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.

Students will learn about sound and how sound moves. Students then work together to make an instrument (a kazoo) to make sound and perform a piece of music "William Tell Overshirt" using their kazoo.

Students will learn about sound and how sound moves. Students then work together to make an instrument (a kazoo) to make sound.

Students will be able to effectively recognize and imitate AB binary form through movement.

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.

This lesson site moves into more advanced seventh chords, their construction and inversions. Audio and visual examples are given to reinforce instruction.

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 listen to and analyze music of Afghanistan's "national instruments" the Rubab and Tabla. Student will also play rhythmic and melodic patterns while improvising in the Yeman mode. Students become acquainted with the geography of Central Asia and the political Climate of Central Asia, and gain an understanding of censorship of music.

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.

This presentation goes through the following notes and rests:whole note and resthalf note and restquarter note and restbeamed eighth noteThe assessment at the end is identifying each note and rest and the number of counts each receives.

This presentation goes through the following notes and rests:whole note and resthalf note and restquarter note and restbeamed eighth noteThe assessment at the end is identifying each note and rest and the number of counts each receives.

Students will learn about the emergence of bootlegs, also known as 'mash-ups' (the combination of two songs into one), on the Internet. By researching the musical origins of songs and creating and performing their own bootlegs, students will discover how different music styles borrow from and influence one another.

In this activity, students will connect the idea behind a choral piece - change - with its musical characteristics, using appropriate musical terminology such as rhythm, tempo, and dynamics. They will then work in groups to create short pieces that express similar feelings.

This unit affords teachers with opportunities to lead children in active singing games and
dances from Quebec, Canada. These lessons will offer young singers and players an
opportunity to listen to, discuss, sing, play games, and create.