ALEX Classroom Resources

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) 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.

[ARTS] MUS (1) 17 :
17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

[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.

[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.

[ARTS] VISA (2) 2 :
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Subject: Arts Education (K - 2)
Title: Exploring the Sky with Van Gogh and Mozart
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Exploring_the_Sky_with_Van_Gogh_and_Mozart_Davis.pdf
Description:

Students will identify tempo and dynamics in Mozart's “Ah vous dirai-je, maman.” They will analyze van Gogh's Starry Night and identify lines and colors.  They will discuss the night sky, stars, and constellations. Students will respond to music through scarves. They will create their own Starry Night interpretation.  



   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) 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: A Carnival of Animals and Children
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_A_Carnival_of_Animals_and_Children_Davis.pdf
Description:

Students will listen to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns.  They will respond to the music using movement and dance with scarves and ribbon sticks.  They will move foam fish in a gel-filled zipper bag "aquarium."  



   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): [ELA2015] (0) 25 :
25 ) Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2]

[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) 14 :
14) List personal interests and experiences and demonstrate why they prefer some music selections over others.

[ARTS] MUS (0) 17 :
17) Apply personal and expressive preferences in the evaluation of music.

[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: English Language Arts (K), Arts Education (K)
Title: Kindergarten Carnival!
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Kindergarten_Carnival_GReed.pdf
Description:

Students will listen to each selection from Carnival of the Animals by Camille Saint-Saëns. They will identify the tempo and dynamics. They will move to the music and draw a picture of each animal.  They will identify their favorite piece and write a sentence about it.  



   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) 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 (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.

Subject: Arts Education (K - 1)
Title: Peter and the Wolf With Puppetry
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Peter_and_the_Wolf_with_Puppetry_KDavis.pdf
Description:

Students will listen to the music and story of Peter and the Wolf by Sergei Prokofiev.  They will identify the instruments of the orchestra that are presented in the music.  They will use finger puppets to demonstrate the story while it is narrated.  



   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) 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.

[ARTS] MUS (1) 17 :
17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

[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.

[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) 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) 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 (K - 5)
Title: Introducing Tempo
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Introducing_Tempo_VanOoteghem.pdf
Description:

Students will define tempo markings largo, moderato, and presto. They will demonstrate the different tempos by moving around the room. They will identify the tempo in a variety of 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 (1) 9 :
9) Read and perform rhythmic patterns using iconic or standard notation.

[ARTS] MUS (2) 9 :
9) Read and perform rhythmic and melodic patterns using iconic or standard notation.

Subject: Arts Education (K - 2)
Title: Musical Muffins
URL: https://www.musicconstructed.com/sketch/musical-muffins/
Description:

This resource is a five-day plan to introduce and practice quarter rest.  Day 1 prepares quarter rest through singing Eating Muffins.  Students will practice quarter notes and eighth notes on Day 2.  Day 3, they will decode the quarter rest.  They will practice reading the quarter notes, quarter rest, and eighth notes on Days 4 and 5.  



   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) 2 :
2) Generate musical ideas.

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

[ARTS] MUS (1) 1 :
1) Create musical ideas for a specific purpose.

Example: Improvise four-beat patterns in question and answer form.

[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.

Subject: Arts Education (K - 2)
Title: 'Cmon - Feel the Noise
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Cmon_Feel_the_NoiseDoyle-Sweet.pdf
Description:

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. 



   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) 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.

Subject: Arts Education (K)
Title: Four Seasons
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/k-fourseasons.pdf
Description:

Students will listen to and identify the duration of percussion instruments.  They will listen to contrasting music by Antonio Vivaldi and draw the duration of sounds they hear.  



   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) 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: Listening Underwater
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/k-listeningunderwater.pdf
Description:

Students will experiment with water to make different sounds.  They will duplicate those sounds with their voices.  They will listen to Aquarium by Camille Saint-Saëns and compare/contrast the sounds made with the water.  



   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) 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.

Subject: Arts Education (K)
Title: Talking Music
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/k-talkingmusic.pdf
Description:

Students will describe the musical elements and sound used to communicate.  They will echo the teacher while reading Yo! Yes? by Chris Raschka.  



   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) 2 :
2) Generate musical ideas.

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

Subject: Arts Education (K)
Title: Whaling Crescendo
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/k-whalingcrescendo.pdf
Description:

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.  



   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) 13 :
13) Perform appropriately for the audience.

