ALEX Resources

   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) 14 :

14) List personal interests and experiences and demonstrate why they prefer some music selections over others.

[ARTS] MUS (0) 17 :

17) Apply personal and expressive preferences in the evaluation of music.

[ARTS] VISA (0) 1 :

1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ELA2021] (0) 37 :

37. Actively participate in shared and independent writing experiences, for varied purposes and audiences, across different genres.

a. Actively participate in shared writing experiences to create messages, lists, and labels for a drawing or illustration.

b. Actively participate in shared writing experiences to create narratives with the events in chronological order and share feelings about the story, using drawing, dictating, and/or writing.

c. Actively participate in shared writing experiences to create opinion pieces about a topic or text, state the opinion, supply a reason for the opinion, and provide a sense of closure, using drawing, dictating, and/or writing.

d. Actively participate in shared writing experiences to create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing.

e. With prompting and support, compose writing for varied purposes and audiences, across different genres.

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.  

   View Standards     Standard(s): [ARTS] MUS (0) 17 :

17) Apply personal and expressive preferences in the evaluation of music.

[ARTS] MUS (1) 18 :

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (2) 18 :

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 19 :

19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Students will read about why we prefer different types of music. Some of the factors include personality, age, culture, and mood. They will discuss why they like their favorite song.  

   View Standards     Standard(s): [ARTS] MUS (0) 17 :

17) Apply personal and expressive preferences in the evaluation of music.

[ARTS] MUS (1) 18 :

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (2) 18 :

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 19 :

19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

This collection includes over 600 folk songs that can be searched by a variety of musical elements.  Some of the songs include a recording and game for the students. Each song includes sheet music.  

   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) 17 :

17) Apply personal and expressive preferences in the evaluation of music.

[ARTS] VISA (0) 6 :

6) Share and talk about the art they are creating.

a. Use art vocabulary: line, shape, color, and pattern.

Example: Use the book Lines that Wiggle by Candace Whitman.

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.