Voice is distinct in writing and music. How do students put their own voice into their writing so the reader will know who is speaking? Students will draw connections between the voices in music and voices found in literature to increase their understanding of how to use voice in their writings.
Peter and the Wolf becomes Pedro y El Lobo as students in Spanish class are given the opportunity to increase their vocabulary with an exploration into the classic musical tale by Sergei Prokofiev. This lesson provides practice in new vocabulary and natural dialogue as the students create a new ending to the tale and perform it in front of their peers.
The four styles of music within the Mexican culture are the backdrop for this lesson which provides students an opportunity to create percussion instruments and recognize the difference while playing each style. Lucha Libre masks are also part of the culture and students gain a deeper understanding of it by creating their own masks.
To accomplish goals, members of families must cooperate, just as members of the orchestra must cooperate to create beautiful music. Similarly, students in a classroom have similar constructs; everyone must do their best for themselves as well as for the good of the whole. This lesson helps students understand that an orchestra, a family and a classroom must work together to accomplish great things.
After gaining familiarity with the lives and music of Copland and Ellington, students write each a formal letter expressing how culture is reflected in music. Students create a bio-poem about the composer’s life and music.
Learning about this nation’s twelfth president is fun when we combine music, writing, and performing to your lessons. Mix together a little Aaron Copland’s Lincoln Portrait, with historical facts and opinions, books, videos and even the Gettysburg Address. Your students will astound you as they create a class performance piece using their words, accompanied by Mr. Copland’s composition.
Music can help us learn about history! This lesson demonstrates to your students how music of the Baroque period reflects the importance of the institutions of State and Church, and the influence both had on the work of each composer.
Students use music they already know and love to learn about the language and expression of music. Students will select an autobiographical piece of music that represents who they are, what is important to them, what they value, and how they would like to be perceived by others.
Students write a descriptive essay explaining their thoughts and feelings while listening to Beethoven’s 5th Symphony, learning how to describe the musical elements that cause them to feel this way, and transpose these feelings into a watercolor art piece. The students will present their essay and art work orally, and act out their responses during a physical education exercise.
While gaining exposure to a wide range of music – from classical to contemporary - students will understand that music and literature share a common language. Students will understand that hearing the language of music helps us to understand the language of literature.
Students will use their understanding of narratives (character, plot, setting, beginning, middle, and end) to create their own descriptive stories inspired by the music of Vivaldi’s Four Seasons, and his words to his Sonnets.