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 identify the elements of a story - character, setting, plot. They will listen to a story while listening to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns. They will identify story elements. They will listen to "Fossils" from Carnival of the Animals and create a story including character, setting, and plot.
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.
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 how technology has changed over time and how they listen to music. They will identify music playing devices through history. They will listen to a 1939 recording of Scheherazade by Nikolai Rimsky-Korsakov. They will discuss how the recording sounds. They will listen to a 1978 recording of the same piece. They will compare and contrast the two recordings. Finally, students will play a game to identify antiquated items.
Students will listen to Take the A Train by Duke Ellington and identify instruments being played. They will review the four families of instruments of the orchestra and categorize the instruments heard in the song. They will research and describe their favorite instrument.
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.
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 sort orchestral instruments into families - brass, woodwind, percussion, and strings.