lesson is designed to fulfill Standard #2 and #3 of the National Standards for Music: Performing on instruments, alone and with others, a varied repertoire of music: and Improvising melodies, variations, and accompaniments.

Students will practice and perform a Reader's Theater entitled Salt, a Russian folktale. They will hear a story about the Russian composer Pyotr Tchaikovsky, and listen to four of his compositions: Swan Lake, Serenade for Strings, Marche Slave, and 1812 Overture. Finally, in groups of five to eight students, they will choose a musical score from these pieces to accompany their section of the Reader's Theater.

Students will demonstrate an understanding of the musical form canon. This lesson is designed to fulfill Standard #1 of the National Standards for Music: Singing, alone and with others, a varied repertoire of music; and Standard #6: Listening to, analyzing, and describing music.

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.