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ALEX Classroom Resources

ALEX Classroom Resources  

   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) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Subject: Arts Education (K - 5)
Title: Elementary Improvisation: I'll Be Making This Up As We Go
URL: https://www.musicconstructed.com/tool/elementary-improvisation-ill-be-making-this-up-as-we-go/
Description:

The article explains how music is a language.  The author compares spoken language to musical language.  Improvisation is important to building musical language.    

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   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) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Subject: Arts Education (K - 5)
Title: Elementary Improvisation: Part 2
URL: https://www.musicconstructed.com/tool/elementary-improvisation-part-2/
Description:

This article includes the components of improvisation - timing, choice, and framework.  It includes examples of how to implement each component.  This article is for improvising words only.  

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   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) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Subject: Arts Education (K - 5)
Title: Elementary Improvisation: Part 3
URL: https://www.musicconstructed.com/tool/elementary-improvisation-part-3/
Description:

This article explores musical improvisation using movement, vocal exploration, the four voices, and comparatives.  There are examples of using a slide whistle, scarves, paintbrushes, and voice.   

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   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) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Subject: Arts Education (K - 5)
Title: Elementary Improvisation: Part 4
URL: https://www.musicconstructed.com/tool/elementary-improvisation-part-4/
Description:

This article explores improvisation in songs and stories.  It includes two song activities and two for books.  

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   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) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Subject: Arts Education (K - 5)
Title: Elementary Improvisation: Part 5
URL: https://www.musicconstructed.com/tool/elementary-improvisation-part-5/
Description:

This article explains the process of pre-rhythm and pre-melodic improvisation.  There are two activities for each of the elements.  

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   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) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Subject: Arts Education (K - 5)
Title: Elementary Improvisation: Part 6
URL: https://www.musicconstructed.com/tool/elementary-improvisation-part-6/
Description:

This article focuses on improvisation through question and answer.  Students will improvise both melodically and rhythmically.  The article includes guidelines on how to create questions and answers in music.  

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   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) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Subject: Arts Education (K - 5)
Title: Elementary Improvisation: Part 7
URL: https://www.musicconstructed.com/tool/elementary-improvisation-part-7/
Description:

This article focuses on rhythm and melody improvisation games.  It includes three rhythm games and one melody game for improvisation. 

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   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) 1 :

1) Create musical ideas for a specific purpose.

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

[ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Subject: Arts Education (K - 5)
Title: Elementary Improvisation: Part 8
URL: https://www.musicconstructed.com/tool/elementary-improvisation-part-8/
Description:

This article focuses on improvising with rhythm and melody simultaneously.  It includes four activities, including one to improvise with harmony. 

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   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.

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.     

   View Standards     Standard(s): [ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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.

Students will listen to IV. Allegro (“Thunderstorm”) from Symphony No. 6 (“Pastorale”) by Ludwig van Beethoven and guess what the title is based on what they hear. Next, students will discuss weather patterns and define cold front, warm front, and precipitation. Students will listen to Thunderstorm and identify weather elements included and how the instruments imitated the sounds of weather. They will use body percussion to create a musical rainstorm.  

   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.

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. 

   View Standards     Standard(s): [ARTS] MUS (2) 1 :

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

[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 (4) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

Example: Use a variety of found, pitched, and rhythmic instruments to orchestrate primary components of a story.

[ARTS] MUS (5) 1 :

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

Example: Improvise using culture-appropriate instruments to create a sound carpet for a Native American folk tale.

Students will improvise melodic patterns using scat, or nonsense, syllables.  Video demonstrations are provided.