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.

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).

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.

In this activity, students will read about Aztec instruments and drum rhythms. They will be able to view simple rhythms and listen to them presented in context of native instruments. In addition, tye rhythms are presented clearly enough fir students to chant or play along. Extension activities allow students to utilize the information on the drum syllables to compose their own parts for and Aztec drum group. The rhythms are also presented using pieces of fraction pies to better understand the fraction relations to note values.

Students will recognize that American music is diverse as it relates to culture, history and style. Students
may also work with digital media to accompany their performance piece.

With a little help by Stravinsky, students understand music evokes mood, emotion
and feeling. In the process, students develop critical listening and thinking skills, and illustrate through
cartooning what they believe is expressed in selections of Rite of Spring.

Through active listening, discussions of cultural context, and re-creating ostinati and pentatonic melodies, students will experience two contrasting examples of the music of the Khmer people of Cambodia.

In this lesson, students are given the opportunity to discover composers such as Tchaikovskyis and Bach throughout the Baroque Era. Students are instructed to reconstruct a music history timeline focusing on a few major composers from each of the Baroque, Classical, Romantic and Modern eras by way of research and internet exploration.

Students will create five artistic representations illustrating the five movements by Grofe's symphonic composition The Grand Canyon Suite. Students will be able to analyze and form generalizations about the interdependence of the art elements such as: color, texture, form, line, and space. Students will enhance their own emotional and cognitive development as a result of the classical music by translating this experience through creative expression.

Students are introduced to two contrasting dance traditions from
Argentina: the Chacarera and the Tango. Elements of the music used to accompany both types
of traditional dance will be explored.

Students will experience the music of the Bedouin culture of Egypt. In the listening example,
they will hear two ancient traditional instruments; the rababa- a fretless stringed instrument,
and the darabuka- a conical percussion instrument. They will view examples of Egyptian scales
and rhythms and approximate the improvised sound of one of the scales and one of the
rhythms on western instruments. An extended activity will include the use of Egyptian Bedouin
music and student-improvised music within the structure of the ancient Egyptian art form,
Shadow Puppet Theatre.

Students will be introduced to Turkish style song and dance through listening to,
recreating the sounds of, and dancing Bacon is in the Larder.

The teacher will divide the class into small groups. They will collaborate with each other as a group.  Also, they will plan, design, and choose materials for their Power Point project. They will work a Folksong Project together at the school or online in Zoom meetings. The students will find one folksong from a different country other than USA.  

Students will contrast styles of southern and northern Italy through attentive listening, moving, instrument playing and singing. This unit is a survey of regional differences in Italian folk music.

Students will be introduced to Jewish folk music through singing, playing, and dancing a traditional arrangement of "Al Tiruni" and participating in guided discussions of Jewish history and cultural heritage.

The four styles of music within the Mexican culture are the backdrop for this lesson which provides students an opportunity to create percussion instruments and recognize the difference while playing each style. Lucha Libre masks are also part of the culture and students gain a deeper understanding of it by creating their own masks

The purpose of this lesson is to develop an understanding of why skepticism is important in science by looking at actual scientific studies regarding the effect of playing Mozart’s music to infants. In this lesson students will explore what happens when the media and/or the public discover a scientific study and extrapolates the message into “truth” without the benefit of further study. This lesson will also demonstrate how public policy can be based on a faulty or unreplicated study. Students need become critical thinkers separate actual science advertising claims.

Students will understand that music communicates many things. Students will understand that music can be represented and expressed on paper through the use of line and color.

This resource is a presentation of the time periods of music. There is an assignment for students to complete after going through the presentation.

This resource is a presentation of the time periods of music. There is an assignment for students to complete after going through the presentation.