Through the use of music, students will make connections with the historical events in Colonial America and Europe during the early 19th century. Using the music of Sousa and Tchaikovsky, students will understand how music can become a patriotic symbol and help depict historical events.
Students deepen their understanding of the political and emotional events of the War of 1812 through the music of Tchaikovsky. Students will learn how different instruments are used for expressing a mood and illustrating events in history. Students will write a response to the music that informs about their own understanding of both the instrumentation and the important events of history.
Music was one way the soldiers of the American Civil War could both pass the time and remember home and family. They whistled or sang familiar songs while performing menial duties, and some played instruments such as harmonicas and fiddles during their free time. Students will compare and contrast a Union song and a Confederate song, and see firsthand what these soldiers were experiencing.
Students will learn to appreciate the beauty of the instruments in an orchestra, differentiate the sounds created by the instruments and relate the music to artwork Los Tres Musicos by Pablo Picasso, and the following exhibits at the National Cowboy and Western Heritage Museum: The Guitar: Art, Artists and Artisans; The Power of Music - Photographic Portraits of Americans and their Musical Instruments 1860-1915.
Students will learn to recognize a five-tone scale. Students will sing or perform known American folksongs together in class. Advanced students will be able to identify all five pitches and even discern the actual pentatonic scale being used.
Students will complete two language arts activities for this lesson. In the first activity, students use folk songs from the era of the California Gold Rush, which are introduced in the early chapters of By the Great Horn Spoon! by Sid Fleishman, to identify folk song motifs in the classical music of Antonín Dvořák. This will be explored by the students' creation of a labeled line drawing of one of Dvořák 's compositions.
After learning about the Great Depression and the New Deal as part of a Social Science unit, students will explore the Works Progress Administration (WPA) Federal One Program that operated from 1935-1943. The Federal Art Project (FAP) was one arm of the WPA and included the Theater Project called "Sing for Your Supper". The song Ballad for Americans (formerly Ballad for Uncle Sam) was written for this project. Students will watch and listen to Paul Robeson sing Ballad for Americans from an online video.
Franklin Roosevelt introduced The New Deal to boost the economy that was shattered by the Wall Street Crash. Students will research the acts and agencies that were to help restore prosperity through expansive government intervention in the economy. Music integration will be in the following components: classical music for the video, poster of the biography of the composer and why he wrote the piece; and analysis of why students choose the classical piece for their video.
Students will develop the ability to articulate moods and imagery in music through poetry. They will be able to do this through comparing and contrasting two pieces of Beethoven's music via language and movement. They will depict Beethoven in an art piece and learn about his life.
Engage students studying the Age of Democratic Revolutions in a series of deep listening activities to the second and third movements of Eroica, Beethoven's Symphony No. 3 to help develop their critical thinking, listening and writing skills on World History content standards. Students gain a deeper understanding of democratic ideals from the American and French Revolutions, having had more time thinking about how to frame and explain the events and upheavals taking place.
Develop students’ critical thinking and writing in world history classes studying the age of democratic revolutions by engaging them in a series of deep listening activities that link the second and third movements of Eroica, Beethoven's Symphony No.3 to relevant content standards in World History and Language Arts. Students will improve their ability to engage in five minutes of deep listening to music; participate in the 5-minute to 15-minute class discussions that follow; listen to and write down the ideas of fellow students in Cornell bulleted notes; and sp
This unit is designed to integrate the elements of landscape design and elements of music. Students in 3rd, 4th and 5th grade are asked to consider American landscapes as they learn how one musician, Aaron Copland, created music that is distinctly American - a musical American landscape. Teachers could certainly do one lesson from the unit and not the entire unit.