Students will demonstrate three clay techniques--slab, pinch pot, push-pull--while building a cave and animal family. They will paint the clay once it has dried.
Students will review types of lines. They will draw a controlled scribble, fill each section with different line variations using crayons, and paint over them with black watercolor. They will cut out their scribble and fold, curl, twist, and raise each section while gluing to a foundation.
Students will analyze the works of Henri Matisse, Paul Klee, and Wassily Kandinsky. They will review line, shape, form, color, and texture. They will sketch a variety of leaves through observation. They will color the leaves with oil pastels. They will apply a watercolor wash and glitter to accent the drawing.
Students will use shapes (rectangle, square, circle, oval, triangle) to create a robot. They will color and add details to their robot. They will draw a foreground, background, and write a sentence describing what the robot was made to do.
Students will view examples of ducks in their natural habitat. They will use the pinch-pull clay technique to create a duck decoy. They will paint the decoy and create a habitat.
Students will analyze examples of Gustav Klimt's artwork. They will do a gesture sketch of a model and use characteristics of Klimt's background techniques to complete the portrait.
Students will analyze examples of Wassily Kandinsky's artwork focusing on shapes, lines, and colors. While listening to music, they will complete a nonobjective piece of art by cutting shapes, coloring around the shapes, and using lines.
Students will review haiku poetry and compose a haiku poem. They will demonstrate four watercolor techniques--wet on wet, alcohol, salt, and plastic wrap. They will choose which technique to use for their scroll. They will write their haiku on the completed scroll.
Students will analyze Vincent van Gogh's Starry Night. The students will finger paint the sky using tempera paint and glitter paint. They will use construction paper and oil pastels to create the building, ground, and trees, causing a three-dimensional effect.
Students will review orchestra, instruments, and instrument families. They will identify instruments by sight and sound. They will discuss how the instruments in each family are "related." They will write a descriptive paragraph about each family.
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.
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.
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.
Students will identify tempo and dynamics in Mozart's “Ah vous dirai-je, maman.” They will analyze van Gogh's Starry Night and identify lines and colors. They will discuss the night sky, stars, and constellations. Students will respond to music through scarves. They will create their own Starry Night interpretation.
Students will identify the musical alphabet, dynamics, melody, pitch, rhythm, and tempo. They will listen to the theme and variations of Twinkle, Twinkle Little Star. They will vote for their favorite variation and play the theme on xylophones.
Students will listen to Antonio Vivaldi's Autumn and identify the instruments, tempo, and dynamics heard. They will identify the emotions, colors, and visual imagery. They will sketch and paint fall leaves. They will discuss why leaves change colors.
Students will listen to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns. They will respond to the music using movement and dance with scarves and ribbon sticks. They will move foam fish in a gel-filled zipper bag "aquarium."
Students will listen to music with a variety of tempos. They will identify largo and presto and move to show the tempo.
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.
Students will discuss day and night, diurnal and nocturnal animals, and daytime/nighttime activities. They will listen to the first movement from Edvard Greig's Peer Gynt Suite and to Frederick Chopin's Nocturne No. 9, No. 2. They will identify which music sounds like day and which sounds like night. They will identify the tempo and dynamics and move to show the mood of each piece.
Students will listen to each selection from Carnival of the Animals by Camille Saint-Saëns. They will identify the tempo and dynamics. They will move to the music and draw a picture of each animal. They will identify their favorite piece and write a sentence about it.
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.
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.
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.
Students will demonstrate eight locomotor skills - walking, running, jumping, hopping, skipping, galloping, side sliding, and leaping. They will identify and move to show three different tempos - fast (presto), medium (moderato), and slow (adagio).
Students will discuss Ragtime music and the life of Scott Joplin. They will analyze Joplin's rags and identify repetition of rhythm, notes, and syncopation. They will listen to a recording of Joplin playing and a contemporary band playing Joplin's music. They will journal key facts about Joplin and Ragtime music and reflect on their preference of Ragtime music.
Students will listen to the music and story of Peter and the Wolf by Sergei Prokofiev. They will identify the instruments of the orchestra that are presented in the music. They will use finger puppets to demonstrate the story while it is narrated.
Students will identify the elements of a story - character, setting, plot. They will listen to a story while listening to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns. They will identify story elements. They will listen to "Fossils" from Carnival of the Animals and create a story including character, setting, and plot.
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.
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.
Students will use locomotor and non-locomotor movement to identify the form of "Trepak" from The Nutcracker by Pyotr Tchaikovsky. They will identify the A section, B section, Interlude, and Coda. Younger students will identify same and different.
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.
Students will listen to Ludwig van Beethoven's Symphony No. 5 two times - once with earplugs and once without. They will compare and contrast the two experiences. They will compare and contrast the lives of Beethoven and Hellen Keller. They will compose two pieces of music - one while wearing earplugs and one without. They will perform both pieces for the class.
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.
Students will analyze Carnival of the Animals by Camille Saint-Saëns. They will identify the animal portrayed by the tempo, dynamics, and instruments. They will choose an animal and compose a piece of music that describes the way the animal moves.
