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Learning Activities (1) 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 (9)

ALEX Learning Activities  
   View Standards     Standard(s): [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.

[ARTS] MUS (4) 8 :
8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Example: Perform music in the jazz style and identify syncopated rhythms.

Subject: Arts Education (4 - 5)
Title: Moving to the Blues
Description:

Students will use creative movement to show the chord progressions in the 12 bar blues.

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



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [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) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[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 (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (3 - 5)
Title: Antonin Dvorak
URL: https://minnesota.publicradio.org/radio/services/cms/education/dvorak.pdf
Description:

Students will listen to and analyze Antonín Dvořák's music.  They will discuss spirituals and Native American music.  They will discuss inspiration and influence on different types of music. They will compose melodic music about something that inspires them.    


   View Standards     Standard(s): [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) 14 :
14) Perform music with expression and technical accuracy.

[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 (4) 14 :
14) Perform music, alone or with others, with expression and technical accuracy.

[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.

[ARTS] MUS (5) 14 :
14) Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Subject: Arts Education (3 - 5)
Title: Music Through the EARS of Beethoven
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Music_Through_the_Ears_of_Beethoven_JPotts.pdf
Description:

Students will listen to Ludwig van Beethoven's Symphony No. 5 two times - once with earplugs and once without. They will compare and contrast the two experiences. They will compare and contrast the lives of Beethoven and Hellen Keller. They will compose two pieces of music - one while wearing earplugs and one without. They will perform both pieces for the class.  


   View Standards     Standard(s): [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) 17 :
17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

[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 (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 (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.

[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.

Subject: Arts Education (3 - 5)
Title: Movement of the Animals
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Movement_of_the_Animals_Swenson.pdf
Description:

Students will analyze Carnival of the Animals by Camille Saint-Saëns. They will identify the animal portrayed by the tempo, dynamics, and instruments. They will choose an animal and compose a piece of music that describes the way the animal moves.      


   View Standards     Standard(s): [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) 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 (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 (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 (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.

[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.

Subject: Arts Education (3 - 5)
Title: Guess What's on My Mind
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Guess_What_s_on_My_Mind_Lin.pdf
Description:

Students will respond to the tempo and dynamics of Camille Saint-Saëns' Carnival of the Animals.  They will identify the animal being portrayed based on elements of music they hear.  Using differing tempos and dynamics, they will compose a variation on Twinkle, Twinkle Little Star.  


   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.

Subject: Arts Education (K - 5)
Title: Three Little Birds
URL: https://www.musicconstructed.com/sketch/three-little-birds/
Description:

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 (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) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[ARTS] MUS (4) 3 :
3) Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent and explain the connection to purpose and context.

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (3 - 5)
Title: Harriet Tubman: Secret Messages Through Song
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/harriet-tubman-secret-messages-through-song/
Description:

Students will listen to and analyze spirituals. They will identify the secret language used in spirituals to share information. Students will compose an original spiritual. 


   View Standards     Standard(s): [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.

Subject: Arts Education (3 - 5)
Title: Yes! I Wanna! Learn Music From Botswana!
URL: https://folkways.si.edu/yes-i-wanna-learn-music-botswana/childrens-folk/tools-for-teaching/smithsonian
Description:

Students will create a game, compose music, and sing traditional music from Botswana.  This unit includes three lessons. 


   View Standards     Standard(s): [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.

[ARTS] MUS (5) 11 :
11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.

Example: Perform dynamic and articulation markings in known pieces.

Subject: Arts Education (5)
Title: We've Got the Blues
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/5-Weve-Got-the-Blues
Description:

Students will listen and evaluate blues music. The teacher will play C-major, C-minor, and Blues scale on C. Students will compare and contrast the scales. Students will use the Blues scale to compose a song.  


   View Standards     Standard(s): [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.

[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 (4) 4 :
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

[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.

[ARTS] MUS (5) 4 :
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Subject: Arts Education (3 - 5)
Title: Song Maker
URL: https://musiclab.chromeexperiments.com/Song-Maker/
Description:

Song Maker is a part of Google's Chrome Music Lab.  Students can compose their own songs using electronic instruments.  Compositions can be saved and shared.  


ALEX Classroom Resources: 9

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