Students listen to and discuss various protest songs from the 1960's, and write original lyrics for a song addressing global or societal issues. They write a paragraph evaluating the efficacy of the song to convey a message.

High schoolers listen to and discuss the characteristics of Motown music. They recognize Motown music by its titles.

Pupils study early New Orleans Jazz music and recognize Louis Armstrong as an early jazz artist. They recognize the elements and roots of Jazz.

Students describe some of the distinguishing characteristics of blues music. They compare and analyze two versions of the same 12-bar blues song. They read and identify notation symbols for rhythm and tempo.

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 examine the differences between live and recorded music using the music of Crosby, Stills, Nash and Young.

Learners use different folk songs to learn chords and other musical elements.

High schoolers 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.

Learners listen to and analyze songs of folk rock musicians of 1970 and then compose and perform a song in a popular or folk style for acoustic guitar and voice or for two acoustic guitars.

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.

Students use the song Row Row Row Your Boat to help them learn patterns and expressive movement. They recreate the movement over and over until it is a pattern and they feel comfortable doing it.

Students work with a family member in placing all of the music notes on a staff board. They try to match the rhythm on the rhythm board and show their completed song to the teacher.

Young scholars use a cardboard tubes as props as they create their own dance steps to express the emotions invoked in a portion of The Nutcracker by Tchaikovsky.

Students analyze the functions of musical scores as they relate to percussion instruments. They follow an audio and video presentation as they count and follow beat patterns.

Fifth graders examine the lyrics of a popular Japanese folk song to focus on the pentatonic scale and how it is used in the musical piece. English and Japnanese pronunciations are practiced in this lesson.

Students practice repeating rhythmic patterns in unison. Next, students work in groups to practice an alternate rhythmic pattern to Row, Row, Row Your Boat. They create their own rhythmic patterns for the song.

Students explore the background of Haydn's Surprise and the texture of the music. The teacher uses mouse and lion puppets to demonstrate soft and loud music. They tiptoe and stomp to display the concept. and play a soft/loud singing game.

Pupils listen to Haydn's "Surprise" and use the score to create themes and variations with other rhythms. They create poems using Haydn's rhythm in the symphony and research his life. They also use "body percussion" to play parts of the...

Students examine the nature of their own generation by looking at current events and music styles. They update old lyrics with new ones that are more relevant to current times and express a truth about their own generation. Finally,...

Students are introduced to the music technology programs for the next school year. They practice reading notes and playing piano. They use the internet to research careers in music.

Students practice playing and improvising while playing the 12 bar blues. They practice compositional skills, evaluate and perform musical pieces focused on the blues.

Students examine gospel music including the lyrics and instrumentation. They explain the meaning of the lyrics and how they are related to the cultural values associated with the music. They differentiate between gospel and spiritual music.

Students examine the panpipe and the cultures that use them in their music. They view photos of Peru and Bolivia and discuss their cultures, listen to recordings of music that includes the panpipe, and construct a panpipe using PVC...

First graders determine that Spanish is the language spoken in Mexico before singing a number of Mexicans songs. They make maracas to use while singing Mexican songs. They sing the song, "La Cucaracha," in English realizing that it is a...