Students will read and discuss the story Wings by Christopher Myers. They will listen to and analyze Short Ride in a Fast Machine by John Adams. They will create a collage of wings and connect it to the book and music. They will share their artwork and how it was influenced by the music and book.
Students will listen to and describe the characters in the book Simple Gifts by Chris Raschka. They will listen to and analyze excerpts from Carnival of the Animals by Camille Saint-Saëns. Students will listen to the lyrics of the song Simple Gifts and the orchestral version of the song arranged by Aaron Copeland.
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.
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.
Students will watch, listen to, and analyze Peter and the Wolf by Sergei Prokofiev. They will discuss opinions and write an opinion piece about a decision Peter made in the story. They will share their opinion with the class.
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.
Students will discuss how technology has changed over time and how they listen to music. They will identify music playing devices through history. They will listen to a 1939 recording of Scheherazade by Nikolai Rimsky-Korsakov. They will discuss how the recording sounds. They will listen to a 1978 recording of the same piece. They will compare and contrast the two recordings. Finally, students will play a game to identify antiquated items.
Students will experiment with different volumes of water to create different pitches. They will create four different pitches and improvise melodic patterns.
Students will listen to the story Something from Nothing by Phoebe Gilman and discuss recycling. They will sing the Shaker song Simple Gifts. They will listen to an arrangement of Simple Gifts by Aaron Copland and compare/contrast the original to the arrangement.
Students will review states of matter - solids, liquids, and gases. They will compare states of matter to theme and variations in music. They will listen to Turkish March by Wolfgang Amadeus Mozart and identify the theme and variations.
Students will listen to Take the A Train by Duke Ellington and identify instruments being played. They will review the four families of instruments of the orchestra and categorize the instruments heard in the song. They will research and describe their favorite instrument.
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.
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.
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.
Students will review the commutative property of multiplication. They will complete word problems using musical instrument references.
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.
Students will listen to and analyze music composed for cartoons. They will evaluate the mood of the music. Working in groups of four, students will write a storyline for a cartoon while listening to Anxiety Montage by Carl Stallings.
Students will discuss where they would want to move if they could go anywhere. They will discuss why groups of people moved during history. They will listen to Arabian Waltz by Silk Road Ensemble. They will discuss how diversity is important in music, government, and societal well-being.
Students will model the solar system and read facts about each planet. They will listen to Gustav Holst's The Planets and evaluate each movement and how it reflects the planet.
Students will discuss the origins of musical instruments and the job of ethnomusicologists. They will compare and contrast two pieces of music that feature flutes from the Western Hemisphere.
Students will analyze the painting "Streets of Mbari." They will listen to and evaluate the musical elements of The Marketplace at Limoges by Modest Mussorgsky. They will write a narrative based on their impression of both the painting and music.
Students will listen to and identify the duration of percussion instruments. They will listen to contrasting music by Antonio Vivaldi and draw the duration of sounds they hear.
Students will experiment with water to make different sounds. They will duplicate those sounds with their voices. They will listen to Aquarium by Camille Saint-Saëns and compare/contrast the sounds made with the water.
Students will describe the musical elements and sound used to communicate. They will echo the teacher while reading Yo! Yes? by Chris Raschka.
Students will discuss how living things get bigger as they grow. They will identify how music can grow. They will create a crescendo using body percussion or vocal sounds.
Students will pat the steady beat while listening to One Day in the Eucalyptus, Eucalyptus Tree by Daniel Bernstrom. They will play an egg shaker when given an aural cue.
Students will listen to the book What Do You Do With An Idea? by Kobi Yamada. They will sing a song and keep the steady beat with egg shakers. They will act out the story as it is read.
Students will listen to the story I Know a Shy Fellow Who Swallowed a Cello by Barbara S. Garriel. They will identify the words that rhyme with instrument names. They will provide another rhyming word for each instrument. They will sing a song with rhyming words.
Students will use their senses to experience music. They will create a rainstorm using body percussion. They will march to the beat, play unpitched percussion, and use scarves to show expression.
Students will listen to My Many Colored Days by Dr. Seuss, choose their favorite color, and express how it makes them feel. They will listen to Gymnopedie No. 1 by Erik Satie and draw how the music makes them feel. They will share their drawings and explain what musical characteristics influenced their drawing.
Students will orally echo rhythm patterns in the book Max Found Two Sticks by Brian Pinkney. They will echo the patterns playing rhythm sticks.
Students will study and analyze the works of Tom Rollins. They will be given a page from a discarded book, read the page, and write a one sentence summary. They will create a found word poem, trace around the words, draw a picture to enhance the poem, and color in the drawing. They will mount the page and draw a border around it. Finally, they will compare their work to Tom Rollins' pieces.
Students will analyze works of art by Wassily Kandinsky and Sonia Delaunay. They will name basic lines and shapes. They will follow sequential steps in creating an abstract work of art. They will mix primary colors to create secondary and tertiary colors to paint their work.
Students will review 19th Century American Landscape Styles and the Hudson River Painters. They will identify the use of light and shadows. They will draw a basic sketch of a landscape, begin with a light wash with tempera cakes, fill in darker colors with watercolor crayons, and add details with acrylic paint.
Students will identify why rainsticks are used, how they are made, and who made them. They will make and decorate an imitation rainstick.
