This lesson provides students an opportunity to use classical music to deepen their understanding of the Six Traits of Writing. Through listening and responding to music, the students make associations and draw conclusions that contribute to their ability to produce strong writing.
Students understand the relationships between whole, halves, and quarters, and internalize the relationships between the parts through interaction with musical notation and rhythm. Additionally, students will apply abstract thinking skills to process, read and create musical notations and compositions using their knowledge of fractions.
Can earthquakes write music? Using seismograms and music score sheets, students record the earth’s movements to create Earthquake Symphonies. Students listen to and analysis the music of Beethoven’s Eroica and how it relates to the movement of the earth.
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.
Through reading the story Freddy the Frog and the Thump in the Night by Sharon Burch, students will discover how to read music notes in the treble clef and then will learn to perform simple songs on xylophones.
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 integrated lesson, focusing on United States History, incorporates learning about the Wild West and the western outlaw Billy the Kid through the music of Aaron Copland. The lesson provides musical reflection and each movement of Copland’s ballet Billy the Kid work and opportunity to experience deep listening for the elements of Dynamics, Articulation, Rhythm and Tempo (DART).
Students will use the San Francisco Symphony's kids website - sfskids.org - to choose music that supports the events and people associated with the history of Oklahoma, such as Native Americans, explorers and exploration, Civil War, Trail of Tears, Land Run, and farmers and ranchers. Students will write two or three sentences to explain and support their selection of music. In small groups, students will create a statue or tableau depicting one of the events. Students will perform their statue or tableau for the class with their musical selection as a background.
After exploring nature and country life through literature, poetry, visual art, science and social science, young children will explore feelings about nature by responding with movement to Beethoven's Symphony No. 6 in F Major, Opus 68, known as Pastoral Symphony, or Recollections of Country Life. By listening to the words of Beethoven (from documented source materials), students will become familiar with his feelings and his desire to express these feelings through his Symphony No. 6.
This lesson introduces basic communication skills by asking the following questions: What does communication mean? What do good communicators do? Selections from Fanfare for the Common Man by Aaron Copland and Carnival of the Animals by Camille Saint-Saëns will help us define musical terms and discover the answers to our questions. Following this lesson, students will have a better understanding of the definition of communication and the different aspects included in the definition.
Students will improve vocabulary and writing skills by writing a sensory/descriptive story utilizing elements of both art and music as their inspiration. Students will pay close attention to the six traits of writing - editing our first drafts and making improvements in ideas and content, organization, voice, word choice, sentence fluency and conventions. Students will demonstrate an understanding of general musical terminology.
In this lesson, students are introduced to spirituals - songs created and sang by enslaved African Americans for many reasons including: expressing values, a source of inspiration and motivation, an expression of protest and coded communication. Students will listen to spirituals and sing a spiritual, then identify characteristics of spirituals. Students will decode a spiritual.