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Learning Activities (3) 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 (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 3 :
3) Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context.

Subject: Arts Education (3)
Title: Punk Farm Sound Story
Description:

Students will create a sound story using a children's book, Punk Farm, by Jarrett J. Krosoczka.  They will choose rhythm instruments that complement the important words in the book.

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




   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 6 :
6) Present the final version of personally created music to others and describe its expressive intent.

Subject: Arts Education (3)
Title: Haiku Sound Story
Description:

Students will choose a haiku to create a sound story.  They will add rhythm instruments to represent important words in the haiku.  The students will perform their haiku and sound story accompaniment for the class.

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




   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 4 :
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

Subject: Arts Education (3)
Title: Create a Rhythm, Select a Tempo
Description:

Students will create, read, and listen to four-beat rhythm ostinato patterns using quarter notes, quarter rests, pairs of eighth notes, and four sixteenth notes at various tempos. As the students interact with the game, they will practice reading and composing four-beat rhythm patterns and experience the tempos largo, andante, allegro, and presto.

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




ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] MUS (2) 2 :
2) Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

[ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (4) 2 :
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

Subject: Arts Education (2 - 4)
Title: Creating a Musical Hook
URL: https://www.youtube.com/watch_popup?v=oK0n6Zvgy2U
Description:

This video is a 20-minute lesson on how to write a chorus for a song. Ms. Ashley from the Lincoln Center demonstrates characteristics of writing a good chorus and guides students as they create their own chorus using 3 principles: a theme, lines that rhyme, and a catchy melody.



   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[ARTS] MUS (4) 2 :
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 2 :
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (3 - 5)
Title: Antonin Dvorak
URL: https://minnesota.publicradio.org/radio/services/cms/education/dvorak.pdf
Description:

Students will listen to and analyze Antonín Dvořák's music.  They will discuss spirituals and Native American music.  They will discuss inspiration and influence on different types of music. They will compose melodic music about something that inspires them.    



   View Standards     Standard(s): [ELA2015] (2) 24 :
24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

[ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ARTS] MUS (2) 2 :
2) Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

[ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

Subject: English Language Arts (2 - 3), Arts Education (2 - 3)
Title: Elephants in Tutus
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Elephants_in_Tutus_Hoiem.pdf
Description:

Students will listen to the story Ballet of the Elephants by Leda Shubert and the music Circus Polka: For a Young Elephant by Igor Stravinsky. They will analyze rhythm patterns, create choreography for animal movements, and choose an instrument to accompany them. They will write a paragraph to describe the animal and its movements. They will perform their animal ballet for the class.  



   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 14 :
14) Perform music with expression and technical accuracy.

[ARTS] MUS (4) 2 :
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

[ARTS] MUS (4) 14 :
14) Perform music, alone or with others, with expression and technical accuracy.

[ARTS] MUS (5) 2 :
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

[ARTS] MUS (5) 14 :
14) Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Subject: Arts Education (3 - 5)
Title: Music Through the EARS of Beethoven
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Music_Through_the_Ears_of_Beethoven_JPotts.pdf
Description:

Students will listen to Ludwig van Beethoven's Symphony No. 5 two times - once with earplugs and once without. They will compare and contrast the two experiences. They will compare and contrast the lives of Beethoven and Hellen Keller. They will compose two pieces of music - one while wearing earplugs and one without. They will perform both pieces for the class.  



   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 17 :
17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

[ARTS] MUS (4) 2 :
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

[ARTS] MUS (4) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (5) 2 :
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

[ARTS] MUS (5) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

Subject: Arts Education (3 - 5)
Title: Movement of the Animals
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Movement_of_the_Animals_Swenson.pdf
Description:

Students will analyze Carnival of the Animals by Camille Saint-Saëns. They will identify the animal portrayed by the tempo, dynamics, and instruments. They will choose an animal and compose a piece of music that describes the way the animal moves.      



   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 18 :
18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and intent.

[ARTS] MUS (4) 2 :
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

[ARTS] MUS (4) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (5) 2 :
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

[ARTS] MUS (5) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

Subject: Arts Education (3 - 5)
Title: Guess What's on My Mind
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Guess_What_s_on_My_Mind_Lin.pdf
Description:

Students will respond to the tempo and dynamics of Camille Saint-Saëns' Carnival of the Animals.  They will identify the animal being portrayed based on elements of music they hear.  Using differing tempos and dynamics, they will compose a variation on Twinkle, Twinkle Little Star.  



   View Standards     Standard(s): [ARTS] MUS (0) 2 :
2) Generate musical ideas.

Example: Improvise rhythmic and melodic variations on given simple melodies.

[ARTS] MUS (1) 2 :
2) Generate musical ideas in multiple tonalities and meters.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and major and minor tone sets, as well as duple and triple meter.

[ARTS] MUS (2) 2 :
2) Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

[ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (4) 2 :
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

[ARTS] MUS (5) 2 :
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

Subject: Arts Education (K - 5)
Title: Three Little Birds
URL: https://www.musicconstructed.com/sketch/three-little-birds/
Description:

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. 



   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[ARTS] MUS (4) 3 :
3) Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent and explain the connection to purpose and context.

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 2 :
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (3 - 5)
Title: Harriet Tubman: Secret Messages Through Song
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/harriet-tubman-secret-messages-through-song/
Description:

Students will listen to and analyze spirituals. They will identify the secret language used in spirituals to share information. Students will compose an original spiritual. 



   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (4) 2 :
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

[ARTS] MUS (5) 2 :
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

Subject: Arts Education (3 - 5)
Title: Yes! I Wanna! Learn Music From Botswana!
URL: https://folkways.si.edu/yes-i-wanna-learn-music-botswana/childrens-folk/tools-for-teaching/smithsonian
Description:

Students will create a game, compose music, and sing traditional music from Botswana.  This unit includes three lessons. 



   View Standards     Standard(s): [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 4 :
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

[ARTS] MUS (4) 2 :
2) Generate musical ideas within related tonalities and meters.

Example: Notate simple rhythms and melodies within a specified meter and tonality.

[ARTS] MUS (4) 4 :
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

[ARTS] MUS (5) 2 :
2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

Example: Create music combining rhythms and melodies, as well as various tonalities and meters.

[ARTS] MUS (5) 4 :
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Subject: Arts Education (3 - 5)
Title: Song Maker
URL: https://musiclab.chromeexperiments.com/Song-Maker/
Description:

Song Maker is a part of Google's Chrome Music Lab.  Students can compose their own songs using electronic instruments.  Compositions can be saved and shared.  



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

[ARTS] MUS (2) 2 :
2) Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

[ARTS] MUS (2) 4 :
4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

[ARTS] MUS (3) 1 :
1) Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.

Example: Explore instrumental/vocal timbres to create a sound carpet to accompany the story, "The Three Little Pigs.

" [ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ARTS] MUS (3) 4 :
4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

Subject: Arts Education (2 - 3)
Title: The Language of Rhythm
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/3-The-Language-of-Rhythm
Description:

Students will read different rhythm patterns.  They will create body percussion and improvise new rhythm patterns. Students will dictate rhythm patterns using iconic or standard notation.  Finally, students will compose their own rhythm patterns.  Demonstration videos are provided. 



ALEX Classroom Resources: 11

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