In this lesson, students will analyze and explore story elements while listening to the first movement, Allegro ma non troppo, of Beethoven's Symphony No. 6 in F major, Op. 68, also known as the Pastoral Symphony. Students will be able to define setting, plot, theme, and imagery (figurative language) and identify the above elements in a story. Students will apply their knowledge and create their own story elements.
In this lesson, students will continue practicing sequencing (putting events in a logical order) after listening to the opening of Beethoven’s Symphony No. 5 in C minor, Op. 67, first movement, Allegro con brio. Students will create a storyboard with pictures and captions to describe the events that developed as they listened to the music. This lesson will encourage students to listen to music to develop a story. They will complete a storyboard to draw and then write the sequence of events that occurred throughout the music.
Students study the elements of story, idea and voice in writing, and listen to the story and music of Peter and the Wolf by Sergei Prokofiev. Students will re-write the story of Peter and the Wolf by changing the setting to the desert habitat. Students will understand that they need to change the characters to those which would inhabit this setting.
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.
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.
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.
This lesson provides students with an opportunity to listen to music and express their feelings through describing words, as they learn how to express themselves verbally. Using Prokofiev's Peter and the Wolf, we compare the music of two characters at a time and complete a Venn diagram of describing words. Students select their favorite character, draw a picture of the character, and write a sentence or two about the character, using the descriptive language from our Venn diagrams, as they develop vocabulary and enhance their writing.
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.
Students develop reading fluency and comprehension in nonfiction text as they learn about the period of time from post-Civil War to the 1930s. Students take notes and complete a finished project in the form of a slideshow to create art work, import pictures, and type text about the person they studied and music from a composer who lived during the same time period. The finished slideshow shares information and pictures about the person they studied, has transitions, and music from a famous composer.
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.
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.