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.
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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).
Students learn how classical music and art combine to make an exciting tool for creative write and art expression. Students will develop the skill to write more expressively using descriptive words and phrases such as adjectives, adverbs, metaphors, and similes in order to make their writing come alive, and be more visual and engaging.
Students will listen to Copland's Appalachian Spring while listening to a reading of Heartland by Diane Siebert. They will then write their own poems and create accompanying artwork.
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.
Students will use the San Francisco Symphony's Kids website to choose music that supports the events and people associated with the history of Oklahoma, such as Native Americans explorers and exploration; Civil War; Trail of Tears; Land Run; and farmers, and ranchers. Students will write two or three sentences to explain and support their selection of music. In small groups, students will create a statue or tableau depicting one of the events. Students will perform a tableau for the class with their musical selection as a background.
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 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.
Students will discover how to read music notes in the treble clef and then will learn to perform simple songs on
xylophones, through reading the story Freddy the Frog and the Thump in the Night by Sharon Burch.
Students will assign an orchestral instrument to an African animal, using characteristics which
they have in common. The students will write a cinquain poem and create a poster (collage) with their
African animal as the theme.
Students will be able to compare and contrast two songs from the Civil War. Through a storyboard, students will be able to read and write information from different research sources to support their findings.
Students will learn to recognize a five-tone scale. Students will sing or perform known American folksongs together in class. Advanced students will be able to identify all five pitches and even discern the actual pentatonic scale being used.
Students will generate descriptive language of several animals (with special focus on verbs), culminating in the writing of a poem about the animal of their choice. Use Saint-Saens' Carnival of the Animals as a stimulus prompt.
Students will learn about Italian artist Giuseppe Arcimboldo, his mannerist style, and his four paintings named after the four seasons. Students will learn about the food groups and the four seasons. Students will learn about Italian composer Antonio Vivaldi and his compositions named after the four seasons.
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.
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.
Students discover how music can create a visual image in one"™s mind as they listen to Beethoven"™s Sixth Symphony "“ Pastoral. As the image takes shape, the students create a visual representation of their image to include the aspects of nature which Beethoven included in this wonderful composition.
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 write a descriptive essay explaining their thoughts and feelings while listening to Beethoven"™s 5th Symphony, learning how to describe the musical elements that cause them to feel this way, and transpose these feelings into a watercolor art piece. The students will present their essay and art work orally, and act out their responses during a physical education exercise.
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.