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\n\"Japanese\n\n
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\nCurated OER\n
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\nJapanese Music Study\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nGagaku is music traditionally played in the Japanese imperial courts of long ago. Learners listen to this and other traditional Japanese music to gain an understanding of culture and music history. They work to identify Japanese...\n
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\n\"Native\n\n
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\nNative American Flutes - Activity 1\n

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\n\nFor Teachers\n\n4th - 11th\n
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\nStudents discuss Native American culture and musical techniques after viewing a video of Charles Littleleaf, a member of the Warm Springs tribe and a creator of Native American wood flutes.\n
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\n\"Puerto\n\n
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\nCurated OER\n
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\nPuerto Rico: The 51st State?\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents research the history of Puerto Rico, its culture, and geography. In this Puerto Rico instructional activity, students find Puerto Rico on a map and find specific regions or cities. Students discuss Puerto Rico's statehood and...\n
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\n\"Jazz\n\n
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\nCurated OER\n
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\nJazz in America\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore Jazz in America. They examine greats in Jazz, such as Duke Ellington. They are also to discuss the cultural implications of the music itself.\n
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\n\""The\n\n
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\n\"The Star-Spangled Banner\"\n

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\n\nFor Teachers\n\nK - 5th\n
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\nLearners perform a song using correct posture, correct rhythms, and accurate pitches. They read musical notation and lyrics of various patriotic tunes, analyze the purpose and meaning of patriotic songs, discuss the social and cultural...\n
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\n\"Inverness\n\n
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\nInverness and Highlands Heritage box\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents explore, experience and study the rich cultural heritage that Inverness and the Highlands has to offer to young people and takes a look into the future. They assess certain aspects of Highland culture through the expressive arts...\n
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\n\"Three\n\n
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\nThree Arts in Retrograde\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents make connections between music, the other arts, and other curricular areas. They compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.\n
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\n\"Using\n\n
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\nUsing Songs in the Foreign Language Classroom\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nStudents focus on their required lessons in Spanish by integrating music and songs as they complete their assignments. They assess the vocabulary, grammar patterns and culture associated with music and various different songs. Each...\n
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\n\"Eric\n\n
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\nEric Clapton Crossroads Guitar Festival Chicago - Chicago Blues\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWatching Great Performances’ Eric Clapton Crossroads Guitar Festival Chicago launches an investigation into and discussion of how the electric guitar and guitarists have changed the sound of the blues over time. An engaging way to...\n
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\n\"Chinese\n\n
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\nCurated OER\n
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\nChinese Dragon Drum Lesson Plan\n

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\n\nFor Teachers\n\nK - 6th\n
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\nStudents research the significance of drums and the color red in Chinese culture. They make a replica of a Chinese drum using construction paper and art materials. They examine pictures of Chinese drums before decorating the ones which...\n
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PPT
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\n\"Australia\n\n
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\nCurated OER\n
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\nAustralia\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nStudying Australia? Be guided on a virtual field trip exploring this country’s history, culture, native people, language, music, animals, and more. Use as an introduction to a unit on Australia or to prompt a writing assignment or class...\n
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\n\"Cultural\n\n
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\nCultural Music Festival\n

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\n\nFor Teachers\n\nK - 6th\n
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\nStudents participate in planning a multi-cultural community event. In this cultural music lesson, parents, community members, and teachers provide time, music, advertisement, and refreshments to create a community multi-cultural music...\n
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\n\"New\n\n
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\nNew Orleans Beginning: 1901-1922\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners examine the beginnings of jazz in New Orleans. They relate the music to the history and culture of the region. They also perform the music for their classmates.\n
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PPT
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\n\"Good\n\n
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\nGood Times and bad; The Roaring Twenties\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nChanges in society through 1900 to 1930 in the suburbs and work culture are covered in this presentation on aviation and the automobile.  Music, movies and the Harlem Renaissance are the other main topics, with 6 or so bullet points...\n
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\n\"Delta\n\n
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\nDelta Boeing 777-200LR Assembly\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nThis musical montage-style video shows how a Delta Boeing 777 airplane is manufactured. It takes a combination of machines, engineering, and assembly-line production to put together this impressive flying machine. Ask your class what...\n
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\n\"The\n\n
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\nThe Impact of Islamic Culture on the Arts of the Renaissance\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders examine the linguistic and cultural impact of the Arabic language and Islamic culture on the Spanish language. They analyze and label maps, listen to and differentiate between Spanish and Arabic music, and compare and...\n
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\n\"The\n\n
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\nThe Heart of Human Experience: Cultura Azteca\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders explore Aztec culture to gain understanding of relationship between music, recreation, and culture. Seven lessons on one page.\n
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\n\"Aesthetics\n\n
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\nAesthetics and Affect in Music from Around the World\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore traditional music of different societies around the world by listening to number of different musical recordings, discuss how music makes them feel, examine how music is central to cultural traditions, and compose short...\n
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\n\"VH1\n\n
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\nVH1 AIDS: A Pop Culture History Lesson 3\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate the relationship between music and culture, and how music conveys thoughts and emotions. They write their own song.\n
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\n\"American\n\n
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\nAmerican Culture in a Musical Setting\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents discover the significance of similarities and contrasts of three separate cultures of the United States through music. They take out maps and trace the expedition of the Spanish along the coasts of Mexico and North and South...\n
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\n\"Music\n\n
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\nMusic Around the World: United Nations Week\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents discover the United Nations through the use of musical examples and performance. This two day lesson requires two forty-five minute sections and delivers information about different cultures around the world. Emphasis is on...\n
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\n\"America,\n\n
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\nAmerica, A Home for Every Culture\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents investigate the many cultures that are represented in America. In this American culture instructional activity, students look at the food, languages, music, and traditions that immigrants have contributed to the face of America....\n
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\n\"Hispanic\n\n
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\nHispanic Arts: Visual Arts, Dance and Music\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents observe global cultures by listening to music and watching videos. In this Latin American dance lesson, students define merengue, salsa and other dances from the Hispanic culture while listening to Latin rhythm music. Students...\n
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\n\"To\n\n
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\nTo the Beat of a Different Drum\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents describe the sounds, moods and styles of two different types of music. After reading an article, they discover how a journalist uses language to describe and give feelings to the music. They review a type of music of interest...\n
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