In this learning activity, students will explore the 4 categories of unpitched classroom percussion instruments. The teacher will guide students in a discussion of woods, metals, skins, and scraper/shakers. Show students examples that will be used later in the game where students will explore and play a steady beat on various instruments.
Students will hear, practice, and demonstrate four types of voices: singing, speaking, whispering, and shouting. The students will also learn appropriate ways to use each voice in real-world situations.
This activity was created as a result of the Arts COS Resource Development Summit.
In this activity, students will explore music vocabulary by watching an age-appropriate video. Students will sing two familiar songs using a fast tempo and then a slow tempo. They will choose which tempo works best for each song. Students will identify the tempo of various music clips using picture cards.
Students will explore musical sounds using instruments found in the classroom to create a sound story for the song "I Know An Old Lady Who Swallowed A Fly." Students will choose instruments to represent the different animals in the story. When the story is sung or spoken, they will play their chosen instruments whenever they hear their assigned animal.
In this lesson, students will learn the nursery rhyme "Hickory Dickory Dock" while using barred instruments and finger cymbals to accompany the poem. The students will demonstrate knowledge of melodic direction and steady beat using a broken bordun. The lesson is a simple but effective lesson for younger students. The author also provides a downloadable powerpoint slide of the poem.
In this activity, students will identify patterns, such as AB, ABA, AABA. They will provide examples seen in the classroom and the community. They will create a movement pattern using one of these forms. While listening to music, they will identify the form and choreograph a movement to represent each section.
Students will identify tempo and dynamics in Mozart's “Ah vous dirai-je, maman.” They will analyze van Gogh's Starry Night and identify lines and colors. They will discuss the night sky, stars, and constellations. Students will respond to music through scarves. They will create their own Starry Night interpretation.
Students will listen to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns. They will respond to the music using movement and dance with scarves and ribbon sticks. They will move foam fish in a gel-filled zipper bag "aquarium."
Students will listen to music with a variety of tempos. They will identify largo and presto and move to show the tempo.
Students will listen to each selection from Carnival of the Animals by Camille Saint-Saëns. They will identify the tempo and dynamics. They will move to the music and draw a picture of each animal. They will identify their favorite piece and write a sentence about it.
Students will demonstrate eight locomotor skills - walking, running, jumping, hopping, skipping, galloping, side sliding, and leaping. They will identify and move to show three different tempos - fast (presto), medium (moderato), and slow (adagio).
Students will listen to the music and story of Peter and the Wolf by Sergei Prokofiev. They will identify the instruments of the orchestra that are presented in the music. They will use finger puppets to demonstrate the story while it is narrated.
Students will define tempo markings largo, moderato, and presto. They will demonstrate the different tempos by moving around the room. They will identify the tempo in a variety of music.
This resource is a five-day plan to introduce and practice quarter rest. Day 1 prepares quarter rest through singing Eating Muffins. Students will practice quarter notes and eighth notes on Day 2. Day 3, they will decode the quarter rest. They will practice reading the quarter notes, quarter rest, and eighth notes on Days 4 and 5.
Students will demonstrate proper audience etiquette while listening to a story and music. They will discuss Evelyn Glennie and how her deafness might have affected her ability to make music. They will listen to her music while holding a balloon and feel the vibrations. They will make a percussion instrument from household objects. They will compose a rhythm pattern and play it for the class.
Students will listen to and identify the duration of percussion instruments. They will listen to contrasting music by Antonio Vivaldi and draw the duration of sounds they hear.
Students will experiment with water to make different sounds. They will duplicate those sounds with their voices. They will listen to Aquarium by Camille Saint-Saëns and compare/contrast the sounds made with the water.
Students will describe the musical elements and sound used to communicate. They will echo the teacher while reading Yo! Yes? by Chris Raschka.
Students will discuss how living things get bigger as they grow. They will identify how music can grow. They will create a crescendo using body percussion or vocal sounds.
Students will pat the steady beat while listening to One Day in the Eucalyptus, Eucalyptus Tree by Daniel Bernstrom. They will play an egg shaker when given an aural cue.
Students will listen to the book What Do You Do With An Idea? by Kobi Yamada. They will sing a song and keep the steady beat with egg shakers. They will act out the story as it is read.
Students will listen to the story I Know a Shy Fellow Who Swallowed a Cello by Barbara S. Garriel. They will identify the words that rhyme with instrument names. They will provide another rhyming word for each instrument. They will sing a song with the rhyming words.
Students will use their senses to experience music. They will create a rainstorm using body percussion. They will march to the beat, play unpitched percussion, and use scarves to show expression.
Students will listen to My Many Colored Days by Dr. Seuss, choose their favorite color, and express how it makes them feel. They will listen to Gymnopedie No. 1 by Erik Satie and draw how the music makes them feel. They will share their drawings and explain what musical characteristics influenced their drawing.
Students will orally echo rhythm patterns in the book Max Found Two Sticks by Brian Pinkney. They will echo the patterns playing rhythm sticks.
Students will identify visual and auditory patterns. They will create a stamp using a block and adhesive foam. They will make a pattern using the stamp and paint. Assessment rubric, letter to parents, and lesson plan included in PDF.
Students will analyze music by describing the dynamics, pitch, and duration. They will move to show emotion in the music. They will use finger paints to express their emotion while listening to music.
Students will read Max Found Two Sticks by Brian Pinkney. They will define rhythm and beat. They will identify quarter note, quarter rest, and eighth notes. They will clap rhythm patterns.
Students will listen to The Very Hungry Caterpillar by Eric Carle and recall the number of food items eaten each day. Students will play unpitched percussion instruments for each food item while re-reading the book.
Students will identify and perform high and low sounds. Students will read a story using high and low pitches. A video demonstration is provided.
Students will learn how different cultures encourage rain to fall. They will make a rainstick.
Students will draw different shapes on the screen. The images will be transferred to sound by the website. This activity is inspired by Wassily Kandinsky, an artist who compared painting to making music.
Students will identify and demonstrate the four types of voices - whisper, talk, shout, and sing. Students will identify which voice to use in different locations. Student and teacher worksheets are provided. Video demonstrations are provided.
Students will perform steady beat using body percussion and percussion instruments. A video demonstration is provided.
Students will listen to four sound effects and identify the sound heard. A worksheet is provided to identify each sound. Students will listen to each sound again and identify expressive qualities. Students will create a movement for each sound. Video demonstrations are provided.
