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Learning Activities (2) 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 (3)


ALEX Learning Activities  
   View Standards     Standard(s): [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.

Subject: Arts Education (K)
Title: Four Kinds of Voices - Sing, Speak, Whisper, Shout
Description:

In this activity, students identify the four different kinds of voice (sing, speaker, whisper, shout) using the poem "The Giant's Shoes".

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




   View Standards     Standard(s): [ELA2015] (0) 2 :
2 ) With prompting and support, retell familiar stories, including key details. [RL.K.2]

[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.

Subject: English Language Arts (K), Arts Education (K)
Title: Retell a Familiar Story Using Elements of Music
Description:

Students will use elements of music such as tempo, dynamics, and vocal exploration to retell a familiar story, including key details. The students will use music to show expression of the characters in the story. 

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




ALEX Learning Activities: 2

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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) 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) 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) 10 :
10) Demonstrate and describe music's expressive qualities.

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

[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.

[PE] (0) 1 :
K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (0) 4 :
K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[PE] (1) 1 :
1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 1 :
2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 2 :
2-1.2) Demonstrate correct form for jogging and running.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Subject: Arts Education (K - 2), Physical Education (K - 2)
Title: Finding the Tempo in Locomotor Movements
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Finding_the_Tempo_in_Locomotor_Movements_Meredith.pdf
Description:

Students will demonstrate eight locomotor skills - walking, running, jumping, hopping, skipping, galloping, side sliding, and leaping. They will identify and move to show three different tempos - fast (presto), medium (moderato), and slow (adagio).



   View Standards     Standard(s): [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 (1) 10 :
10) Demonstrate and describe music's expressive qualities.

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

[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.

[ARTS] VISA (1) 2 :
2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

Subject: Arts Education (K - 1)
Title: Colorful and Musical Feelings
URL: https://www.uen.org/lessonplan/view/21433
Description:

Students will listen to the story Mouse Paint by Ellen Stohl Walsh while they mix primary colors.  They will discuss how different colors make us feel different emotions.  They will listen to Antonio Vivaldi's Four Seasons.  They will discuss how music makes us feel different moods.  They will illustrate each season while they listen.  



   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. 



ALEX Classroom Resources: 3
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