The information provided is about how to identify notes on the piano. It includes music samples and virtual keyboards. The topic covers natural notes, middle C, octaves, half steps, and whole steps.
This video is a 20-minute lesson on how to write a chorus for a song. Ms. Ashley from the Lincoln Center demonstrates the characteristics of writing a good chorus and guides students as they create their own chorus using 3 principles: a theme, lines that rhyme, and a catchy melody.
Students will explore straight and curved lines by using their bodies to write letters of the alphabet. They will write their own name using different body parts--head, hand, hip, foot, etc. Working in groups, students will create a dance that has a beginning, middle, and end. They will explore different levels while moving.
Students will use curved and straight lines, locomotor and non-locomotor movements, and different levels while moving to music. They will use simple choreography to recall patterns with their bodies and where they will move in space. They will draw a dance map of the movements they performed.
Students will improvise movements to a variety of genres and speeds of music. They will adjust movements to match the tempo. They will perform hip hop moves such as bounce to the beat, step clap, attitude, raise the roof, walk and jump, bops, clean it, butterfly, twister, and fall back. They will move safely while performing their favorite hip hop moves while listening to music.
Students will perform hip-hop moves while playing freeze tag. They will review previously learned hip-hop moves and perform them with a variety of music. They will perform new hip-hop moves such as the robot, punch it, and pop-boom-boo-ha-yo-cha. Working in groups, students will choreograph a dance and share it with the class.
Students will pretend to surf, using low, medium, and high levels. They will identify pathways that surfers use such as straight, curved, and zigzag. They will choose one level and one pathway to move to disco music. They will perform the following disco moves: Roll, Disco Duck, and Hustle. They will perform these movements to disco music.
Students will mirror each other while practicing levels and a variety of tempos. They will review previously learned disco steps. They will perform four new disco moves such as John Travolta, Hips and Rolls, Out In, and The One That I Want. Students will choreograph and perform a dance using four of the disco moves.
The students will review the previously learned disco steps. Working in groups, they will choreograph a movement sequence that has a beginning, middle, and end with a pose. They will perform their dance for the class.
Students will perform hip hop moves such as bounce to the beat, step clap, clean it, butterfly, fall back, attitude, raise the roof, DJ, and deodorant. They will perform the moves to a variety of songs with varying tempos. They will strike a pose when the music stops.
The information material provides instructions on how to identify notes on the staff. It covers staff position, lines and spaces, and ledger lines. It also includes audio examples.
This information material provides instructions on how to read or write music using different clefs on the staff. It covers treble, bass, grand, alto, tenor, octaves, and clef changes. It also includes audio examples and links to exercises.
The information provided in this classroom resource is about how to identify or alter natural notes using accidentals. It covers accidental notes, enharmonic notes, how to notate accidentals, key signatures, and courtesy accidentals. It includes audio examples and links to exercises.
The information provided in this classroom resource is about how to identify note intervals on the staff. It covers basic, inverted, compounded, augmented, and diminished intervals. It includes audio examples and links to exercises.
The information provided in this classroom is about how to play, write, and identify chords in music. It covers triads, seventh, sixth, suspended, extended, altered, and inverted chords. It includes audio examples and links to exercises.
The information provided in this classroom resource is about how to play, identify, and write using musical scales. It covers major, minor, pentatonic, blues, chromatic, whole tone, and modal scales. It includes audio examples and links to exercises.
This classroom resource provides information on how to recognize and use key signatures in music. It covers major and minor tonalities, key signatures, chord construction, modes, modulation, and transposition. It includes audio examples and links to exercises.
In this activity, students develop a skit using poetry and collaborative learning. Questions are provided for students to discuss and answer about their poems as they do their presentations for peers.
Students will create, read, and listen to four-beat rhythm ostinato patterns using quarter notes, quarter rests, pairs of eighth notes, and four sixteenth notes at various tempos. As the students interact with the game, they will practice reading and composing four-beat rhythm patterns and experience the tempos largo, andante, allegro, and presto.
This activity was created as a result of the Arts COS Resource Development Summit.
The activity introduces the steady beat of music by using locomotor and non-locomotor movements.
This activity was created as a result of the Arts COS Resource Development Summit.
In this activity, students will explore music vocabulary by watching an age-appropriate video. Students will sing two familiar songs using a fast tempo and then a slow tempo. They will choose which tempo works best for each song. Students will identify the tempo of various music clips using picture cards.
