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Worksheet
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\n\"Instruments\n\n
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\nClassics for Kids\n
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\nInstruments Have a Family\n

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\n\nFor Students\n\nK - 3rd\n\nStandards\n
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\nAre the instruments in Bach's Brandenburg Concerto No. 2 in the same family as those in George Gershwin's Rhapsody in Blue? Elementary musicians work on their music theory and their instrumental ear as they listen to clips of famous...\n
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Worksheet
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\n\"Listen\n\n
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\nClassics for Kids\n
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\nListen to the Music\n

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\n\nFor Students\n\nK - 3rd\n\nStandards\n
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\nDifferent pieces of music can elicit different emotions from audience members. A quick tempo can make you feel happy, while a largo piece may bring out a melancholy temperament. Elementary musicians learn more about the instruments...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Travels of Babar: An Adventure in Scales\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents become familiar with the musical notify that are associated with the character in Monstel's The Travels of Babar: An Adventure in Scales, so that they can listen attentively to the performance and understand and appreciate ow...\n
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Lesson Plan
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\n\"DO\n\n
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\nCurated OER\n
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\nDO YOU REMEMBER?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore where a melody and melody fragments enter different voice parts, and adjusts dynamically to enable the listener to perceive these events. Each student uses a rubric to make critical evaluations of the performances.\n
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Lesson Plan
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\n\"Let\n\n
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\nCurated OER\n
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\nLet Freedom Sing: A Patriotic Program for Grades 1 - 6\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nPupils explore the history, meaningful background, and significance of Patriotic songs in the eight lessons of this unit. Each of the different grade levels experience a different amount of lessons all culminating in a Patriotic Program.\n
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Lesson Plan
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\n\"History\n\n
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\nConcordia College Archives\n
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\nHistory and Musical Aesthetics\n

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\n\nFor Teachers\n\nK - 12th\n\nStandards\n
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\nWhat are the musical elements that characterize a school's fight song or its alma mater? Class members listen to examples of fight songs and alma maters from various schools, play a listening game, and then create a list of the...\n
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Instructional Video1:17
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\n\"Decode\n\n
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\nLearning Upgrade\n
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\nDecode Multi-Syllable Long Words Song\n

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\n\nFor Students\n\n1st - 3rd\n\nStandards\n
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\nProvide a visual and auditory representation of how to decode multisyllabic words in a music video set to an upbeat jazz tempo.\n
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Lesson Plan
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\n\"SENSORY\n\n
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\nCurated OER\n
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\nSENSORY ELEMENTS\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents describe the sensory elements of musical selections (i.e., tempos, dynamics, and articulations). They write an essay evaluating Saint-Saens' effectiveness in using sensory elements in both selections. They describe the...\n
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Lesson Plan
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\n\"Watch\n\n
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\nCurated OER\n
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\nWatch Your Conductor Like a Hawk\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents focus their eyes on the conductor in music class. The teacher uses a music sheet to isolate the musical elements of tempo, balance, and blend.\n
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Lesson Plan
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\n\"Shaker\n\n
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\nCurated OER\n
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\nShaker Hymns in Beginning Band\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders are reminded of behaviors associated with playing music. They play various sections of a Shaker hymn using a slowed tempo with clarinets, trumpets, flutes, and baritones. They play together through key changes in other...\n
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Activity
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\n\"Games\n\n
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\nKansas Music Educators Association\n
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\nGames for the Elementary Music Classroom\n

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\n\nFor Teachers\n\nK - 6th\n
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\nPerfect for music specialists, classroom teachers, and substitutes, a packet of 18 games includes complete lessons as well as short activities for when you have some extra time at the end of class.\n
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Activity
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\n\"Vivaldi\n\n
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\nCanada's National Arts Center\n
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\nVivaldi and The Four Seasons\n

