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) 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: Seasons Rondo
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Seasons_Rondo_Boyes.pdf
Description:

Students will define dynamic markings pianissimo, piano, forte, and fortissimo. They will compile a list of words and instrument sounds that reflect a season. They will compose a four-measure piece of music for their assigned season. They will perform their piece in a rondo with the other seasons. They will listen to Antonio Vivaldi's The Four Seasons and identify each season represented by the music. 



   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 (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 (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 (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.

Subject: Arts Education (1 - 2)
Title: Describing Fall Leaves Through Words and Music
URL: https://serc.carleton.edu/sp/mnstep/activities/35000.html
Description:

Students will collect leaves.  They will sing a song about fall/leaves.  They will compose a B section for the song using instruments.  



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

Subject: Arts Education (2)
Title: Patterns Activity
URL: https://www.sfsymphony.org/SanFrancisco/media/SanFrancisco/PDFs/Education-Music%20Connects/AIM-II-Activity-Patterns.pdf
Description:

Students will identify and complete patterns.  They will create their own patterns and perform for the class. A student worksheet is provided. 



   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: 7

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