ALEX Learning Activity Resources

   View Standards     Standard(s): [DLIT] (8) 20 :

14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[DLIT] (7) 20 :

14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[DLIT] (6) 21 :

15) Identify emerging technologies in computing.

[ARTS] MUS (6) 3 :

3) Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two chord harmonic musical ideas.

[ARTS] MUS (6) 15 :

15) Select music to listen to and explain the connections to interests or experiences for a specific purpose.

[ARTS] MUS (7) 5 :

5) Describe the rationale for making revisions to music based on evaluation criteria and feedback from others, including teachers and peers.

[ARTS] MTEEI (6-12) 12 :

12) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

[ARTS] MHII (6-12) 10 :

10) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

Musescore is an online music library for instrumentalists. Students may search specific song titles and then choose from various options available at varying levels of difficulty. Students may also listen to a recorded example of the music selected.  Students can choose to publish a composition of their own and make it available to other students through Musescore. The activity will provide students with greater knowledge of the impact of computing as referenced through R3. of the Alabama Course of Study.

   View Standards     Standard(s): [ARTS] MUS (6) 9 :

9) Read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

[ARTS] MUS (6) 3 :

3) Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two chord harmonic musical ideas.

Many people find the hardest part of composing music is getting started. This lesson will describe an engaging activity where students will use a die to select the rhythmic values of their next musical composition. First, rhythmic values of notes/rests are assigned to the six numbers of a typical six-sided die. Next, the students will access a virtual die (or use a real one) and roll it. Then, they will draw the note/rest value on staff paper (or use digital notation software) using standard notation. The student or teacher will then decide on a time signature and the student will add bar lines to the string of note/rest values. Finally, the student will perform the rhythm on an instrument (musical instrument or body percussion).

This activity was created as a result of the Arts COS Resource Development Summit.

   View Standards     Standard(s): [ARTS] MUS (6) 3 :

3) Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two chord harmonic musical ideas.

[ARTS] MUS (6) 9 :

9) Read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

Many people find the hardest part of composing music is getting started. This lesson will describe an engaging activity where students will use dice to select the notes of a melody for their next musical composition. First, the teacher assigns the letter names of a pentatonic scale to the six numbers of a typical six-sided die (the sixth pitch should be the octave above the first pitch). Next, the students will access a virtual die (or use a real one) and roll it. Then, they will draw the corresponding pitch on staff paper (or use digital notation software) using standard notation. Finally, the student will perform the melody on any available instrument (including singing).

This lesson can be used on its own or build upon the lesson titled Composing with Dice - Rhythm.

This activity was created as a result of the Arts COS Resource Development Summit.