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.

Students work in groups to learn and perform a piece on non-pitched percussion instruments and develop rhythm reading and ensemble skills.

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.

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

In this series of lessons, students will research the lyrical and dramatic structure of opera through internet sources and audio examples. Students will cooperatively discuss similar and different elements of opera stories vs. their own lives. Finally, students will create a one-act opera based on their own life experiences that has both singing and spoken (recitative) parts, and simple original accompaniment using classroom percusion instruments.

Students will be introduced to the music of India with a focus on introductory terminology, elemental concepts, and instrument identification through various singing, listening and playing opportunities.

This lesson introduces students to hymn singing and allows them to participate as singers in the choir and as accompanists in the bell choir.

Students will understand the difference between step-wise and skipping patterns in this introductory lesson on intervals. This free lesson plan is designed to fulfill Standard #2 of the National Standards for Music Education: Performing on instruments, alone and with others, a varied repertoire of music.

Students will use instruments and voice to improvise simple harmonic accompaniments, stylistically appropriate responses, rhythmic and melodic ostinato accompaniments, as well as, simple melodic embellishments of familiar melodies. This lesson can be used and adapted for grades K-8 with specific suggestions given.

In this three lesson unit, the concept areas of rhythm, melody, form, timbre/tone color, and harmony are used. Skills will be developed in singing, moving, listening, playing instruments, creating, and relating music to other subject areas.

In this lesson, students will learn basic music reading, including measures, time, tempo, symbols, and notes. They will perform on percussion instruments.

Students will gain a basic knowledge of acoustics; the families of instruments in the orchestra; am instrument"™s pitch range; and how sound is produced by an instrument.

Students will use Mike Seeger's performance of "Josh Thomas' Roustabout" as a gateway to exploring vocal expression within a limited-tone sequence. Students will critically discuss the relationship between the voice and accompanying instruments, compose their own limited-tone songs, accompanying themselves on Orff Instruments, and improvise within a limited-tone sequence on recorders.

This lesson provides students an opportunity to use classical music to deepen their understanding of the Six Traits of Writing. Through listening and responding to music, the students make associations and draw conclusions that contribute to their ability to produce strong writing.

Simple yet adaptable activity to teach or review rhyhtm patterns in a clock format. Use the provided rhythms or create your own; this can also be turned into a composition activity.

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.

This lesson is intended to be used in a virtual/distance learning situation.  However, it can also be adapted to use in a face to face situation as part of a larger recorder lesson.  Students should be able to play B, A and G before attempting this lesson.  Target audience is 4th and 5th graders, but can be adapted for other gradesThis lesson includes a Google Slides Presentation.  Students are asked to identify the following:Treble ClefSharpTime SignatureWhole RestB, A and G on the treble staff

Students will learn and drill basic rhythmic values including the whole note, half note, and quarter note. Rest values could be substituted for rhythmic values. This lesson is designed to fulfill Standard #5 of the National Standards for Music: Reading and notating music.

This is Tempo gives students the skills and knowledge to listen to music in a new way. With their new special vocabulary to define the speed of music they can actually analyze and create using their new skills.