ALEX Classroom Resources

ALEX Classroom Resources  
   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) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[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) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (3 - 5)
Title: Antonin Dvorak
URL: https://minnesota.publicradio.org/radio/services/cms/education/dvorak.pdf
Description:

Students will listen to and analyze Antonín Dvořák's music.  They will discuss spirituals and Native American music.  They will discuss inspiration and influence on different types of music. They will compose melodic music about something that inspires them.    



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

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (3 - 5)
Title: Spirituals During Slavery
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Spirituals_During_Slavery_Stephens.pdf
Description:

Students will review the Underground Railroad and how enslaved people used secret codes to try to escape.  They will listen to a variety of spirituals and discuss their meaning.  In groups, students will listen to and analyze the lyrics of Follow the Drinking Gourd.   



   View Standards     Standard(s): [ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (4 - 5)
Title: Can You Put a Secret Message in a Song?
URL: https://wonderopolis.org/wonder/can-you-put-a-secret-message-in-a-song
Description:

Students will read about the Underground Railroad and spirituals.  They will identify how enslaved people communicated through secret messages in songs.  They will listen to spirituals and analyze the lyrics for secret messages.  



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

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (3 - 5)
Title: What Is a Mariachi Band?
URL: https://wonderopolis.org/wonder/What-Is-a-Mariachi-Band
Description:

Students will read about Mariachi.  The article includes information about history, instruments, and suits.  Students will listen to Mariachi music.  



   View Standards     Standard(s): [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]

[ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

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

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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.

[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.

Subject: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Beethoven's Thoughts
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Beethoven_s_Thoughts_Matic.pdf
Description:

Students will listen to Ludwig van Beethoven's 5th Symphony and write a descriptive essay about how the music influenced them. They will create watercolor artwork while listening to the music. 



   View Standards     Standard(s): [ELA2015] (4) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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.

Subject: English Language Arts (4), Arts Education (4)
Title: Appalachian Analysis
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/4-appalachiananalysis.pdf
Description:

Students will listen to and analyze Appalachian Spring by Aaron Copland.  They will discuss how Copland uses instruments to paint a musical picture.  They will research the Appalachian Mountains and write informational texts about the natural habitat and geographical features.  



   View Standards     Standard(s): [ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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.

Subject: Arts Education (4)
Title: Beethoven at Bat
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/4-beethovenatbat.pdf
Description:

Students will read The Bat Boy and His Violin by Gavin Curtis.  They will discuss the composers listed in the book.  They will listen to Violin Concerto, Op. 61 by Ludwig van Beethoven.  They will discuss the Negro Baseball League and identify the teams.  



   View Standards     Standard(s): [ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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) 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.

Subject: Arts Education (4)
Title: Civic Participation
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/4-civicparticipation.pdf
Description:

Students will discuss civic engagement and why it is important.  They will discuss how composers can participate in civic engagement.  They will listen to Ludwig van Beethoven's Symphony No. 3 and discuss how he dedicated it to Napoleon Bonaparte.  They will identify musical elements and how they were used to convey a message.  They will discuss how they can be involved in civic engagement.  



   View Standards     Standard(s): [ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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.

Subject: Arts Education (4)
Title: Perspectives USA
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/4-perspectivesusa.pdf
Description:

Students will listen to America the Beautiful sung by Ray Charles.  They will identify the musical elements used to express meaning.  They will compare and contrast two poems about America.  They will brainstorm their ideas for America.  



   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) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[ARTS] MUS (4) 3 :
3) Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent and explain the connection to purpose and context.

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[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) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: Arts Education (3 - 5)
Title: Harriet Tubman: Secret Messages Through Song
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/harriet-tubman-secret-messages-through-song/
Description:

Students will listen to and analyze spirituals. They will identify the secret language used in spirituals to share information. Students will compose an original spiritual. 



   View Standards     Standard(s): [ELA2015] (3) 25 :
25 ) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.3.4]

[ELA2015] (4) 25 :
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

[ELA2015] (5) 25 :
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

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

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Subject: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Jazz Music, Dance, and Poetry
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/jazz-music-dance-and-poetry/
Description:

Students will explore jazz music and movement. They will compose a cinquain poem based on jazz music. 



ALEX Classroom Resources: 11

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