Students will improve vocabulary and writing skills by writing a sensory/descriptive story utilizing elements of both art and music as their inspiration. Students will pay close attention to the six traits of writing - editing our first drafts and making improvements in ideas and content, organization, voice, word choice, sentence fluency and conventions. Students will demonstrate an understanding of general musical terminology.
Compare and contrast Stravinsky's Rite of Spring to Vivaldi's Four Seasons, La Primavera (Spring). Pair the music of Stravinsky with the art of Edvard Munch. Pair the music of Vivaldi with the art of Claude Monet. Discuss the similarities and differences. Discuss Josef Albers’ Homage to the Square entitled “The High Spring”. Discuss how color and mood are connected. Create a color square in the style of Josef Albers to represent the pairings of Stravinsky & Munch and the pairing of Vivaldi & Monet.
Students will learn the dynamic levels in musical terms and learn about adjectives in Language Arts, specifically adjectives that describe what kind. Students will listen to Haydn's Symphony No. 94 in G Major, often referred to as the Surprise Symphony. Students will gather instruments found around the classroom, and sample quiet and noisy foods.
Students will listen to Stravinsky's The Rite of Spring, discuss what spring time means, and create a list of adjectives for the music. Then, they will watch the part of the Disney film Fantasia that re-interprets the same music. Students will add to their list of adjectives, retell the film's story, and compare the original music to the film's story. After listening again, and moving to the music, they will write and draw a response.
This cooperative improvisation between fifth and second grade students can be planned and performed in less than one hour, but preparation for the event should include several previous experiences including viewing the famous painting, Washington Crossing the Delaware by Emanuel Leutze, hearing the historical details from a variety of sources, engaging in student discussions of the events surround the planning and the Battle of Trenton and identifying targeted musical concepts.
Students listen critically to two distinct compositions by composer Aaron Copland to help them connect with their own family's traditions and cultures. Through interviews, art and writing, students will gain a better understanding of their own heritage.
This lesson was created for primary age students but can easily be adapted into an intermediate or middle school social studies lesson. Students will explore a period of time when African Americans were striving to make their mark on American music. Ragtime music will be experienced through listening to classics, observing performances, researching the life of Scott Joplin, learning dances, and wearing self-made costumes of the era. They will reflect on the Ragtime music, the struggle of African Americans, and the life skills of successful people who persevere.
This lesson is designed to help students understand that Classical music can refer to music composed during a period in music history known as the Classical Period rather than the style of all symphonic music. The students will be given a brief overview of the Baroque, Classical, Romantic and Modern Periods of music. Next, students will learn about the lives of two famous composers of the Classical Period, Beethoven and Mozart.
Students move and listen to Beethoven’s Symphony No. 6 in F major, Op. 68, second movement Andante molto mosso, known as Scene by the Brook, as they imagine taking a journey with Beethoven along a path. They focus on the dynamics and tempo of the music and work to build their own personal image of what it might look like and feel like to take a walk with Beethoven beside a brook. As they listen to the entire Symphony No. 6, students will work in teams to create a visual representation of each movement using oil pastels.
In this lesson, students will learn about the ancient Greek god of music, Apollo, through two pieces of classical music. The students will discuss the role of music in ancient Greece. The students will analyze two musical compositions, Apollo by Igor Stravinsky and Apollo et Hyachinthus by Wolfgang A. Mozart.
Students will practice and perform a Reader's Theater entitled Salt, a Russian folktale. They will hear a story about the Russian composer Pyotr Tchaikovsky, and listen to four of his compositions: Swan Lake, Serenade for Strings, Marche Slave, and 1812 Overture. Finally, in groups of five to eight students, they will choose a musical score from these pieces to accompany their section of the Reader's Theater.
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.