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.
Ever see a glass tuning fork? Are some materials better suited to make tuning forks? Students will learn the history of the tuning fork and the latest technological advances. They will learn how a tuning fork works and why some materials are better suited to make tuning forks.
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.
In the years following World War I, American composers like Ferde Grofé (1892 – 1972) sought new models of composition to authentically capture the American musical identity. The Grand Canyon Suite (1931) by Grofé reflects a strain of American composition in the 1930's where orchestral works depicted scenes of American life in a modern world. Inspired by the grandeur of the Grand Canyon, Grofé paints a musical impression of a day in the canyon for the listener, translating the beauty of nature into a tangible art form.
This is a lesson that integrates technology and music. Through this lesson, students complete several activities, including: 1) recognizing how body language and visual images (paintings and photos) convey emotion or meaning; 2) discussing what fonts are (i.e., styles of text) 3) deep listening and describing musical pieces, including comparing and contrasting musical pieces; and 4) using a template with descriptions about each music piece, students select an appropriate font to match the music.
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 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.
Students will listen to Copland's Appalachian Spring while listening to a reading of Heartland by Diane Siebert. They will listen for sensory details in both the music and the literature. Students will then write their own poems and create a watercolor.
Students examine the role of music and dance in the lives of early colonists. Students will begin to learn the steps to the Virginia Reel without any music. The dance is performed to many tunes. After listening to several selections, students discuss and choose one tune to which they will dance during the Fifth Grade Colonial Days Celebration. The discussion should show students' understanding of colonial life and culture and influences that shaped it.
Students will determine moods created by a piece of music and will analyze how the composer created the feelings. Students will determine the character traits/moods of story characters by analyzing the adjectives, adverbs, and verbs used by the author. Finally, students will determine which piece of music best represents the characters from a story.
Students will create a visual representation of what they think about, or feel from the music of Copland and Stravinsky. After reading books from the series Getting to Know the World's Greatest Composers, students will use a Venn diagram to compare and contrast the two composers (Stravinsky and Copland), their music, and the time period in which they lived to create a paragraph comparing the two composers.