ALEX Resources

   View Standards     Standard(s): [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 (3) 2 :

2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (4) 2 :

2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

This video is a 20-minute lesson on how to write a chorus for a song. Ms. Ashley from the Lincoln Center demonstrates the characteristics of writing a good chorus and guides students as they create their own chorus using 3 principles: a theme, lines that rhyme, and a catchy melody.

   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.

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. 

   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) 1 :

1) Create musical ideas for a specific purpose.

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

[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.

Students will define dynamic markings pianissimo, piano, forte, and fortissimo. They will compile a list of words and instrument sounds that reflect a season. They will compose a four-measure piece of music for their assigned season. They will perform their piece in a rondo with the other seasons. They will listen to Antonio Vivaldi's The Four Seasons and identify each season represented by the music. 

   View Standards     Standard(s): [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 (3) 2 :

2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ELA2021] (2) 40 :

40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.

[ELA2021] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

Students will listen to the story Ballet of the Elephants by Leda Shubert and the music Circus Polka: For a Young Elephant by Igor Stravinsky. They will analyze rhythm patterns, create choreography for animal movements, and choose an instrument to accompany them. They will write a paragraph to describe the animal and its movements. They will perform their animal ballet for the class.  

   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) 2 :

2) Generate musical ideas in multiple tonalities and meters.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and major and minor tone sets, as well as duple and triple meter.

[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 (3) 2 :

2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (4) 2 :

2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

[ARTS] MUS (5) 2 :

2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

Students will define "ostinato."  They will listen to Three Little Birds by Bob Marley and identify words that are repeated.  They will use these words to compose an ostinato.  They will perform the ostinato with the song. 

   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) 2 :

2) Generate musical ideas.

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

[ARTS] MUS (1) 1 :

1) Create musical ideas for a specific purpose.

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

[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.

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. 

   View Standards     Standard(s): [ARTS] MUS (1) 2 :

2) Generate musical ideas in multiple tonalities and meters.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and major and minor tone sets, as well as duple and triple meter.

[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.

Students will collect leaves.  They will sing a song about fall/leaves.  They will compose a B section for the song using instruments.  

   View Standards     Standard(s): [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) 4 :

4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

Students will identify and complete patterns.  They will create their own patterns and perform for the class. A student worksheet is provided. 

   View Standards     Standard(s): [ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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) 4 :

4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

[ARTS] MUS (3) 1 :

1) Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.

Example: Explore instrumental/vocal timbres to create a sound carpet to accompany the story, "The Three Little Pigs.

" [ARTS] MUS (3) 2 :

2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

Students will read different rhythm patterns.  They will create body percussion and improvise new rhythm patterns. Students will dictate rhythm patterns using iconic or standard notation.  Finally, students will compose their own rhythm patterns.  Demonstration videos are provided.