Ode to Joy by Beethoven 

Nutcracker: Russian Dance by Piotr Ilyich Tchaikovsky 

I found this website that uses the smart board to teach students rhythm and composition skills using Boomwhackers. Students can make their own songs by pointing to the different colors and arranging the colored dots in their own way. 

Objective: Students will learn to compose their own song and then perform it in front of the class. 

For this activity (Xylophone Robots) I will have students partner up and take turns playing the xylophone.  Students will come up with body movements to do when they hear a particular note on the xylophone. For example when they hear a high pitch sound they will do jumping jacks or if they hear a low bass note they will do squats. 

Objective: Students will learn to listen for specific notes and recognize the specific timbre. 

"Draw what you hear": I will play a variety of songs. I will gives students paper and different colored makers. Based on what they hear students will draw what they feel. For example students will color a long line to represent a long note or sound and a dot for shorter notes. 

Objective: Students will be able to recognize the difference between legato and staccato notes.

Objective: Students will create their own rhythm using  a variety of notes. 

Objective: Students will learn that different instruments are used to make different sounds. 

Objective: Students will be able to count the beats in the music they created. 

Using this website students will be able to access to thousands of classical songs. Students will be able to use this in a history lesson. Based on the year that is being studied (Early/Renaissance, Classical, Romantic, Impressionist, Modern/Contemporary) students will be able to see what music was like during the time. 

Sound Plant turns a keyboard into an online playable instrument. This could be used in a computer class and students could code their own instrument. Especially now with Covid-19 students would be able to use this website at home. Students can build on their computer skills and learn how different instruments sound together. 

This website has so many great features for students and teachers. This website would be great for an art lesson. Students can go on the website and are given instructions to make their own instruments. Students can learn how the sounds are made in the instruments that they make. 

              - Baby Shark by Pinkfong

              TSWBT… 

              Perform the dance steps in the Baby Shark song with an accuracy of 90% 

              Sing the Call and Response of the song with an accuracy of 95%

              

              TSWBT…

              Know the type of environment sharks and other “water” animals live

              Identify 5 different ocean animals with an accuracy of 90% 

Many students probably know this song already, but I will introduce the song first and how it relates to or science lesson for the day. 

               Students will be learning about the environment around the ocean and sea life. Students will be learning and studying marine animals. I will then introduce the song to the students, and we will listen to the song and perform the actions. Students will then have the opportunity to add a verse about what they have learned in class. Students will get into flexible groups and create another verse for the song (I will give each group a specific topic to sing so there is no cross-over). Students can add any information for the unit about the marine life in their specific topic. Students will also create actions for their verse. We will write their new verses down and use this as a study tool to remember what we learned in the unit.  

My assessment will be the “new song” that we created using the new verse the students made up. As a class we will see if the group’s verse fits with what we have learned and then students learn to analyze each other’s work. 

-Carol of the Bells by Mykola Leontovich

FA 5.4.2.a Identify expressive characteristics and components of technique, purpose, and context of selected pieces. 

FA 5.4.3.d connect music to historical and cultural contexts and the arts through responding

              TSWBT… 

              Use their vocabulary to describe the different components of the song

              Connect the music to the history of the time when the song was written

              TSWBT…

Examine the perspectives of people living in the 1910s and 1920s in either United States or Ukraine

Identify notable characteristic of the time 

              Introduce students to handbells and could have students play songs. I will also talk to students about their experience with bells. 

              Students will begin by looking at the lyrics of the song. Using the lyrics the students will write a reflection based on the view of someone during the 1910-1920s. Students will have the option to choose to write from the perspective of someone in Ukraine (where the song is based) or in the united States. During this time World War 1 and in Ukraine the War of Independence was happening and so students will research World War 1 and talk about how this song might brighten the holidays. 

              We will also spend time talking/discussion the history of both Ukraine and United States during the 1910s and 1920s. 

              Students will also use the vocabulary terms they have learned to discuss the components of the song. They will answer whether they think this song was reflective of the time or if the song was to cheer up the people during Christmas time. 

My assessment will be the students reflection that they write and I will use this to determine if the students have done the research and looked at the song.