Classroom Music Games and Activities [1 ed.] 9780787710880

Citation preview

Grades K-6

Music Games

Activities

Music Games

Activities

Compiled by: Julie Eisenhauer Cover and book design: Jeff Richards © 2014 Lorenz Educational Press, a Lorenz company, and its licensors. All rights reserved. Permission to photocopy the student activities in this book is hereby granted to one teacher as part of the purchase price. This permission may only be used to provide copies for this teacher’s specific classroom setting. This permission may not be transferred, sold, or given to any additional or subsequent user of this product. Thank you for respecting copyright laws. Printed in the United States of America ISBN 978-0-7877-1088-0

a Lorenz company P.O. Box 802 Dayton, OH 45401-0802 www.LorenzEducationalPress.com

Table of Contents Introduction ................................................................................................................................................................................................4

Whole-Class Activities The Name Game ........................................................................................................................................................................................5 Classmate M-U-S-I-C .................................................................................................................................................................................6 M-U-S-I-C Grid.............................................................................................................................................................................................7 My Favorite Musician ...............................................................................................................................................................................8 At the Hop ....................................................................................................................................................................................................9 Draw the Music ..........................................................................................................................................................................................9 Action! .........................................................................................................................................................................................................10 Follow the Leader. . . Sometimes .......................................................................................................................................................10 Character Connections..........................................................................................................................................................................11 That’s Debatable ......................................................................................................................................................................................11 Story Soundtrack .....................................................................................................................................................................................12 Follow the Conductor ............................................................................................................................................................................13 What’s the Order? ....................................................................................................................................................................................14 Musical Style Exhibits.............................................................................................................................................................................15 Music Mind Benders ...............................................................................................................................................................................16 We Go Together .......................................................................................................................................................................................19 M-U-S-I-C ....................................................................................................................................................................................................22

Small Group Activities Partner and Group Selection for Small Group Activities ......................................................................................................................................................................23 Getting into Groups................................................................................................................................................................................24 Breath Control ..........................................................................................................................................................................................25 School Spirit ..............................................................................................................................................................................................26 Who’s Who at the Zoo? ..........................................................................................................................................................................29 Found Sounds...........................................................................................................................................................................................30 Using Your Senses ...................................................................................................................................................................................30 Listen Carefully .........................................................................................................................................................................................31 Splat! ............................................................................................................................................................................................................32 Creative Symbols .....................................................................................................................................................................................33 How to SUDOKU! .....................................................................................................................................................................................34 Sudoku for Two ........................................................................................................................................................................................35 Hit the Note ...............................................................................................................................................................................................37 Pin the Note on the Staff ......................................................................................................................................................................38

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Table of Contents What Am I? .................................................................................................................................................................................................40 My Many Musical Hats ...........................................................................................................................................................................42 Music Facts Finger Fun ..........................................................................................................................................................................46

Individual Activities Music Scramble ........................................................................................................................................................................................50 All in One Little Box ................................................................................................................................................................................51 It’s Instrumental .......................................................................................................................................................................................52 Fishing for Families .................................................................................................................................................................................53 Sally Saxophone Wants a Snare Drum .............................................................................................................................................54 A Career in Music .....................................................................................................................................................................................55 Straighten it Out! .....................................................................................................................................................................................56 Who’s Who?................................................................................................................................................................................................57 Rake the Leaves........................................................................................................................................................................................58 Musical Maze.............................................................................................................................................................................................59 Take a Hike .................................................................................................................................................................................................60 The Hidden Path ......................................................................................................................................................................................61 Spell and Search ......................................................................................................................................................................................62 Notespeller Crossword ..........................................................................................................................................................................63 Building Dynamics ..................................................................................................................................................................................64 Picture This.................................................................................................................................................................................................65 Color by Symbol.......................................................................................................................................................................................66 Music Sudoku ...........................................................................................................................................................................................67 I Spy a Sign (and More) ..........................................................................................................................................................................68 Composer Connect the Dots...............................................................................................................................................................69 La Mer ..........................................................................................................................................................................................................70 Carnival of the Animals .........................................................................................................................................................................72 A Very Verdi Day .......................................................................................................................................................................................74 Can You Handel It? ..................................................................................................................................................................................76 Crack the Code .........................................................................................................................................................................................78 Musician Portrait Gallery ......................................................................................................................................................................81 Musician Mix .............................................................................................................................................................................................82 Album of the Year ....................................................................................................................................................................................83 Music Throughout the Ages ................................................................................................................................................................84 Answer Key ................................................................................................................................................................................................86

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Introduction Classroom Music Games & Activities is a collection created to help you teach music basics whether you have a music degree or no formal music training. Students will listen closely, identify musical notation and terms, recognize instruments, and more! Keep your students engaged with the material. Bring out their creative side when they create their own dance At the Hop, come up with a School Spirit song, and design an Album of the Year based on a musical style of their choice. Reinforce lessons from other subjects with the activities that provide cross-curricular elements, such as language arts and critical thinking. As students begin to grasp the basics, you can move on to activities that are more difficult or adapt the activities to include new material. Students will continue to be challenged throughout the year!

