Students will be able to name and describe the following tempo markings: adagio, andante, moderato, allegro, and presto. They will be able to move kinesthetically at each named tempo, and be able to identify the tempo of a piece of music they hear by moving to the rhythm.
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.
While studying ecosystems, students will focus on the changes that occur in deiciduous forests throughout the seasons of the year. With that knowledge, students will listen to and analyze Vivaldi's The Four Seasons. As a culminating activity, students will use oil pastels to show what a dedicuous forest would like like during each season.
As students learn basic locomotor skills, this lesson will help them differentiate tempos. Students will learn to identify and match musical vocabulary for tempos - presto, moderato and adagio - with their locomotor movements through creative movement to music.
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 will introduce students to Babar, an elephant portrayed in the children's books by Jean de Brunhof. Students will listen to Francis Poulenc's musical composition of the same name, written to reflect the scenes in Jean de Brunhof's book. Students will gain an understanding of how powerful the use of simple rhythm instruments is in retelling the story. Students will also create visual works of art based on the sounds they hear in the audio performance.
This lesson will introduce students to the music of composer Pyotr Tchaikovsky and prepare them for a field trip to see The Nutcracker Ballet. Students will write a poem from the images they imagine or visualize while listening to a two selections from The Nutcracker.
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 is a simplified version of Sergei Prokofiev’s Peter and the Wolf taught in a developmental delay program for special needs students and English language learners, ages 3 to 6 years. It is easily adapted to meet the needs of older children with the same educational needs. The purpose of the lesson is to provide the students with a variety of experiences performing and telling the story of the fable that Sergei Prokofiev has set to music, and to introduce the students to various instruments of the orchestra.