The four styles of music within the Mexican culture are the backdrop for this lesson which provides students an opportunity to create percussion instruments and recognize the difference while playing each style. Lucha Libre masks are also part of the culture and students gain a deeper understanding of it by creating their own masks.
To accomplish goals, members of families must cooperate, just as members of the orchestra must cooperate to create beautiful music. Similarly, students in a classroom have similar constructs; everyone must do their best for themselves as well as for the good of the whole. This lesson helps students understand that an orchestra, a family and a classroom must work together to accomplish great things.
Posted Aug 16, 2009 by Heidi Doyle and Joanne Sweet
How does someone who is deaf enjoy music? Can they hear it? Can they make it? Through exploring the life and music of Evelyn Glennie, students will understand that music is sound produced by vibrations, and will create their own instrument out of found objects to compose a musical score for presentation.
Can we hear the sounds of music? Students will predict how well they think they can detect the dynamics of music by well known composers. Through scientific inquiry, students will create an entry for the science fair which compares predictions with data collected by a Quacker Tracker while their musical selection is played.
This lesson shows students where rock music really began! Students will create musical instruments with objects from nature. Using their created instruments, students compose and perform a musical arrangement, while making connects with their knowledge of life during the Stone Age.
Students will learn to appreciate the beauty of the instruments in an orchestra, differentiate the sounds created by the instruments and relate the music to artwork Los Tres Musicos by Pablo Picasso, and the following exhibits at the National Cowboy and Western Heritage Museum: The Guitar: Art, Artists and Artisans; The Power of Music - Photographic Portraits of Americans and their Musical Instruments 1860-1915.
This lesson is designed to teach how sound is produced and how its qualities change depending on the medium through which vibrations pass. The students will be able to 1) identify parts of a sound (sine) wave: amplitude, frequency, phase, crest, and valley; 2) explain the difference between a pure tone and a sound with harmonics; and 3) explain how different musical instruments produce different qualities of sound (timbre).
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.
This lesson represents a yearlong partnership with the local Symphony. My students studied all four musical instrument families - strings, brass, woodwinds and percussion, coinciding with the schedule of the local Symphony. With each instrument family we did free line drawings of instruments (violin, trumpet, flute and timpani). The lessons include visual art, live music and active listening. Finally, their experience will bring an understanding of the culture and climate of the Symphony, as it becomes truly accessible to students of all socio/economic backgrounds.
In this lesson students will assign an orchestral instrument to an African animal, using characteristics which they have in common. The students will write a cinquain poem and create a poster (collage) with their African animal as the theme.