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ALEX Classroom Resources

ALEX Classroom Resources  

   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) 18 :

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 11 :

11) Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

Example: Experiment with dynamics and articulation and discuss how they change the impact of a piece.

[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] 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.

[ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

Students will identify the four oceans using a globe. They will sing the Oceans song and listen to Claude Debussy's Le Mer. Students will use watercolors to show their emotional response to the music. They will identify the dynamics of the music and use those terms to describe the oceans.  

   View Standards     Standard(s): [ARTS] MUS (0) 14 :

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

[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 (1) 18 :

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[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 (2) 18 :

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[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 (3) 19 :

19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[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 (4) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[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.

[ARTS] MUS (5) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Students will discuss feelings, emotions, and how dynamics and tempo reflect those in music.  They will identify which emotion is portrayed in a variety of musical selections.  They will choose their favorite piece of music and write a story for that music. 

   View Standards     Standard(s): [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.

Students will identify and move to show the following tempo markings: adagio, andante, moderato,
allegro, and presto.  They will play a game to identify the tempo for a variety of music.  

   View Standards     Standard(s): [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] 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.

[ARTS] VISA (3) 1 :

1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

Students will listen to and analyze each movement of Antonio Vivaldi's The Four Seasons.  They will identify musical elements that represent each season.  They will use oil pastels to create a deciduous tree in all four seasons.  

   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.

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 (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.

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 (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.

[ARTS] VISA (3) 1 :

1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will listen to Ludwig van Beethoven's 6th Symphony.  They will identify the imagery portrayed by the music.  They will use oil pastel crayons to create a visual representation of the music.  

   View Standards     Standard(s): [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.

Students will listen to "In the Hall of the Mountain King" from the Peer Gynt Suite by Edvard Greig. They will discuss how the music makes them feel. They will listen to the story Jubal's Wish by Audrey and Don Wood. They will identify the characters and their traits. They will listen to different pieces of music and choose which would represent each character.  

   View Standards     Standard(s): [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 (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) 17 :

17) Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

[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) 17 :

17) Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

[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.

[ARTS] VISA (3) 14 :

14) Create works of art based on observations of surroundings.

[ARTS] VISA (4) 14 :

14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Students will identify elements of music in orchestral program music. They will create a mural inspired by orchestral music. 

   View Standards     Standard(s): [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.

Students will review expressive qualities, such as tempo, dynamics, and articulation. Students will create movements to demonstrate each quality while listening to a variety of musical selections. A worksheet is provided to identify expressive qualities in music. Video demonstrations are provided.