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ALEX Classroom Resources  
   View Standards     Standard(s): [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) 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) 8 :
8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

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

[ARTS] MUS (3) 8 :
8) Demonstrate understanding of the structure in music selected for performance.

[ARTS] MUS (4) 8 :
8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Example: Perform music in the jazz style and identify syncopated rhythms.

[ARTS] MUS (5) 8 :
8) Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.

Example: Compose music in the jazz style and include syncopated rhythms.

[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] (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] (1) 4 :
1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

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] (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] (3) 4 :
3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

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] (4) 1 :
4-1.1) Apply locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

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] (5) 1 :
5-1.1) Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

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] (5) 4 :
5-1.4) Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.

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.

Subject: Arts Education (K - 5), Physical Education (K - 5)
Title: Moving to Tchaikovsky
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Moving_to_Tchaikovsky_Sublett.pdf
Description:

Students will use locomotor and non-locomotor movement to identify the form of "Trepak" from The Nutcracker by Pyotr Tchaikovsky.  They will identify the A section, B section, Interlude, and Coda.  Younger students will identify same and different.     



   View Standards     Standard(s): [ARTS] MUS (2) 1 :
1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[ARTS] MUS (2) 6 :
6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

[ARTS] MUS (2) 8 :
8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

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

[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.

Subject: Arts Education (2)
Title: Lollipop Bop
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/2-lollipopbop.pdf
Description:

Students will listen to the book Charlie Parker Played Be Bop by Chris Raschka read in an ordinary manner.  They will listen to and analyze the rhythm of Now's The Time by Charlie Parker.  The teacher will re-read the book with the swing rhythm and dynamic contrast.  The class will be divided into four groups.  They will add rhythmic, dynamic interest, and movement to four phrases from the book.  Groups will perform their phrase for the class.     



ALEX Classroom Resources: 2
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