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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.      

Students will respond to the tempo and dynamics of Camille Saint-Saëns' Carnival of the Animals.  They will identify the animal being portrayed based on elements of music they hear.  Using differing tempos and dynamics, they will compose a variation on Twinkle, Twinkle Little Star.  

Students will listen to Ludwig van Beethoven's 6th Symphony.  They will identify the imagery portrayed by the music.  They will use oil pastel crayons to create a visual representation of the music.  

Students will discuss vibrations, frequency, amplitude, and wavelength. They will observe instruments, hypothesize how sound waves are created, and experiment with creating sound.  

Students will listen to and analyze Igor Stravinsky's Firebird Suite. They will make connections between the music and the Russian folktale, The Firebird. They will create pictures and write a poem about a firebird.     

Students will discuss four time periods of music - Baroque, Classical, Romantic, and Modern. They will list facts about Wolfgang Amadeus Mozart and Ludwig van Beethoven. They will compare and contrast the music of Mozart and Beethoven.  They will identify that Mozart and Beethoven are composers of the Classical Period.    

Students will listen to "In the Hall of the Mountain King" from the Peer Gynt Suite by Edvard Greig. They will discuss how the music makes them feel. They will listen to the story Jubal's Wish by Audrey and Don Wood. They will identify the characters and their traits. They will listen to different pieces of music and choose which would represent each character.  

Students will analyze Igor Stravinsky's Firebird and Aaron Copland's Fanfare for the Common Man. They will listen again and draw a picture of what they feel while listening to each piece. They will compare and contrast each composer.  

Students will write their name using large stick letters. They will fill in negative space with lines, patterns, or color.  

Students will explore and identify collages. They will use magazine pages, cards, etc to create their own collage. Using art vocabulary, they will write an "artist statement."

Students will read about why we prefer different types of music. Some of the factors include personality, age, culture, and mood. They will discuss why they like their favorite song.  

Students will read about Jazz Music.  The article includes the birthplace of Jazz, common Jazz musicians, and some Jazz elements.  They will listen to Jazz music and explain what they like about it.  There are three suggested activities for more information.  

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.  

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

This collection includes over 600 folk songs that can be searched by a variety of musical elements. Searches can be refined by several filters, including melody, rhythm, meter, etc. Some of the songs include a recording and a game for the students. Each song includes sheet music.  

The article includes seven activities to practice mixing colors - glazing lines, transparent shape diagrams, color bias color wheels, washable markers drips, watercolor pencil layering, monochromatic layers, and color mixing chart.

The article explains how music is a language.  The author compares spoken language to musical language.  Improvisation is important to building musical language.    

This article includes the components of improvisation - timing, choice, and framework.  It includes examples of how to implement each component.  This article is for improvising words only.  

This article explores musical improvisation using movement, vocal exploration, the four voices, and comparatives.  There are examples of using a slide whistle, scarves, paintbrushes, and voice.