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Classroom Resources (7)

ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] MUS (2) 10 :
10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn's Symphony No.
94, "Surprise," through movement.

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 11 :
11) Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

Example: Experiment with dynamics and articulation and discuss how they change the impact of a piece.

[ARTS] MUS (3) 18 :
18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and intent.

[ARTS] VISA (2) 2 :
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

Subject: Arts Education (2 - 3)
Title: The Music of Oceans
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_The_Music_of_Oceans.pdf
Description:

Students will identify the four oceans using a globe. They will sing the Oceans song and listen to Claude Debussy's Le Mer. Students will use watercolors to show their emotional response to the music. They will identify the dynamics of the music and use those terms to describe the oceans.  


   View Standards     Standard(s): [ARTS] MUS (0) 14 :
14) List personal interests and experiences and demonstrate why they prefer some music selections over others.

[ARTS] MUS (0) 16 :
16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent.

Example: Use body percussion to reflect dynamics in a piece of music.

[ARTS] MUS (1) 17 :
17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

[ARTS] MUS (1) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (2) 17 :
17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 18 :
18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and intent.

[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) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[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) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[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.

Subject: Arts Education (K - 5)
Title: Emotions in Music
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Emotions_in_Music_Sequeira.pdf
Description:

Students will discuss feelings, emotions, and how dynamics and tempo reflect those in music.  They will identify which emotion is portrayed in a variety of musical selections.  They will choose their favorite piece of music and write a story for that music. 


   View Standards     Standard(s): [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.

[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.
[ELA2021] (4) 35 :
35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
Subject: Arts Education (2 - 4), English Language Arts (2 - 4)
Title: Music and the Elements of a Story
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Music_and_the_Elements_of_a_Story_Duncan.pdf
Description:

Students will identify the elements of a story - character, setting, plot.  They will listen to a story while listening to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns.  They will identify story elements.  They will listen to "Fossils" from Carnival of the Animals and create a story including character, setting, and plot.  


   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.

Subject: Arts Education (K - 5)
Title: Why Do We Like Some Styles of Music but Not Others?
URL: https://wonderopolis.org/wonder/Why-Do-We-Like-Some-Styles-of-Music-but-Not-Others
Description:

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.

Subject: Arts Education (K - 5)
Title: The American Folk Song Collection
URL: https://kodaly.hnu.edu/collection.cfm
Description:

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 (2) 10 :
10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn's Symphony No.
94, "Surprise," through movement.

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

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

Subject: Arts Education (2)
Title: Adventures in Treble Clef
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Adventures_in_Treble_Clef_Cobler.pdf
Description:

Students will identify the musical alphabet, dynamics, melody, pitch, rhythm, and tempo.  They will listen to the theme and variations of Twinkle, Twinkle Little Star.  They will vote for their favorite variation and play the theme on xylophones. 


   View Standards     Standard(s): [ARTS] MUS (2) 15 :
15) Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ELA2021] (2) 42 :
42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure.
Subject: Arts Education (2), English Language Arts (2)
Title: Peter and the Wolf
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/2-peterandthewolf.pdf
Description:

Students will watch, listen to, and analyze Peter and the Wolf by Sergei Prokofiev.  They will discuss opinions and write an opinion piece about a decision Peter made in the story.  They will share their opinion with the class.   


ALEX Classroom Resources: 7

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