This lesson develops students' ability to hear subtle dynamic levels in orchestral music, and to recognize
sudden and gradual differences. They will use their collective perception to make relative aural judgments
about levels and changes. Data will be recorded on a bar graph marking real time and 6 dynamic levels
roughly equivalent to 6 primary markings of standard dynamics: pp to ff.

The Paraguayan harp is a cultural emblem that represents not only the nation of Paraguay and its
traditional music, but also the ideals that contribute to a collective notion of paraguayidad (i.e.
"Paraguayness"). The Paraguayan diatonic harp serves as a melodic, harmonic, and rhythmic
instrument. Its primary function is to provide harmonic and rhythmic foundation to conjunto
music"”music of a variety of instruments. At the heart of Paraguayan harp repertoire are polcas
paraguayas, guaranias and polca galopas all genres within the body of musical expressions in
Paraguay. This lesson is divided in three segments that describe three colorful styles of
Paraguayan music: the polca galopa, the guarani and the polca paraguaya

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.

This curricular unit introduces some difang yinyue (regional music of China) and encourages children to discover characteristics of Chinese music by "travelling" around the eastern region of this country.

Students will develop an understanding of the mode of Namdo Korean folksongs, as well as the call-and-response musical form. To illustrate these features, this lesson focuses on the 5,000 year-old Korean dance known as "Ganggangsullae" ("Kang-Kang-Soo-Woo-Nae"). This dance is typically performed by women under the full moon, and it incorporates singing, dancing, and playing. Within the cultural unit are various activities such as drawing, exercising melodic skills, singing the song form, writing lyrics, and dancing in a circle.

Students will discuss emotion words. They will look up synonyms for emotion words. They will then listen
to the first movement of Beethoven's Fifth Symphony and discuss the emotions they hear. Discussion about
instrument families and dynamics will take place to help students decide why the song gives certain
emotions. After several times listening to the music students will create a graph of the emotions they hear in
the music.

Explore the world of Irish culture through playing, singing and dancing. Students will learn to differentiate styles of Irish music and start discussing the cultural context of song and dance.

Students discover the island cultures of the South Pacific and their musical expressions with songs, crafts, and games. Lesson also uses recordings of Hawaiian slack key guitar, rhythmic games songs from the Solomon Islands, and Papua New Guinea flute playing.

Moccasin Game songs of the Navajo and Mescalero Apache tribes are little known outside
these cultures, but hold intrigue and understanding for those who pursue the experiences
noted here. Students will learn the cultural significance, key traits, and pure joys of playing
Moccasin Game songs through an exciting process of listening, singing and playing.

Students will gain an understanding of music symbols by playing a game. This lesson is designed to fulfill Standard #5 of the National Standards for Music: Reading and notating music.

Students will enjoy experiences in listening, singing and playing on instruments, and they will learn to study how different groups of people have influenced one other. This unit of study is intended to develop student knowledge of the Creole influence on the music of various countries in the Americas: French Guiana, Surname, and the United States.

This unit of study is intended to develop student knowledge of the Creole influence on the music of various countries in the Americas: French Guiana, Surname, and the United States. Students will enjoy experiences in listening, singing and playing on instruments, and they will learn to study how different groups of people have influenced one other.

Students explore the music of the Pacific islands of Samoa, Fiji, and Tonga, including their instruments and cultural similarities. Practice musical notation by transcribing rhythmic and melodic contour. Identify the instruments used and their significance.

This exciting lesson explores the rich sounds of Western Samoa. Students will recreate the beautiful sounds of singable melodies with uncomplicated rhythm. The students will sing, dance, and drum in the traditional community style of Western Samoa.

In this lesson, students learn to use different types of pies to recognize and notate rhythms in standard notation. Students participate in rhythm dictation trough use of popsicle sticks to illustrate rhythms clapped. Further, students will use standard notation to notate simple melodic patterns that have been performed for melodic dictation.

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.

Students understand the relationships between whole, halves, and quarters, and internalize and the relationships between the parts through interaction with musical notation and rhythm. Additionally, students will apply abstract thinking skills to process, read and create musical notations and compositions using their knowledge of fractions.

Students will review the life of Beethoven leading to a discussion about Beethoven"™s Moonlight Sonata. Students will learn to waltz and will practice skip-counting by 3"™s to Moonlight Sonata.