Harmony Teacher Resources
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Students listen to three separate choral pieces by Samuel Barber. They make evaluative judgments about each piece in the set. They discuss their assessments with their sections in conversations facilitated by the student section leaders.
In this music worksheet, students learn to play a piece of gospel music called "Siyahamba" on the piano or keyboard. Students examine the musical notes written on the staffs and read the helpful hits in the margins. Piano knowledge is assumed.
Singing is a wonderful way to express an idea of any kind. This lesson is written expressly for use in directing a high school chorus. They work on using four-part harmony, expression, and melodic intervals while singing a Jewish folk song. Additionally, it includes a vocal warm up and assessment.
Students examine the effect of music on society. While listening to music, they identify the beat, rhythm and write down their reaction to it. Listening to longer selections, they assign a color to the music and share it with the class. They create a piece of art using that color reflecting on the music pieces to end the lesson.
Fourth graders begin the lesson by listening and singing along to various songs from different cultures. In groups, they research the ways different groups have used music to express themselves and compare and contrast them in an organizer. They work together to create their own piece of music that represents their own culture. To end the lesson, they develop a new culture and another original piece of music.
Students identify and interpret the styles and elements of music in three major folk regions of Louisiana within specific traditional music genres. Then they hear the diversity of music in the state and identify the major genres of traditional music by how they sound and where they most ofter occur. Students also identify the context within which to consider their own musical landscapes that they look for and listen to different versions of songs.
Students comprehend that societies are diverse and have changed over time. They relate music to various historical and cultural traditions. They investigate the various reasons-celebrations, rituals, and cermonies-for which the Aztecs used music.
This units gives students opportunities to * Research the history and patterns of French settlement in Louisiana * Discover three types of music (New Orleans jazz, Cajun, Zydeco) which are representative of the Francophone presence in Louisiana. * Make connections between the rhythms of the music and those of the French language.
Students are able to demonstrate the ability to identify, contrast and compare the music of different places and regions, and the ability to recognize music as a resource for information about places and regions.
Students use music and art to categorize line and color into specific emotions. They hear music and do a line drawing stemming from the emotions that they feel from hearing the music. Then they paint the drawing using a color scheme.
“Romanticism aims at enlarging experience by exploring the real.” This excerpt from Jacques Barzun’s From Dawn to Decadence introduces a PowerPoint that examines the characteristics of and the major figures in music, art, and literature created during the Romantic Age.
Ninth graders discuss how a song can represent a culture or part of a culture and the role of the musician. They will discuss and prepare projects that compare and contrast the music to be performed for an audience.
Ninth graders are provided with opportunities to develop the ability to assess how elements of music are used in a work to create images or evoke emotions. They listen to examples of program music.
Fifth graders listen to various genres of music and identify which elements of music or qualities of each genre make it unique. They also learn appropriate audience responses to performances of various music genres.
High schoolers examine the math that is involved with musical scales. They complete questions and discuss with classmates.
Students explore the music concepts of ryhthm, melody, form, and harmony in a three-lesson unit. They listen to the Viennese Music Clock and demonstrate moving to the beat, create improvised melodies, and play percussion accompaniment.
Students examine technological advancements in music and broadcast over the decades.
Prior to playing their Tutti instruments, fifth graders practice harmony, pitch, and rhythm. They sing, clap, and echo the musical pattern they are going to play, focusing on harmony and pitch. They then practice the same song on their instruments as a class ensemble. For use with the text Spotlight on Music.
Using their Orff instruments, your third graders can learn to play as a music ensemble. They work together and in small groups to practice melody, harmony, and rhythm for the song, "Spring Has Come." This lesson is intended for use with the text, Spotlight on Music.
You've found some instructional ideas on how to teach music, using Orff instruments. The class practices rhythm, melody, and harmony as the play each part of the song. For use with the Mcmillian/Mcgraw-Hill text, Spotlight on Music.