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Audio2:20
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\n\"La\n\n
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\nRock A Lingua\n
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\nLa Primavera (Spring)\n

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\n\nFor Students\n\nK - 8th\n
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\nSpring has sprung—or in Spanish, ¡la primavera ha llegado! Enjoy the warm weather, longer days, and colorful gardens of springtime with a fun Spanish song.\n
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\n\"Body\n\n
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\nCurated OER\n
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\nBody Percussion: Hambone\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents explore body percussion. They practice playing quarter notes and eighth notes separately, then quarter and eighth notes at the same time by different groups. They practice this exercise at different tempos.\n
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\n\"November\n\n
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\nCurated OER\n
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\nNovember - Poetry\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders respond to poetry through a group activity. They interact with rhythm and tempo in poetry through an oral presentation. They experiment with choral speaking. They discuss Thanksgiving family traditions.\n
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\n\"William\n\n
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\nCurated OER\n
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\nWilliam Tell Overture\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents explore the musical concepts of rhythm, melody, expression, and tone color in a three-lesson unit about the William Tell Overture. They identify dynamics and tempo and play a vocal tone color singing game.\n
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\n\"Fifty\n\n
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\nCurated OER\n
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\nFifty States In Rhyme\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nStudents perform \"Fifty States in Rhyme\" with correct posture, correct rhythms, and accurate pitches. They also identify and perform such musical terms as tone color, tempo, dynamics, phrases, and accents. Emphasis is placed on the...\n
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\n\"Guitar\n\n
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\nCurated OER\n
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\nGuitar - 12 Bar Blues\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents explore the chord chart for 12-bar blues in C and then play the scales on the guitar. They play their scales at a moderate tempo and practice related arpeggios. After listening to \"Band in the Box\" music tracks, students...\n
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Instructional Video2:24
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\n\"Context\n\n
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\nGrammarSongs by Melissa\n
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\nContext Clues Song (Context Clues by Melissa)\n

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\n\nFor Students\n\n3rd - 5th\n\nStandards\n
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\nRemind scholars to use context clues when they come across unknown words with the help of a music video that describes what context clues are, and how to use them to come up with a definition.\n
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\n\"Music:\n\n
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\nCurated OER\n
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\nMusic: Rhythm Patterns\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders describe and play various tempos as part of this beginning instrumental instructional activity. They recite tongue twisters to a medium, largo, and allegro tempos. As an extension, 4th graders use software as an...\n
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\n\"Directions\n\n
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\nCurated OER\n
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\nDirections\n

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\n\nFor Teachers\n\nK - 1st\n
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\nStudents explore walking in different directions and observe changes in tempos.\n
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\n\"Tony\n\n
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\nCurated OER\n
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\nTony Bennett: With Special Guests The Backstreet Boys - Lesson 2\n

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\n\nFor Teachers\n\nK - 4th\n
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\nStudents clap four-beat rhythm patterns containing whole, half, dotted half, quarter, and eighth notes and rests in a given tempo. They clap the tempo as their teacher holds up flash cards.\n
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\n\"Hanky\n\n
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\nCurated OER\n
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\nHanky Panky\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents learn to sing the song, \"Hanky Panky\" accurately and are able to properly participate doing the motions while singing. They are also able to keep the beat of the song and speed up and slow down the tempo.\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson Connections\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders sing alone, with others and practice a varied repertoire of music. They have to sing using appropriate timbre, diction, and pesture, all while maintaining a steady tempo. Singly expressively, with appropriate dynamics,...\n
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\n\"Compose\n\n
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\nCurated OER\n
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\nCompose Your Memory\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nYoung scholars notate a short musical composition using the notation software Sibelius. This composition is based on a the student's favorite childhood memory. Based on their emotions felt at this time, they incorporate tempo, range, and...\n
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\n\"Music\n\n
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\nCurated OER\n
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\nMusic Lesson on Rhythm\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudents listen and examine two musical pieces. They draw pictures about what the music makes them think about. They examine how their pictures are different from slow tempo to fast tempo music.\n
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\n\"Accomplished\n\n
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\nCurated OER\n
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\nAccomplished Practice # 10\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders performs on instruments in an ensemble, maintaining a common tempo, blending instrumental timbres, and matching dynamic levels. They respond to the tempo and dynamics cues of the conductor.\n
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\n\"Heart\n\n
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\nBaylor College\n
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\nHeart Rate and Exercise\n

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\n\nFor Teachers\n\n3rd - 10th\n\nStandards\n
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\nWhat is the relationship among the heart, circulation, and exercise? Your class members will explore first-hand how different physical exercises affect an individual's heart rate. They will begin by learning how to measure their own...\n
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\n\"Thrilling\n\n
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\nCurated OER\n
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\nThrilling Information: Music and Reading\n

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\n\nFor Teachers\n\n2nd - 4th\n\nStandards\n
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\nHere’s a cross-curricular program music activity that uses Peer Gynt to engage class members. Groups take one section of “In the Hall of the Mountain King,” choreograph their section of the tune to represent the story as they imagine it,...\n
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\n\"Round\n\n
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\nCurated OER\n
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\nRound and Dance Music\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders recognize a round in singing groups and apply to choreography movements.  For this rounds lesson, 3rd graders memorize movements with songs at specific places.  Students perform a three part round.\n
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\n\"This\n\n
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\nCurated OER\n
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\nThis Land is Your Land - Travel Posters\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders compile a list of places in the United States where they have either traveled or where their relatives or friends live. They collect travel posters, brochures, postcards, and maps from their region of the United States.\n
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring and Using Shapes to Make a Dance\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders use their bodies to create various shapes to make a dance when given various music and beats. For this shapes and dance lesson plan, 2nd graders create lines, curves, twists, and angles with their bodies.\n
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\n\"Pass\n\n
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\nCan Teach\n
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\nPass the Melody\n

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\n\nFor Teachers\n\nK - 4th\n
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\nGet a jam session started in your elementary music class! Learners engage in melody transitions by singing a familiar song and passing on the tune to the next person.\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\n7th - 12th\n
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\nHow do a person's musical preferences influence the way they compose music of their own? Learners analyze the sound and lyrics of Alicia Keys in relation to musicians that came before. Jazz, blues, and soul music from the past are shown...\n
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\n\"Circular\n\n
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\nCurated OER\n
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\nCircular Flows\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nTo study circular flow, learners use the plans to trace through a series of interconnected economic and financial flows to explain the workings of the American economy. They use the model developed to comprehend the effects of Federal...\n
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\n\"Using\n\n
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\nUsing Rhythm to Teach Patterns and Directions\n

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\n\nFor Teachers\n\nK - 4th\n
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\nIntroduce young learners to line dancing. Here are some simple movement patterns to teach them. First teach, repeat, and repeat again without music. Then when they have a pretty good grasp of the movement patterns, add music and practice...\n
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