Subject: Arts Education (K)
Title: Eucalyptus Tree
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/p-eucalyptustree.pdf
Description:

Students will pat the steady beat while listening to One Day in the Eucalyptus, Eucalyptus Tree by Daniel Bernstrom.  They will play an egg shaker when given an aural cue.  



   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) 13 :
13) Perform appropriately for the audience.

Subject: Arts Education (K)
Title: My Idea
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/p-myidea.pdf
Description:

Students will listen to the book What Do You Do With An Idea? by Kobi Yamada.  They will sing a song and keep the steady beat with egg shakers.  They will act out the story as it is read.  



   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.

Subject: Arts Education (K)
Title: A Shy Fellow
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/p-ashyfellow.pdf
Description:

Students will listen to the story I Know a Shy Fellow Who Swallowed a Cello by Barbara S. Garriel.  They will identify the words that rhyme with instrument names.  They will provide another rhyming word for each instrument.  They will sing a song with the rhyming words.   



   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) 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: Five Senses
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/p-fivesenses.pdf
Description:

Students will use their senses to experience music.  They will create a rainstorm using body percussion.  They will march to the beat, play unpitched percussion, and use scarves to show expression.  



   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) 17 :
17) Apply personal and expressive preferences in the evaluation of music.

[ARTS] VISA (0) 6 :
6) Share and talk about the art they are creating.

a. Use art vocabulary: line, shape, color, and pattern.

Example: Use the book Lines that Wiggle by Candace Whitman.

Subject: Arts Education (K)
Title: My Many Colored Days
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/p-mymanycoloreddays.pdf
Description:

Students will listen to My Many Colored Days by Dr. Seuss, choose their favorite color, and express how it makes them feel.  They will listen to Gymnopedie No. 1 by Erik Satie and draw how the music makes them feel.  They will share their drawings and explain what musical characteristics influenced their drawing.  



   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) 13 :
13) Perform appropriately for the audience.

Subject: Arts Education (K)
Title: Two Sticks
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/p-twosticks.pdf
Description:

Students will orally echo rhythm patterns in the book Max Found Two Sticks by Brian Pinkney.  They will echo the patterns playing rhythm sticks.    



   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] 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 (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Subject: Arts Education (K)
Title: Patterns
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson10.pdf
Description:

Students will identify visual and auditory patterns.  They will create a stamp using a block and adhesive foam.  They will make a pattern using the stamp and paint.  Assessment rubric, letter to parents, and lesson plan included in PDF. 



   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 (1) 9 :
9) Read and perform rhythmic patterns using iconic or standard notation.

Subject: Arts Education (K - 1)
Title: Max Found Two Sticks
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/1-maxfoundtwosticks.pdf
Description:

Students will read Max Found Two Sticks by Brian Pinkney.  They will define rhythm and beat.  They will identify quarter note, quarter rest, and eighth notes.  They will clap rhythm patterns.  



   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) 13 :
13) Perform appropriately for the audience.

[ARTS] MUS (1) 14 :
14) Perform appropriately for the audience and specific occasion.

Subject: Arts Education (K - 1)
Title: The Very Hungry Caterpillar
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/1-theveryhungrycaterpiller.pdf
Description:

Students will listen to The Very Hungry Caterpillar by Eric Carle and recall the number of food items eaten each day.  Students will play unpitched percussion instruments for each food item while re-reading the book.  



   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) 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) 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.

[ARTS] MUS (1) 17 :
17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

[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: Making Rain
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/k-2/making-rain/
Description:

Students will learn how different cultures encourage rain to fall.  They will make a rainstick. 



   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 (1) 1 :
1) Create musical ideas for a specific purpose.

Example: Improvise four-beat patterns in question and answer form.

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

[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) 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 (K - 5)
Title: Kandinsky
URL: https://musiclab.chromeexperiments.com/Kandinsky/
Description:

Students will draw different shapes on the screen.  The images will be transferred to sound by the website. This activity is inspired by Wassily Kandinsky, an artist who compared painting to making 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: 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) 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. 



   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) 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.

[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 the Sounds Around Us
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Exploring-the-Sounds-Around-Us
Description:

Students will listen to four sound effects and identify the sound heard. A worksheet is provided to identify each sound. Students will listen to each sound again and identify expressive qualities. Students will create a movement for each sound. Video demonstrations are provided. 



ALEX Classroom Resources: 31
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