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.
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.
