ALEX Resources

   View Standards     Standard(s): [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) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

[ARTS] MUS (5) 14 :

14) Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

This classroom resource offers a series of lessons from LeslieAnne Bird uses the free site, Incredibox, to help students create their own compositions. It culminates in a DJ Party performance. She provides links to a set of Youtube videos by The Little Kids Rock that makes the process easy. This series of lessons work best with classes that have 1:1 devices.

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

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Students will choose a version to start mixing music.  They will drag and drop different beatboxes and melodic riffs to the different cartoon characters.  They can mute/unmute a sound by clicking on the character.  They can share their composition.      

   View Standards     Standard(s): [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) 4 :

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

[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) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

[MA2019] (2) 25 :

25. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

a. Recognize and draw shapes having specified attributes.

Examples: a given number of angles or a given number of equal faces

[MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

Students will compose music grooves using math concepts such as shapes, angles, and patterns. Start working with one of the "specials" pizza presets and add/remove "toppings" to adjust the groove, or click on the "Shapes" tab and drag various shapes onto the big circle to play and explore math-inspired grooves.  The shapes include triangle, quadrilateral, pentagon, hexagon, and octagon. They can download their compositions or share a link to the composition. 

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

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

[DLIT] (3) 13 :

7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (4) 13 :

7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[DLIT] (5) 12 :

6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

In this activity from Scratch, students will use coding skills to create their own compositions. 

   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 (1) 1 :

1) Create musical ideas for a specific purpose.

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

[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) 4 :

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

[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) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Students will draw different shapes on the screen.  The images will be transferred to sound by the website. This activity is inspired by Wassily Kandinsky, an artist who compared painting to making music.  

   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.

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.  

   View Standards     Standard(s): [ARTS] MUS (0) 4 :

4) Organize personal musical ideas using iconic notation and/or recording technology, with guidance.

[ARTS] MUS (1) 4 :

4) Organize personal musical ideas using iconic notation and/or recording technology.

[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) 4 :

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

[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) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Students will review steady beat and four-beat rhythmic patterns. Students can work in groups or alone to compose four-beat rhythm patterns in common time. Worksheets are provided to download. Worksheets include 4/4, 3/4, and 6/8 meter signatures. Videos are provided to demonstrate how the activity can be taught.