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Lesson Plan
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\n\"Save\n\n
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\nCurated OER\n
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\nSave the Music Concerts: Parts 1 & 2\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nMusic aficionados classify pop music into by musical genres or styles. They evaluate the positive and negatives of collaborative performances, view segments of VH1's \"Save the Music\" concert, and discuss the difficulties of...\n
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Lesson Plan
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\n\"Singing\n\n
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\nCurated OER\n
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\nSinging for the Animals\n

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\n\nFor Teachers\n\nK - 5th\n
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\nLearners examine the correct attitudes and poster for a concert. In this \"Singing for Animals\" lesson, students created charts to diagram information about the homeless animals they were singing for. Learners used correct diction and...\n
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\n\"Alicia\n\n
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\nCurated OER\n
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\nAlicia Keys, Songs in A Minor\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nNeed a musical lesson for your drama or performing arts class? VH1 has put together a really neat lesson, in which learners use biographical information about Alicia Keys to write and perform a one-act musical related to her life. This...\n
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\n\"Critical\n\n
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\nCurated OER\n
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\nCritical Listening: Music Vocabulary\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe school band or orchestra analyzes their own performance after exploring musical terminology. They listen to a classical piece and describe it using only words. They look up musical terminology and then use those words to compare and...\n
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Lesson Plan
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\n\"Music\n\n
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\nMusic Is Business\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents explore and assess the importance of music to the economy of Louisiana. They review and analyze the jobs, skills and careers found and needed in the state's music industry as well as how to meet and make personal contact with...\n
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\n\"Fundamentals\n\n
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\nFundamentals of Good Musicianship\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners examine how to analyze musical performances and utilize practice techniques to improve their performances. They listen and evaluate another student's performance, then reverse roles with their partner.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Life and Music of Celia Cruz\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nPupils create a set and design a costume for a musical performance. In this Life of Celia Cruz lesson, students study biographical facts about Celia Cruz on the exhibition web site. Then pupils share their creations with the class.\n
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\n\"Music\n\n
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\nCurated OER\n
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\nMusic Storytellers\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents identify the quality and effectiveness of musical performances through the use of music telling a story. They will compare and contrast philosophy and form of song segments.\n
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\n\"Improvise\n\n
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\nImprovise a Short Story through Jazz\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents evaluate jazz music and a jazz music performance. They collaborate and create an improvised group short story. They improvise a musical piece on found objects.\n
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\n\"What\n\n
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\nWhat I Want to be When I Grow Up\n

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\nSixth graders discover different careers in music. In this career exploration lesson, 6th graders explore four different categories of music careers: music education, music performance, music business and music therapy. Students...\n
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\n\"Strings\n\n
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\nStrings that Sing\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents listen to Isaac Stern lead a musician through steps to self-evaluating a performance. They compare their instrumental performance with a live vocal performance.\n
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\n\"Mozart\n\n
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\nMozart and Music\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders experience performing arts by participating in a music performance. In this music history lesson, 5th graders practice playing notes on an instrument in class and discuss the challenges associated with making music....\n
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Lesson Plan
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\n\"Singing\n\n
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\nSinging Lesson for Grades 5-8\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners practice their breath control and posture in this singing lesson. They sing with accurate pitch and rhythm. They sing the songs repeatedly while evaluating their breathing ability in small groups and then regroup as a class to...\n
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\n\"Storytellers:\n\n
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\nStorytellers: Bruce Springsteen\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents use the correct music terminology to evaluate a performance, composition, and arrangement of the song \"Blinded by the Light\" by Bruce Springsteen and compare it to another version recorded by Manfred Man.\n
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Lesson Plan
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\n\"Save\n\n
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\nSave the Music Concert: Part 2 Composition\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine why music is considered to be the \"universal language\" and study the expressive quality of a musical performance. They compose a melody using a computer and software which they perform on an instrument.\n
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\n\"Instrumental\n\n
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\nInstrumental Rehearsals for Excellence - Lesson 3\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents identify some characteristics of successful music teachers and rehearsals. They develop a list of criteria for evaluating the quality of a performance, and apply those criteria to a specific performance.\n
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\n\"Blues\n\n
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\nCurated OER\n
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\nBlues Improvisation\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nLearners practice playing and improvising while playing the 12 bar blues. They practice compositional skills, evaluate and perform musical pieces focused on the blues.\n
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\n\"Music:\n\n
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\nCurated OER\n
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\nMusic: Solo and Group vVcal Practice\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders individually sing and record \"Child of the Universe\" and play their performances back to the class for evaluation. Next, in groups, they sing \"Deck the Hall,\" and sing the countermelody for evaluation. Then students...\n
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\n\"Assessment\n\n
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\nCurated OER\n
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\nAssessment Task Assessment Task\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe students discuss what the purposes of performances are and what different types of performances a musician can participate in. The students analyze both visually, and audibly different performances, discuss the performances, and...\n
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\n\"Heavy:\n\n
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\nHeavy: The Story of Metal (Part 1) (Lesson 3)\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents analyze and write an evaluation on the song \"Black Sabbath\". They interview a person who grew up listening to heavy metal music and compare and contrast the interview with their evaluation on the song. They share them with the...\n
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\n\"Jazz:\n\n
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\nJazz: Expression through Improvisation\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents watch a video on improvisation. They improvise original melodies over given chord progressions. They develop criteria to evaluate the merits of improvisational performances and apply the criteria in their personal listening and...\n
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\n\"When\n\n
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\nWhen The Saints Go Marching In: A Lesson for Middle School Keyboard Lab Students\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nAfter listening to a variety of interpretations of \"When the Saints Go Marching In,\" partners compose and then perform their own renditions of this classic before joining a full-class jam session.\n
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\n\"Romantic\n\n
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\nRomantic and 20th Century Period Music\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nUpper graders explore the similarities, differences, and depth of pop music from the Romantic era and the 20th century. They listen to selections that exemplify the Baroque, Romantic, and 20th century periods, then create presentations...\n
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\n\""Movies\n\n
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\n\"Movies That Rock\": Moulin Rouge\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nUpper graders explore musical film and the Bohemian lifestyle common in Europe during the turn of the century through the musical Moulin Rouge. After listening to (or viewing) songs from the movie, they discuss the Bohemian era and how...\n
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