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Learning Activities (5) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (11)


ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

Subject: Arts Education (K)
Title: Unpitched Percussion Exploration
Description:

In this learning activity, students will explore the 4 categories of unpitched classroom percussion instruments. The teacher will guide students in a discussion of woods, metals, skins, and scraper/shakers. Show students examples that will be used later in the game where students will explore and play a steady beat on various instruments.  




   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Use your body to show musical contrast
Description:

Students will use their body and voice to show a musical contrast between high/low, loud/soft, and same/different. 

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




   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Presto Largo
Description:

Students will identify fast and slow while listening to a song. They will demonstrate contrasts in tempo by using locomotor and non-locomotor movement. Finally, they will be able to label fast as Presto and slow as Largo.

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




   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Comparing Like and Unlike Phrases
Description:

Students will compare like and unlike musical phrases using the online Comparing Game. The game gives two balloons that when clicked play a musical phrase. Students must click whether the two phrases are the same or different. The game progresses until students reach 100%.

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




   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Presto Largo Assessment
Description:

Students will listen to a variety of song clips with varying tempi. Using a worksheet, the students will circle the correct tempo. Students will identify contrasts in music.  

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




ALEX Learning Activities: 5

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Hickory Dickory Dock
URL: https://teachingwithorff.com/hickory-dickory-dock
Description:

In this lesson, students will learn the nursery rhyme "Hickory Dickory Dock" while using barred instruments and finger cymbals to accompany the poem. The students will demonstrate knowledge of melodic direction and steady beat using a broken bordun. The lesson is a simple but effective lesson for younger students. The author also provides a downloadable powerpoint slide of the poem.



   View Standards     Standard(s): [ARTS] DAN (0) 2 :
2) React to stimuli by creating movement that changes at least one of the elements of dance.

Example: Identify elements of movement that are personally difficult to perform and discuss in a journal how this impacts movement choice in choreography.

[ARTS] DAN (0) 8 :
8) Demonstrate tempo changes with movements that match music or sound stimuli.

[ARTS] DAN (1) 1 :
1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :
2) Experiment with changing a movement, utilizing the elements of dance.

[ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] MUS (0) 15 :
15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

[ARTS] MUS (1) 8 :
8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.

[ARTS] MUS (1) 16 :
16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

Subject: Arts Education (K - 1)
Title: Creating Patterns
URL: https://artsintegration.com/2014/10/24/patterns-integrating-math-and-the-arts/
Description:

In this activity, students will identify patterns, such as AB, ABA, AABA. They will provide examples seen in the classroom and the community. They will create a movement pattern using one of these forms. While listening to music, they will identify the form and choreograph a movement to represent each section.   



   View Standards     Standard(s): [ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] MUS (1) 10 :
10) Demonstrate and describe music's expressive qualities.

Example: Identify the tempo of a piece of music in a listening example.

[ARTS] MUS (1) 16 :
16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

[ARTS] MUS (2) 10 :
10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn's Symphony No.

94, "Surprise," through movement.

[ARTS] MUS (2) 17 :
17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

Subject: Arts Education (K - 2)
Title: Adventures in Tempo
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Adventures_in_Tempo_Cobler.pdf
Description:

Students will listen to music with a variety of tempos.  They will identify largo and presto and move to show the tempo.  



   View Standards     Standard(s): [ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

Subject: Arts Education (K)
Title: Feel the Music
URL: https://www.uen.org/lessonplan/view/18802
Description:

Students will analyze music by describing the dynamics, pitch, and duration. They will move to show emotion in the music. They will use finger paints to express their emotion while listening to music. 



   View Standards     Standard(s): [ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Telling a Story With Music
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Telling-a-Story-with-Music
Description:

Students will identify and perform high and low sounds.  Students will read a story using high and low pitches.  A video demonstration is provided. 



   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Moving Melodies
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Moving-Melodies
Description:

Students will practice singing high and low sounds while tracing the melodic contour with a finger. They will listen to a variety of music with high and low sounds and trace the melody.  Students will create their own melodic contour and demonstrate the sound.  Student and teacher worksheets are provided. Demonstration videos are provided. 



   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Musical Patterns
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Musical-Patterns
Description:

Students will identify patterns that are the same and different.  They will create movements to identify when the pattern changes. Using the student worksheet, students will identify if patterns are the same or different. Video demonstrations are provided. 



   View Standards     Standard(s): [ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

Subject: Arts Education (K)
Title: Performing and Arranging Using Our Voices
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Performing-and-Arranging-Using-Our-Voices
Description:

Students will identify and demonstrate the four types of voices - whisper, talk, shout, and sing. Students will identify which voice to use in different locations.  Student and teacher worksheets are provided. Video demonstrations are provided. 



   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] MUS (0) 9 :
9) Demonstrate awareness of expressive qualities that support the creators' expressive intent.

Example: Interpret a story through vocal exploration, dynamics, and tempo.

[ARTS] MUS (0) 16 :
16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent.

Example: Use body percussion to reflect dynamics in a piece of music.

Subject: Arts Education (K)
Title: Musical Expression Through Movement
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Musical-Expression-Through-Movement
Description:

Students will identify expressive qualities of music. They will create movement and vocalizations to demonstrate each quality. Listening suggestions and video demonstrations are provided. 



   View Standards     Standard(s): [ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] MUS (0) 15 :
15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

[ARTS] MUS (1) 10 :
10) Demonstrate and describe music's expressive qualities.

Example: Identify the tempo of a piece of music in a listening example.

Subject: Arts Education (K - 1)
Title: Feeling the Tempo: Presto and Largo
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/1-Feeling-the-Tempo
Description:

Students will review the Tempo words Presto and Largo.  Worksheets are provided to show the difference between Largo and Presto. Students will create different movements to express fast and slow.  Then, they will move to different pieces of music. Finally, students will describe the difference between Largo and Presto.  Demonstration videos are provided.   dfs



   View Standards     Standard(s): [ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :
8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] MUS (1) 16 :
16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

Subject: Arts Education (K - 1)
Title: Exploring Steady Beat With Percussion Instruments
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Exploring-Steady-Beat-with-Percussion-Instruments
Description:

Students will perform steady beat using body percussion and percussion instruments. A video demonstration is provided. 



ALEX Classroom Resources: 11
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