This activity was created as a result of the Arts COS Resource Development Summit.
In this lesson, students will learn about the radio's impact on society in the 1920s. Students will plan, develop, and execute a radio broadcast that discusses a notable person of the time period using the digital tool Online Voice Recorder. Online Voice Recorder is a simple online tool that allows you to record your voice and save it as an MP3 file.
This activity was created as a result of the Arts COS Resource Development Summit.
Rhythm and melody are not the only elements in a successful music composition. The elements of tempo and dynamics contribute to the expressiveness of the work. In this activity, students will use dice to randomly select tempos and dynamic levels for melodies. These melodies can be student-composed or pre-existing. First, tempo speeds and dynamic levels will be assigned to the six numbers on a typical six-side die. Next, the students will roll the die and practice their melody using the selected tempo and dynamic level. They will repeat this process several times and determine which tempo and dynamic level capture the expressive nature of their melody. Students will keep a written log of their attempts and produce musical performances.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will learn about Vincent Van Gogh and his style of painting. Students will use the see-think-wonder strategy to analyze the artwork. Students will create a sunflower painting using the pointillism style of Van Gogh.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will learn how to assemble a theatrical platform. Students will learn the names of all pieces that comprise a platform, they will learn how to arrive at their measurements for all pieces, practice cutting the pieces, assemble all pieces together with predrills, impact drills, screws, and glue. At the end of the activity, students should understand all parts (rails, stiles, toggles, and skin) of the platform and also how to build it from the ground up. Although this activity is very similar to "How to Build a Hollywood Flat", platforms and flats are used for different purposes and different lumber is used for each.
The digital tool provides examples of platform and lumber used on pages 9, 11, and 13.
This activity was created as a result of the Arts COS Resource Development Summit.
The teacher will introduce students to the word syllable and demonstrate to students how to count syllables in words using the digital tool. Next, the teacher will read a haiku poem to students and have the students count the syllables in the haiku using the strategy demonstrated in the video clip. Lastly, the teacher and students will read a variety of haiku poems, with the teacher encouraging the students to identify the syllable pattern in each poem using non-locomotor movements. The students will use mental math to calculate the number of syllables present in each line of a haiku poem and describe how this pattern supplies rhythm in a haiku.
This activity was created as a result of the Arts COS Resource Development Summit.
In this learning activity, the students will write a simple poem about a fish. They will use their creativity to design a fish drawing. They will combine their drawing and poem into an animated movie using the Fishypaint app.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will use critical and creative thinking to generate many, varied, and unusual ideas for a media arts product through synthesis, using personal experience and/or the work of others.
This is the second activity in a series of four to meet Media Arts Standard 5.1:
Using Productive Thinking in Media Arts
Identifying and Choosing a Message in Media Arts
Cracking the Secret Code in Media Arts
This activity was created as a result of the Arts COS Resource Development Summit.
Students will demonstrate knowledge of the names of the notes on the treble staff by using barred instruments to play skipped notes up and down the instruments. Connecting the letter names of the notes to the instruments helps students understand how line and space notes skip when moving line to line and space to space. This further reinforces their understanding of how notes are arranged on the staff.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will review the parts of an animal cell using the "Anatomy of an Animal Cell" webpage, and will then use their knowledge of animal cells to create a three-dimensional model of an animal cell.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will respond to a work of art by writing a narrative. Teachers will need a way to display the work of art to the entire class--either through digital resources or a printed version.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will demonstrate their knowledge of animals with bioluminescent characteristics by collaboratively creating a sea animal out of glow in the dark slime. Students will then display their sea animal for the class and explain why their animal uses bioluminescence to survive.
This activity was created as a result of the Arts COS Resource Development Summit.
This activity serves as an introduction to the study of melody at the novice level of ensemble participation. In this activity, the student will begin to explore melody. They will learn to aurally differentiate between high and low pitches, identify melodic motion by step and skip (intervals), and represent melodic contour using simple graphic representations.
This activity was created as a result of the Arts COS Resource Development Summit.
This drama activity uses collaboration and explores movement, sequencing, and vocalization. The students will need to contribute ideas as they create and simulate a machine.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will analyze visual art from Jacob Lawrence's The Migration Series using the digital resource and make connections to The Great Migration of the 1920s.
This activity was created as a result of the Arts COS Resource Development Summit.
