Young scholars decide what the term "art" means to them. They identify artistic elements displayed by the Dave Matthews Band. They understand the relationship between music and other means of artistic expression.

Learners examine the origins of ragtime music in American and analyze its musical form.

Students discover the shape-note method of singing. In this reading and notating music lesson, students learn the four shapes of the shape-note method and the tradition of Sacred Harp singers. Students sing the shapes of "Yankee Doodle"...

Young scholars examine the influence of music and film on contemporary fashion. In this popular culture lesson, students research select films featuring John Travolta. Young scholars research selected time periods in American history as...

Learners perform using rhythm instruments with accurate tempo a given syncopated ostinato pattern to accompany a played audio recording of reggae music. They discuss the use of music to express religious and political beliefs.

Students identify genres of music that influenced musical style of Aretha Franklin. They identify musical characteristics of gospel and sing a gospel selection. They pay particular attention to the call and response style.

Learners identify different genres of music popular in the 1980s. They study musicians of the 1980s examples of the songs that they made popular. They utilize a worksheet imbedded in this plan to categorize the music.

High schoolers identify popular songs from 1968 and make connections with the year's current events They recognize popular music as a reflection of the culture. They focus on songs of the Vietnam War era.

Second graders uncover the form, timbre, and the significance of Vivaldi's "The Four Seasons" in the five lessons of this unit. The use of instrumentation forms the basis of the lessons.

Learners watch a video about the life of Latin singer/pop star, Shakira and identify the elements that make her music unique. They explore Latin music and dance and research the music and dance of a specific Latin American country.

Students 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.

Students examine the life of Harry Connick Jr. and keep a journal on how they could be more successful.

Students analyze musical and topical elements in popular songs and compose song as a classroom effort. They write a short paragraph evaluating the effectiveness of the song in conveying the message of the lyrics.

Students compare and contrast Jamie Foxx's early musical career with the careers of J.S. Back and F.J. Haydn. They watch and discuss a segment of "VH1 Driven: Jamie Foxx," listen to a hymn, and complete a worksheet.

Students listen to Caribbean folk music and discuss maracas and their role in music. They construct and design pairs of maracas using paper mache, then perform a Puerto Rican folk song using their maracas.

Students use the music of Coldplay to inspire them to create a visual about their favorite band.

Students discuss pop culture, pop culture icons, and female composers.

Students study vocal style and techniques in various genres. They critique vocal performances by completing critique charts.

Students recognize and describe elements of Bob Marley's life that influenced his song writing as evidenced in the song "No Woman No Cry". They identify the elements of music characteristic of Reggae.

Students identify some of Aretha Franklin's vocal qualities and techniques. They have a discussion of styles of music they heard on the video, including gospel, jazz, pop, rhythm and blues, and opera.

Students sing songs by Harry Connick Jr. and then learn different musical terms.

Students discuss the different guitar techniques of David Crosby, Stephen Stills, and Neil Young. They experience the guitar technique of "alternate tuning". They also discuss CSNY's 'Ohio' and Kent State.

Students 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.

Students examine the blues, poetry, the Harlem Renaissance, and the 12-bar blues form. They watch a segment from the video, "VH1 Driven: Jamie Foxx," participate in a class discussion, and listen to songs by Ray Charles and a poem by...