ALEX Classroom Resources

   View Standards     Standard(s): [ARTS] MUS (2) 16 :

16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

Students will compare and contrast several different versions of a fairy tale. They will listen to and compare and contrast several different versions of Ludwig van Beethoven's 5th Symphony. They will define dynamics and tempo.   

   View Standards     Standard(s): [ARTS] MUS (2) 16 :

16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

[ARTS] MUS (2) 17 :

17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

[ARTS] VISA (2) 3 :

3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

Students will listen to In the Hall of the Mountain King by Edvard Grieg and define folk songs.  They will research Norway and create a landscape using collage or drawing techniques.  They will listen for repetition in the music and then act out the story.  

   View Standards     Standard(s): [ARTS] MUS (2) 6 :

6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

[ARTS] MUS (2) 16 :

16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

[ARTS] MUS (3) 6 :

6) Present the final version of personally created music to others and describe its expressive intent.

[ARTS] MUS (3) 16 :

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

In this resource, students will be introduced to the concept of call and response. Call and response is a form of communication that is used every day and can also be heard in music. It is a type of communication that uses rhythms and patterns. In this activity, students will create a new call and response. 

   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) 16 :

16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

Students will create a Classroom Thunderstorm using body percussion and/or instruments. Students will review and use different tempos and dynamics. Videos are included to demonstrate how the activity can be taught.