ALEX Resources

   View Standards     Standard(s): [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) 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.

Students will watch a recording of Pete the Cat: I Love My White Shoes sound story.  They will respond to the chosen instruments and important words/phrases that were played. 

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

   View Standards     Standard(s): [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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Students will work in groups of four.  Each one will take a turn leading the group in an improvisational musical activity - movement, melody, or rhythm.  They will define ensemble and quartet. 

   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) 1 :

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

The article explains how music is a language.  The author compares spoken language to musical language.  Improvisation is important to building musical language.    

   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) 1 :

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

This article includes the components of improvisation - timing, choice, and framework.  It includes examples of how to implement each component.  This article is for improvising words only.  

   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) 1 :

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

This article explores musical improvisation using movement, vocal exploration, the four voices, and comparatives.  There are examples of using a slide whistle, scarves, paintbrushes, and voice.   

   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) 1 :

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

This article explores improvisation in songs and stories.  It includes two song activities and two for books.  

   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) 1 :

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

This article explains the process of pre-rhythm and pre-melodic improvisation.  There are two activities for each of the elements.  

   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) 1 :

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

This article focuses on improvisation through question and answer.  Students will improvise both melodically and rhythmically.  The article includes guidelines on how to create questions and answers in music.  

   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) 1 :

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

This article focuses on rhythm and melody improvisation games.  It includes three rhythm games and one melody game for improvisation. 

   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) 1 :

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

This article focuses on improvising with rhythm and melody simultaneously.  It includes four activities, including one to improvise with harmony. 

   View Standards     Standard(s): [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.

" [MA2019] (3) 19 :

19. Estimate and measure liquid volumes and masses of objects using liters (l), grams (g), and kilograms (kg).

a. Use the four operations to solve one-step word problems involving masses or volumes given in the same metric units.

Students will experiment with different volumes of water to create different pitches.  They will create four different pitches and improvise melodic patterns.  

   View Standards     Standard(s): [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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Students will explore Mongolian life and music. They will imitate environmental sounds through dance and instrumental improvisation. There are four sections in the lesson. 

   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. 

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

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

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Students will improvise melodic patterns using scat, or nonsense, syllables.  Video demonstrations are provided.