Tempo

Music through the Ears of Beethoven

Posted Jul 07, 2011 by Jennifer Potts

Using Beethoven’s Symphony No. 5, students will discover how difficult it is to compose music with a hearing loss. Children will develop an understanding of overcoming disabilities and preserving through life's struggles. Students will learn how to compose four bars of music using 4-4 time.

Share and Discuss > View Lesson Plan (PDF 0.1MB)
GRADE LEVEL
PK-2
SUBJECT
Performing Arts-Music, Language Arts, Social Science, Special education
COMMENTS
0
TAGS
Beethoven, Biography, History, Tempo
 
 
 

Musical Polygons

Posted Jul 06, 2011 by Scott Nielsen

Drawing upon prior knowledge of polygons - their attributes and area - students will understand that music has a pulse which can be counted and related to geometric shapes.

Share and Discuss > View Lesson Plan (PDF 0.2MB)
GRADE LEVEL
6-8
SUBJECT
Language Arts, Math
COMMENTS
0
TAGS
Beethoven, Copland, Rhythm, Tempo
 
 
 

It's Spring, Mr. Vivaldi!

Posted May 05, 2011 by Kathy Davis

This lesson plan was developed for three- to five-year old developmentally delayed students. It is a very simplified study of the three movements of Vivaldi's The Four Seasons: Spring. The three movements demonstrate the tempos of allegro and largo, and provide  opportunity for children to move in dance and play rhythm instruments to the music and the words of Vivaldi's sonnets. Varied art activities, nature walks and children's literature about spring and the weather are an integral part of the lesson.

Share and Discuss > View Lesson Plan (PDF 0.5MB)
GRADE LEVEL
PK-2
SUBJECT
Language Arts, Life Science, Performing Arts-Music, Special education , Visual Arts
COMMENTS
0
TAGS
Art, Dance, Instruments, Rhythm, Tempo
 
 
 

BONG! DIDDLE! CRASH! Musical Onomatopoeia

Posted May 05, 2011 by Julie Silva

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 it can relate to the sounds composed by Ives in The Unanswered Question, Central Park in the Dark and Symphony No 4. Students will then relate the literary term to musical expression. Making the connection between literacy and music, students will create their own musical onomatopoeias using various media, such as watercolor, tempera paint, crayons, magazine text and markers.

Share and Discuss > View Lesson Plan (PDF 0.1MB)
GRADE LEVEL
PK-2
SUBJECT
Language Arts, Performing Arts-Music, Visual Arts
COMMENTS
0
TAGS
Acoustics, Art, Dynamics, Instruments, Ives, Tempo, Vocabulary
 
 
 

Tempo and Dynamics Using Poetry and Music

Posted May 05, 2011 by Barbara Williams

Students will relate musical and poetic vocabulary. They will identify specific tempos and dynamics of musical excerpts from the San Francisco Symphony's Kids Website which correspond best to word pattern and meter of a chosen poem. Students will show understanding through reading/reciting their poem to appropriate background music.

Share and Discuss > View Lesson Plan (PDF 0.1MB)
GRADE LEVEL
3-5 6-8
SUBJECT
Language Arts, Performing Arts-Other
COMMENTS
0
TAGS
Dynamics, Poetry, Tempo
 
 
 

The Rhythm of Poetry: Part One

Posted May 03, 2011 by Erica Schmidt

Poetry is like a song. When you read poetry, you hear and feel different phrases and beats, created by the placement of punctuation and choice of words. As students listen to Piano Sonata No. 11 in A major, third movement Alla Turca: Allegretto in A minor by Wolfgang Amadeus Mozart, they will hear how music also has phrases of different lengths and music notation that creates beats the listener will hear and feel. Students will learn how to write poetry that has rhythm and beats, created by both word choice and punctuation.

Share and Discuss > View Lesson Plan (PDF 0.2MB)
GRADE LEVEL
6-8
SUBJECT
Language Arts
COMMENTS
0
TAGS
Dynamics, Poetry, Rhythm, Tempo, Voice
 
 
 

The Rhythm of Poetry: Part Two

Posted May 03, 2011 by John Schneider

Poetry is like a song. When you read poetry, you hear and feel different phrases and beats, created by the placement of punctuation and choice of words. As students listen to Piano Sonata No. 11 in A major, third movement Alla Turca: Allegretto in A minor by Wolfgang Amadeus Mozart, they will hear how music also has phrases of different lengths and music notation that creates beats the listener will hear and feel. Students will learn how to critique poetry for its rhythm and beats, created by both word choice and punctuation.

Share and Discuss > View Lesson Plan (PDF 0.1MB)
GRADE LEVEL
6-8
SUBJECT
Language Arts
COMMENTS
0
TAGS
Dynamics, Poetry, Rhythm, Tempo, Voice
 
 
 

Going West

Posted Apr 26, 2011 by Jennifer Potts

Students will study the pioneer life through the sounds of Aaron Copland's Appalachian Spring. After gaining knowledge of the pioneer's daily life, struggles, and hardships, students will collaborate to create a pioneer scene using modeling clay. Students will use the flip cameras to capture a Claymation® video of the pioneer life incorporating Appalachian Spring as background music, as they learn about the trials and hardships of pioneer life as they moved west into a new frontier.

Share and Discuss > View Lesson Plan (PDF 0.1MB)
GRADE LEVEL
PK-2
SUBJECT
Language Arts, Social Science, Technology, Visual Arts
COMMENTS
0
TAGS
America, Copland, History, Tempo
 
 
 

Moving to Tchaikovsky

Posted Apr 26, 2011 by Elizabeth Sublett

Students will be able to identify "same" and "different" in sections of “Trepak” from The Nutcracker by Pyotr Tchaikovsky, while learning and practicing different kinds of locomotor and non-locomotor movements. Students will work on skipping, galloping, hopping, jumping, walking, tiptoeing as well as bending, twisting, and stretching all in time with the music. Students will be able to identify when the tempo of the music gets faster.

Share and Discuss > View Lesson Plan (PDF 0.2MB)
GRADE LEVEL
PK-2
SUBJECT
Performing Arts-Music, Performing Arts-Other
COMMENTS
0
TAGS
Dance, Tchaikovsky, Tempo, Vocabulary
 
 
 

Introducing Tempo

Posted Apr 19, 2011 by Gail Van Ooteghem

My lesson is an introductory lesson on tempo. Students will be introduced to the vocabulary terms of largo, moderato, and presto. Students will relate these terms to their own environment, through movement with their bodies, and then apply this knowledge to music.

Share and Discuss > View Lesson Plan (PDF 0.1MB)
GRADE LEVEL
PK-2 3-5 6-8
SUBJECT
Performing Arts-Music
COMMENTS
0
TAGS
Sfskids.com, Tempo
 
 
 
Syndicate content