Voice is distinct in writing and music. How do students put their own voice into their writing so the reader will know who is speaking? Students will draw connections between the voices in music and voices found in literature to increase their understanding of how to use voice in their writings.
After gaining familiarity with the lives and music of Copland and Ellington, students write each a formal letter expressing how culture is reflected in music. Students create a bio-poem about the composer’s life and music.
Learning about this nation’s twelfth president is fun when we combine music, writing, and performing to your lessons. Mix together a little Aaron Copland’s Lincoln Portrait, with historical facts and opinions, books, videos and even the Gettysburg Address. Your students will astound you as they create a class performance piece using their words, accompanied by Mr. Copland’s composition.
Students use music they already know and love to learn about the language and expression of music. Students will select an autobiographical piece of music that represents who they are, what is important to them, what they value, and how they would like to be perceived by others.
Posted Aug 15, 2009 by Heidi Doyle and Joanne Sweet
Students learn that it is possible to use some of the same strategies for understanding music that we use to understand literature. Students have an opportunity to identify a musical theme when played by in a variety of styles.
Why do two composers from the same period of history compose different music? Students will gain an understanding of how culture and history influences music as they analyze and compare the music of Aaron Copland and Duke Ellington, and learn how these composers used special sounds to enhance their music.
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.
Through the use of music, students will make connections with the historical events in Colonial America and Europe during the early 19th century. Using the music of Sousa and Tchaikovsky, students will understand how music can become a patriotic symbol and help depict historical events.
Students deepen their understanding of the political and emotional events of the War of 1812 through the music of Tchaikovsky. Students will learn how different instruments are used for expressing a mood and illustrating events in history. Students will write a response to the music that informs about their own understanding of both the instrumentation and the important events of history.
Franklin Roosevelt introduced The New Deal to boost the economy that was shattered by the Wall Street Crash. Students will research the acts and agencies that were to help restore prosperity through expansive government intervention in the economy. Music integration will be in the following components: classical music for the video, poster of the biography of the composer and why he wrote the piece; and analysis of why students choose the classical piece for their video.
Students will develop the ability to articulate moods and imagery in music through poetry. They will be able to do this through comparing and contrasting two pieces of Beethoven's music via language and movement. They will depict Beethoven in an art piece and learn about his life.
This unit is designed to integrate the elements of landscape design and elements of music. Students in 3rd, 4th and 5th grade are asked to consider American landscapes as they learn how one musician, Aaron Copland, created music that is distinctly American - a musical American landscape. Teachers could certainly do one lesson from the unit and not the entire unit.