This lesson uses Maurice Ravel's Boléro as a way for students to "hear" the writing process. In this lesson, students will learn and practice all five stages of the writing process (prewriting, rough draft, revise, edit, final draft).
Students will identify the sound and appearance of different musical instruments, and write descriptive sentences using sensory adjectives and possessive nouns to describe the sound produced by each instrument.
This language arts lesson focuses on how to retell the story of the Three Little Pigs. The musical objective is for students to replace the characters in the original version of the Three Little Pigs with musical instruments. Students show their understanding of the instruments they choose by writing in the sounds and physical features of each instrument.
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.
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 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.
Students will recognize the instruments of the orchestra from sight and sound by utilizing the www.sfskids.org website. They will compare the sounds of different instruments and learn to classify them into four families. Students will make their own fabric square to be sewn into a quilt that will be displayed in the classroom.
Students will be introduced to the great jazz composer and band leader, Duke Ellington by listening to his re-composed, re-orchestrated version of Nutcracker Suite by Pyotr Tchaikovsky, following a previously taught thematic lesson about Tchaikovsky's classic. Students use there prior knowledge of musical concepts and the instrumentation of Tchaikovsky's Nutcracker Suite to recognize similar melodies in Ellington's work to that of Tchaikovsky. Share and Discuss >View Lesson Plan (PDF 0.1MB)
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.
Planets have their own individual personalities as expressed through Holst’s composition, The Planets. Students learn about the science facts on planets and then are introduced to the musical facts and background from The Planets After that, students compare and contrast The Planets in a Venn diagram.