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.
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.
While reading and performing Shakespeare's Hamlet, students will learn about the relationship between Hamlet and Ophelia. Students will explore the idea of love further through music, specifically Richard Wagner's three-act opera, Tristan und Isolde. Students will compare and contrast the different types of love expressed (in both the opera and the play) as well as compare and contrast the way love is communicated through music and dramatic performance.
My lesson is an introductory lesson on tempo. Students will be introduced to the vocabulary terms of largo, moderato, and presto. Students will relate these terms to their own environment, through movement with their bodies, and then apply this knowledge to music.
The students will have a deeper understanding of the vocabulary words: gather, exciting, cooperate, activity and exhausted. Students will be able to compare and contrast two pieces of music, distinguish between real and fantasy, fiction and non-fiction. Students will be able to sequence a story, telling about main events and using vocabulary.
This lesson is a small part of a larger unit on the science of sound. The unit has several sections, including: how sound is made, the elements of sound, how sounds travel, and how we hear sounds. This particular lesson is part of the section in which we distinguish the difference between musical sound and noise. We examine the different ways in which musical instruments make sound - or the different way each one creates vibrations of air.
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 be able to identify "same" and "different" in sections of “Trepak” from The Nutcracker by Pyotr Tchaikovsky, while learning and practicing different kinds of locomotor and non-locomotor movements. Students will work on skipping, galloping, hopping, jumping, walking, tiptoeing as well as bending, twisting, and stretching all in time with the music. Students will be able to identify when the tempo of the music gets faster.
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.