Students will review orchestra, instruments, and instrument families. They will identify instruments by sight and sound. They will discuss how the instruments in each family are "related." They will write a descriptive paragraph about each family.
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.
Students will listen to and analyze Igor Stravinsky's Firebird Suite. They will make connections between the music and the Russian folktale, The Firebird. They will create pictures and write a poem about a firebird.
Students will discuss four time periods of music - Baroque, Classical, Romantic, and Modern. They will list facts about Wolfgang Amadeus Mozart and Ludwig van Beethoven. They will compare and contrast the music of Mozart and Beethoven. They will identify that Mozart and Beethoven are composers of the Classical Period.
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.
Students will read about Jazz Music. The article includes the birthplace of Jazz, common Jazz musicians, and some Jazz elements. They will listen to Jazz music and explain what they like about it. There are three suggested activities for more information.
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.
Students will analyze Igor Stravinsky's Firebird and Aaron Copland's Fanfare for the Common Man. They will listen again and draw a picture of what they feel while listening to each piece. They will compare and contrast each composer.
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.
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.
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.
Students will discuss Ragtime music and the life of Scott Joplin. They will analyze Joplin's rags and identify repetition of rhythm, notes, and syncopation. They will listen to a recording of Joplin playing and a contemporary band playing Joplin's music. They will journal key facts about Joplin and Ragtime music and reflect on their preference of Ragtime music.
Students will analyze Bernard van Risenburgh's Double Desk. They will design and describe their own ultimate desk. They will listen to and analyze Baroque music. Working in groups, students will construct a desk from cardboard and tape. They will decorate the veneer for their desk.
This lesson unit explores Vivaldi's life and his composition, The Four Seasons. Lessons include activities for music, language arts, social studies, science, visual arts, drama, and First Nations storytelling. A student workbook is provided.
Students will listen to and identify the Oud. They will create movement and play instruments to the rhythms. The lesson includes three segments.
Students will compare and contrast instruments similar to the guitar, such as sitar, lute, balalaika, and ukulele. Listening examples are provided.
Students will create a theme and variations using a simple sentence. Students will compare and contrast themes and variations while listening to Mozart's variations on "Twinkle, Twinkle, Little Star." Listening examples are provided.