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\n\nFor Students\n\n4th - 6th\n
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\nDid you know that Vivaldi’s orchestra was largely made up of girls from an orphanage? Fun facts like this fill a 34-page teacher's kit designed to accompany a cross-curricular study of Vivaldi's The Four Seasons.  \n
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Unit Plan
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\n\"20th\n\n
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\nInstitut Obert de Catalunya \n
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\n20th Century Music: Jazz\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nA 67-page packet provides instructors with a complete course in the history of Jazz. Lessons look at the roots of jazz in early 20th century African American communities in the southern United States and continues to the New Orleans...\n
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Activity
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\n\"Make\n\n
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\nAmani Project\n
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\nMake an Instrument\n

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\n\nFor Students\n\n3rd - 8th\n
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\nCreate a little harmony with Amani Project! Young musicians create their instruments using found or recycled objects. As an introduction, class members first experiment with sounds they can make with their bodies (clapping, stomping...\n
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Lesson Plan
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\n\"Native\n\n
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\nCurated OER\n
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\nNative American Song and Dance\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents examine the importance of the drum and drumming in the cultural context of the Native American. Musical insturments and native dance is employed to support the focus of the lesson.\n
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Lesson Plan
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\n\"Attack\n\n
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\nCurated OER\n
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\nAttack Theatre Movement Lesson: The Toy Shop\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents study even and uneven rhythms in music. They demonstrate slow and fast movements using various body parts and echo clap with their hands. Listening to uneven rhythms of the drum, they skip, jump and hop and simulate toys in a...\n
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Lesson Plan
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\n\""Mambo"\n\n
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\nCurated OER\n
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\n\"Mambo\" from West Side Story by Leonard Bernstein\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents encounter and study \"Mambo\" from \"West Side Story,\" by Leonard Bernstein. They practice utilizing musical elements (instrumentation, tempo, and dynamics) to create a certain mood for a scene with music. Each student interprets...\n
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Lesson Plan
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\n\"Music's\n\n
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\nCurated OER\n
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\nMusic's Speed Zone\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders read the story of the Tortoise and the Hare and relate it to tempo in music.\n
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Lesson Plan
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\n\"Contrast\n\n
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\nCurated OER\n
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\nContrast Listening\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents listen to two different excerpts of the same music piece. In groups, they collectively write descriptions of the tempo and dynamics of the piece and assign a color to the music. They relate the color chosen to the tempo and...\n
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Lesson Plan
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\n\""Hello"\n\n
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\nCurated OER\n
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\n\"Hello\" Game\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nPupils listen as the teacher sings the first phrase of the \"Hello\" song (included with the lesson plan). They respond by singing the second phrase. They learn to pronounce the hello equivalent in other languages. The teacher sings the...\n
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Lesson Plan
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\n\"Bob\n\n
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\nCurated OER\n
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\nBob Marley - Legend Episode #3 - Lesson 4\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents analyze and describe Reggae music using correct musical terms to discuss tonality, instrumentation, meter and tempo. They experiment with singing and dancing to Reggae music in a style appropriate to the genre.\n
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Lesson Plan
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\n\"Line\n\n
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\nCurated OER\n
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\nLine Dance is a Pattern!\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders apply the pattern of a line dance to different music tempos.\n
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Lesson Plan
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\n\"Moving\n\n
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\nCurated OER\n
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\nMoving Rhythms\n

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\n\nFor Teachers\n\nK - 4th\n
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\nStudents explore the elements of tempo, beat and rhythm. They create rhythm patterns and an original dance. In groups, students perform their phrases for their peers. As a class, they explore choreographic principles, processes and...\n
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Lesson Plan
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\n\"Accelerando\n\n
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\nCurated OER\n
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\nAccelerando - Israel, Peru, Russia\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nPupils complete activities to learn about the music concept of accelerando. In this accelerando lesson, students sing songs and learn tempo. Pupils use the Yiddish circle dance 'Bim Bam' to complete a circle dance. Students also learn...\n
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