ALEX Classroom Resources

   View Standards     Standard(s): [ARTS] MUS (0) 3 :

3) Demonstrate and choose favorite musical ideas.

[ARTS] MUS (0) 6 :

6) Demonstrate a final version of personal musical ideas to peers.

[ARTS] MUS (1) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (1) 13 :

13) Perform music for a specific purpose with expression.

[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) 13 :

13) Perform music for a specific purpose with expression and technical accuracy.

In this lesson plan, Theresa Cocci uses her book "Harry's Horrible Hair" to guide students in identifying feelings and thoughts, expressing their own feelings and emotions through movement, and discussing empathy. They then explore and create musical responses using speech, rhythm, and instruments. In doing so, this lesson connects SEL competencies and literature to musical creation. You will need access to the book "Harry's Horrible Hair", various suggested musical repertoire, emoji visuals, Orff instruments, and a whiteboard. Flashcards for the lesson are provided in the PDF. The lesson is in two parts. In the first lesson, students respond to questions about the story and play a freeze game using the suggested repertoire and emoji cards. In the second lesson, students learn a song about Harry and create their own musical answers to the question using words and instruments. Students then perform their work as Rondo. 

   View Standards     Standard(s): [ARTS] MUS (0) 13 :

13) Perform appropriately for the audience.

[ARTS] MUS (1) 13 :

13) Perform music for a specific purpose with expression.

[ARTS] MUS (2) 13 :

13) Perform music for a specific purpose with expression and technical accuracy.

[ARTS] MUS (3) 14 :

14) Perform music with expression and technical accuracy.

[ARTS] MUS (4) 14 :

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

Students will define "respect" and explore the life of Aretha Franklin.  They will learn a rhythm stick routine to Respect sung by Franklin.  They will perform the routine while listening to a read-aloud of the book Respect.  

   View Standards     Standard(s): [ARTS] MUS (0) 12 :

12) Perform music with expression.

[ARTS] MUS (1) 13 :

13) Perform music for a specific purpose with expression.

[ARTS] MUS (2) 13 :

13) Perform music for a specific purpose with expression and technical accuracy.

Students will sing How Do the Animals Move?  They will discuss and demonstrate how animals move.  The students will play a freeze game as they perform the song.  

   View Standards     Standard(s): [ARTS] MUS (2) 10 :

10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn's Symphony No.
94, "Surprise," through movement.

[ARTS] MUS (2) 13 :

13) Perform music for a specific purpose with expression and technical accuracy.

[ARTS] MUS (2) 18 :

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

Students will identify the musical alphabet, dynamics, melody, pitch, rhythm, and tempo.  They will listen to the theme and variations of Twinkle, Twinkle Little Star.  They will vote for their favorite variation and play the theme on xylophones. 

   View Standards     Standard(s): [ARTS] MUS (0) 12 :

12) Perform music with expression.

[ARTS] MUS (1) 13 :

13) Perform music for a specific purpose with expression.

[ARTS] MUS (2) 13 :

13) Perform music for a specific purpose with expression and technical accuracy.

[ARTS] VISA (0) 1 :

1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (1) 2 :

2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[ARTS] VISA (2) 2 :

2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Students will echo sing the lyrics from the book Over in the Jungle by Marianne Berkes. They will brainstorm different habitats and animals.  They will use clay to create an animal from one of the habitats.  The teacher will photograph the animals and make a presentation for the class.