ALEX Resources

Narrow Results:
Learning Activities (2) 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 (13)

ALEX Learning Activities  
   View Standards     Standard(s): [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 (5)
Title: Wild Things: A Song Study
Description:

This activity is designed to allow students to make connections to their own lives, to help them use background knowledge, and to help them understand that reading comprehension is just as important when singing or playing an instrument as it is when reading a story or text.

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



   View Standards     Standard(s): [ARTS] MUS (5) 10 :
10) Explain how context (such as social, cultural, and historical) informs performances.

[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 (5)
Title: Wild Things: Creating an Expressive Movement Poem
Description:

This activity is designed to help students make connections between music and their own lives.  They will use their background knowledge to design movement that expresses their feeling about the song.

This activity is designed to be used following the activity Wild Things: A Song Study.

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



ALEX Learning Activities: 2

Go To Top of page
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) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[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) 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: Spirituals During Slavery
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Spirituals_During_Slavery_Stephens.pdf
Description:

Students will review the Underground Railroad and how enslaved people used secret codes to try to escape.  They will listen to a variety of spirituals and discuss their meaning.  In groups, students will listen to and analyze the lyrics of Follow the Drinking Gourd.   


   View Standards     Standard(s): [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) 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 (4 - 5)
Title: Can You Put a Secret Message in a Song?
URL: https://wonderopolis.org/wonder/can-you-put-a-secret-message-in-a-song
Description:

Students will read about the Underground Railroad and spirituals.  They will identify how enslaved people communicated through secret messages in songs.  They will listen to spirituals and analyze the lyrics for secret messages.  


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

[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: What Is a Mariachi Band?
URL: https://wonderopolis.org/wonder/What-Is-a-Mariachi-Band
Description:

Students will read about Mariachi.  The article includes information about history, instruments, and suits.  Students will listen to Mariachi music.  


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

[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.

[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.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

[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.
[ELA2021] (5) 34 :
34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
Subject: Arts Education (3 - 5), English Language Arts (3 - 5)
Title: Beethoven's Thoughts
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Beethoven_s_Thoughts_Matic.pdf
Description:

Students will listen to Ludwig van Beethoven's 5th Symphony and write a descriptive essay about how the music influenced them. They will create watercolor artwork while listening to the music. 


   View Standards     Standard(s): [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.

[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.

[ELA2021] (5) 34 :
34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
Subject: Arts Education (5), English Language Arts (5)
Title: Crafting Cartoons
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-craftingcartoons.pdf
Description:

Students will listen to and analyze music composed for cartoons.  They will evaluate the mood of the music.  Working in groups of four, students will write a storyline for a cartoon while listening to Anxiety Montage by Carl Stallings.  


   View Standards     Standard(s): [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.

[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 (5)
Title: On the Move
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-onthemove.pdf
Description:

Students will discuss where they would want to move if they could go anywhere.  They will discuss why groups of people moved during history.  They will listen to Arabian Waltz by Silk Road Ensemble.  They will discuss how diversity is important in music, government, and societal well-being.  


   View Standards     Standard(s): [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.

[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 (5)
Title: The Planets
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-theplanets.pdf
Description:

Students will model the solar system and read facts about each planet.  They will listen to Gustav Holst's The Planets and evaluate each movement and how it reflects the planet.  


   View Standards     Standard(s): [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.

[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 (5)
Title: Tubular Perspectives
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-tubularperspectives.pdf
Description:

Students will discuss the origins of musical instruments and the job of ethnomusicologists.  They will compare and contrast two pieces of music that feature flutes from the Western Hemisphere.  


   View Standards     Standard(s): [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.

[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.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

[ELA2021] (5) 34 :
34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
Subject: Arts Education (5), English Language Arts (5)
Title: Writing Road
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-writingroad.pdf
Description:

Students will analyze the painting "Streets of Mbari."  They will listen to and evaluate the musical elements of The Marketplace at Limoges by Modest Mussorgsky. They will write a narrative based on their impression of both the painting and 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) 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) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

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

[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: Arts Education (3 - 5), English Language Arts (3 - 5)
Title: Jazz Music, Dance, and Poetry
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/jazz-music-dance-and-poetry/
Description:

In this 3-5 lesson, students will explore jazz music and dance, then write a jazz-inspired cinquain poem. They will build their background on the history of jazz and its use of improvisation to demonstrate jazz dance movements. 


   View Standards     Standard(s): [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 (5)
Title: Instruments Around the World
URL: https://www.sfsymphony.org/SanFrancisco/media/SanFrancisco/PDFs/Education-Music%20Connects/CFK-Activity-Instruments-World.pdf
Description:

Students will research instruments around the world.  They will present their findings to the class.  After all the presentations, students will compare and contrast the different instruments. 


ALEX Classroom Resources: 13

Go To Top of page