ALEX Classroom Resources

   View Standards     Standard(s): [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 (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 (4) 2 :

2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

This video is a 20-minute lesson on how to write a chorus for a song. Ms. Ashley from the Lincoln Center demonstrates the characteristics of writing a good chorus and guides students as they create their own chorus using 3 principles: a theme, lines that rhyme, and a catchy melody.

   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.

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 (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 (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.

[ELA2021] (2) 40 :

40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.

[ELA2021] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

Students will listen to the story Ballet of the Elephants by Leda Shubert and the music Circus Polka: For a Young Elephant by Igor Stravinsky. They will analyze rhythm patterns, create choreography for animal movements, and choose an instrument to accompany them. They will write a paragraph to describe the animal and its movements. They will perform their animal ballet for the class.  

   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) 14 :

14) Perform music with expression and technical accuracy.

[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) 14 :

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

[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) 14 :

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

Students will listen to Ludwig van Beethoven's Symphony No. 5 two times - once with earplugs and once without. They will compare and contrast the two experiences. They will compare and contrast the lives of Beethoven and Hellen Keller. They will compose two pieces of music - one while wearing earplugs and one without. They will perform both pieces for the class.  

   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) 17 :

17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

[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) 18 :

18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[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) 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.

Students will analyze Carnival of the Animals by Camille Saint-Saëns. They will identify the animal portrayed by the tempo, dynamics, and instruments. They will choose an animal and compose a piece of music that describes the way the animal moves.      

   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) 18 :

18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and intent.

[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) 18 :

18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[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) 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.

Students will respond to the tempo and dynamics of Camille Saint-Saëns' Carnival of the Animals.  They will identify the animal being portrayed based on elements of music they hear.  Using differing tempos and dynamics, they will compose a variation on Twinkle, Twinkle Little Star.  

   View Standards     Standard(s): [ARTS] MUS (0) 2 :

2) Generate musical ideas.

Example: Improvise rhythmic and melodic variations on given simple melodies.

[ARTS] MUS (1) 2 :

2) Generate musical ideas in multiple tonalities and meters.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and major and minor tone sets, as well as duple and triple meter.

[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 (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 (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 (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.

Students will define "ostinato."  They will listen to Three Little Birds by Bob Marley and identify words that are repeated.  They will use these words to compose an ostinato.  They will perform the ostinato with the song. 

   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.

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) 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 (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 (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.

Students will create a game, compose music, and sing traditional music from Botswana.  This unit includes three lessons. 

   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 (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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) 4 :

4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

[ARTS] MUS (3) 1 :

1) Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.

Example: Explore instrumental/vocal timbres to create a sound carpet to accompany the story, "The Three Little Pigs.

" [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.

Students will read different rhythm patterns.  They will create body percussion and improvise new rhythm patterns. Students will dictate rhythm patterns using iconic or standard notation.  Finally, students will compose their own rhythm patterns.  Demonstration videos are provided.