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Learning Activities (2) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (1)

ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] MUS (0) 2 :
2) Generate musical ideas.

Example: Improvise rhythmic and melodic variations on given simple melodies.

[ARTS] MUS (1) 3 :
3) Demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

[ARTS] MUS (1) 1 :
1) Create musical ideas for a specific purpose.

Example: Improvise four-beat patterns in question and answer form.

[ARTS] MUS (0) 3 :
3) Demonstrate and choose favorite musical ideas.

Subject: Arts Education (K - 1)
Title: Creating Story Music
Description:

In order to create music to the story Brown Bear, Brown Bear, What Do You See by Bill Martin, Jr., the students will:

This activity was created as a result of the Arts COS Resource Development Summit.



   View Standards     Standard(s): [ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 3 :
3) Demonstrate and choose favorite musical ideas.

Subject: Arts Education (K)
Title: Presto is Fast, Largo is Slow
Description:

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.

This activity was created as a result of the Arts COS Resource Development Summit.



ALEX Learning Activities: 2

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] MUS (0) 3 :
3) Demonstrate and choose favorite musical ideas.

[ARTS] MUS (0) 6 :
6) Demonstrate a final version of personal musical ideas to peers.

[ARTS] MUS (1) 1 :
1) Create musical ideas for a specific purpose.

Example: Improvise four-beat patterns in question and answer form.

[ARTS] MUS (1) 13 :
13) Perform music for a specific purpose with expression.

[ARTS] MUS (2) 2 :
2) Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

[ARTS] MUS (2) 13 :
13) Perform music for a specific purpose with expression and technical accuracy.

Subject: Arts Education (K - 2)
Title: Harry's Horrible Hair
URL: https://teachingwithorff.com/wp-content/uploads/2022/01/Harrys-Horrible-Hair.pdf
Description:

In this lesson plan, Theresa Cocci uses her book "Harry's Horrible Hair" to guide students in identifying feelings and thoughts, expressing their own feelings and emotions through movement, and discussing empathy. They then explore and create musical responses using speech, rhythm, and instruments. In doing so, this lesson connects SEL competencies and literature to musical creation. You will need access to the book "Harry's Horrible Hair", various suggested musical repertoire, emoji visuals, Orff instruments, and a whiteboard. Flashcards for the lesson are provided in the PDF. The lesson is in two parts. In the first lesson, students respond to questions about the story and play a freeze game using the suggested repertoire and emoji cards. In the second lesson, students learn a song about Harry and create their own musical answers to the question using words and instruments. Students then perform their work as Rondo. 


ALEX Classroom Resources: 1

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