ALEX Classroom Resources

   View Standards     Standard(s): [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) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

[ARTS] MUS (5) 14 :

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

This classroom resource offers a series of lessons from LeslieAnne Bird uses the free site, Incredibox, to help students create their own compositions. It culminates in a DJ Party performance. She provides links to a set of Youtube videos by The Little Kids Rock that makes the process easy. This series of lessons work best with classes that have 1:1 devices.

   View Standards     Standard(s): [ARTS] MUS (3) 9 :

9) Read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

[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.

[ARTS] MUS (5) 14 :

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

In this classroom resource, Megan Stilla introduces a free virtual keyboard on the Musicca website. A PDF learning sheet is included for the teacher or students to use as a guide. A link to a version of "Lean On Me" on Youtube is also provided. The PDF guide includes chord notes, guitar, ukulele, and bass guitar notes to be used as an extension.

   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 (0) 13 :

13) Perform appropriately for the audience.

[ARTS] MUS (1) 14 :

14) Perform appropriately for the audience and specific occasion.

[ARTS] MUS (2) 14 :

14) Perform appropriately for the audience, purpose, and specific occasion.

[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.

[ARTS] MUS (5) 14 :

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

This article explores the use of transitions in music lessons.  A transition creates a lesson that is streamlined and flows from one activity to the next.  It explains four types of transitions - thematic verbal transitions, directive verbal transitions, non-verbal transitions, and literacy transitions.  Students will perform songs and transitions during the lesson.  

   View Standards     Standard(s): [ARTS] MUS (4) 14 :

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

[ARTS] MUS (5) 14 :

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

The article provides three strategies to help all students successfully play the recorder.  The first strategy is "everyone is a beginner" and every student has something to improve upon.  The second is "we are a team" and the students work together toward a common goal.  The third is "song choice and sequence matter."  Students will play simple one-pitch songs and then add additional notes.    

   View Standards     Standard(s): [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.

[ARTS] MUS (5) 14 :

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

Students will perform a new version of Little Miss Muffet. They will do body percussion and play percussion instruments.  

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

13) Perform appropriately for the audience.

[ARTS] MUS (1) 14 :

14) Perform appropriately for the audience and specific occasion.

[ARTS] MUS (2) 14 :

14) Perform appropriately for the audience, purpose, and specific occasion.

[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.

[ARTS] MUS (5) 14 :

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

This resource includes over 600 folk songs to use in the music classroom and performances.  Searches can be refined by several filters, including melody, rhythm, meter, etc.