In order to create music to the story Brown Bear, Brown Bear, What Do You See by Bill Martin, Jr., the students will:
This activity was created as a result of the Arts COS Resource Development Summit.
Students will define dynamic markings pianissimo, piano, forte, and fortissimo. They will compile a list of words and instrument sounds that reflect a season. They will compose a four-measure piece of music for their assigned season. They will perform their piece in a rondo with the other seasons. They will listen to Antonio Vivaldi's The Four Seasons and identify each season represented by the music.
The article explains how music is a language. The author compares spoken language to musical language. Improvisation is important to building musical language.
This article includes the components of improvisation - timing, choice, and framework. It includes examples of how to implement each component. This article is for improvising words only.
This article explores musical improvisation using movement, vocal exploration, the four voices, and comparatives. There are examples of using a slide whistle, scarves, paintbrushes, and voice.
This article explores improvisation in songs and stories. It includes two song activities and two for books.
This article explains the process of pre-rhythm and pre-melodic improvisation. There are two activities for each of the elements.
This article focuses on improvisation through question and answer. Students will improvise both melodically and rhythmically. The article includes guidelines on how to create questions and answers in music.
This article focuses on rhythm and melody improvisation games. It includes three rhythm games and one melody game for improvisation.
This article focuses on improvising with rhythm and melody simultaneously. It includes four activities, including one to improvise with harmony.
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.
Students will demonstrate proper audience etiquette while listening to a story and music. They will discuss Evelyn Glennie and how her deafness might have affected her ability to make music. They will listen to her music while holding a balloon and feel the vibrations. They will make a percussion instrument from household objects. They will compose a rhythm pattern and play it for the class.
Students will discuss how living things get bigger as they grow. They will identify how music can grow. They will create a crescendo using body percussion or vocal sounds.
Students will discuss key details from the book Ten Little Rabbits by Virginia Grossman. They will compare Navajo blankets to the colors and patterns in the book. They will perform movements following a pattern from the book. Students will collaborate to create a movement pattern that relates to weaving.
Students will have sung conversations with the teacher. The teacher will sing a question and students will improvise a sung answer. Demonstration videos are provided.
Students will compose rhythms using long and short sounds. Students will use iconic notation to notate their rhythm pattern. Students can read their pattern, play the pattern on an instrument, or use body percussion. A worksheet is provided for students to notate their composition. A video is provided to demonstrate how to teach the activity.