ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] MUS (2) 16 :
16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

Subject: Arts Education (2)
Title: Second Graders Take 5!
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Second_Graders_Take_5_Doyle-Sweet.pdf
Description:

Students will compare and contrast several different versions of a fairy tale. They will listen to and compare and contrast several different versions of Ludwig van Beethoven's 5th Symphony. They will define dynamics and tempo.   



   View Standards     Standard(s): [ARTS] MUS (2) 16 :
16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

[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 (2) 3 :
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

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

Students will listen to In the Hall of the Mountain King by Edvard Grieg and define folk songs.  They will research Norway and create a landscape using collage or drawing techniques.  They will listen for repetition in the music and then act out the story.  



   View Standards     Standard(s): [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) 16 :
16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

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

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

Subject: Arts Education (2 - 3)
Title: Call and Response
URL: https://www.sfsymphony.org/SanFrancisco/media/SanFrancisco/PDFs/Education-Music%20Connects/AIM-Activity-Call-and-Response.pdf
Description:

In this resource, students will be introduced to the concept of call and response. Call and response is a form of communication that is used every day and can also be heard in music. It is a type of communication that uses rhythms and patterns. In this activity, students will create a new call and response. 



   View Standards     Standard(s): [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) 16 :
16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

Example: Compare and contrast typical responses to a lullaby and a march.

Subject: Arts Education (2)
Title: Classroom Thunderstorm
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/2-Classroom-Thunderstorm
Description:

Students will create a Classroom Thunderstorm using body percussion and/or instruments. Students will review and use different tempos and dynamics. Videos are included to demonstrate how the activity can be taught.       



ALEX Classroom Resources: 4
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