Whole-Class Activities

Get your students’ attention and keep them on the same page by using activities for the whole class. These activities are easy to organize and require few, if any, additional materials. Some activities include game cards that can be reproduced on card stock and even laminated to reduce wear and tear; it will also save you the time of having to copy them again for future games. Many of them can be played for multiple rounds to further increase their educational value.

Small Group Activities

Group and partner activities can be used to build cooperation and teamwork within your classroom. Putting students together that may not know each other very well and encouraging them to get to know their classmates can strengthen interpersonal communication skills, classroom cooperation, and perhaps even spark a new friendship. Use these activities multiple times and for multiple rounds to further increase their educational value.

Individual Activities

Use the reproducible worksheets to let students work and learn on their own. Many of the worksheets include all of the information the students need, such as terms, definitions, symbols, and biographies. Others will ask students to use the knowledge they already have and can be used to assess how well individuals understand the material. The activities in this book can get your students up and moving or provide them with fun ways to work at their desks. Either way, their creativity and music knowledge will grow. Mix and match whole-class, group, and individual activities to create entertaining lesson plans, and watch as your students have a blast and reinforce music basics!

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The Name Game In this exercise, students will create interesting rhythmic patterns by using their own names. Say your name out loud for the class, clapping each syllable. For example: Say: Clap (x):

Miss – us Al – ex – an – der x x x x x x

Have your students say and clap your name back to you. Have each student say and clap his or her name. Have the class echo each student by saying and clapping that student’s name in exactly the same way. After each student has “performed” his or her name, discuss the following: 1. Who had the longest name with the most claps? 2. Who had the shortest name with the least number of claps? Use the following ideas to continue the game after all of the students have said and clapped their own names: 1. Pick your favorite sports figure, and say and clap his or her name. 2. Pick your favorite TV or movie star, and say and clap his or her name. 3. Pick a mystery person. Give a clue about this person, then only clap his or her name (don’t say the name out loud). See if the class can guess the person’s name. For example: Clue: A kindly president with a beard who often wore a tall, black hat Clap: x x x x x Answer: Abraham Lincoln

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Classmate M-U-S-I-C Reproduce one copy of the grid on the next page. Fill the center of each square with a musical skill (see below for suggestions). Be sure to leave the bottom line in each square blank. Reproduce enough completed grids for each student, and pass them out to the class. The object of the game is for the students to collect one signature of a classmate that can complete that skill in each square. Allow the students to have plenty of time to mingle and find classmates to sign their grids. Have students gather enough signatures to fill the entire grid or just enough to make a vertical, horizontal, or diagonal line. If possible, students should not have the same classmate sign their grids more than once. Show the students an example of the grid so they can see what they are trying to achieve. The first student to get enough names is the winner! Make yourself available to answer any of the students’ questions (“Is this answer correct?”, “Do I have enough signatures?”).

Back to School

At the beginning of the school year, fill the center of each square with a musical skill that students may have when starting the class (examples are given below). You can make a board unique to your class by asking students what musical talents they have and using those answers to create the board. Plays an instrument

Can whistle

Sings in a choir

Can beatbox

Listens to classical music

Katie

Matthew

Erica

Nicholas

Brian

Has taken a dance class

Wants to be in a band

Can do the Twist

Can hum the theme song to a game show

Takes piano lessons

____________

Jamie

____________

____________

Megan

Show What You Know

Throughout the school year, test students’ knowledge by playing Classmate M-U-S-I-C again. Fill the center of each square with an academic skill from a recent lesson or subject in class (examples are listed in the box below).

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Can name two string instruments

Can draw a quarter note

Knows two music styles

Can draw a treble clef

Can explain what a conductor does

Bradley

____________

____________

Kylie

Elliot

Can name the notes on the staff

Knows what

Can demonstrate pianissimo

Knows three brass instruments

Knows four instrument families

____________

Jennifer

____________

____________

Sarah

means

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Reproducible

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My Favorite Musician Have students show their appreciation for their favorite musicians or bands by creating a fact basket in their honor! Each student will need: • A piece of 11” x 17” paper • A 1” x 17” strip of paper • Markers, crayons, or colored pencils • Scissors • A glue stick • Magazines from which to cut images and words • A blank sheet of paper Show students how to create the basket and then let them create their own! Be available in case students need assistance creating their baskets. First, cut a piece of 11” x 17” paper in half, long ways, to create two strips that are each 5 1/2” x 17”. Then, fold each piece in half widthwise. Lay one piece on top of the other so they line up exactly, and round off the corners of the open end with scissors.

Open the two pieces and lay them one on top of the other, so they form an X. Fold up the lower half of the bottom strip, place a little glue on the strip you just folded, and then fold up the lower half on the top piece. Turn over the basket and glue those sides together. Be careful not to glue the basket closed.

Have students write their names on one side of the 1” x 17” strip. Then, attach it to their baskets to create a handle. (Be sure they attach it name-side down.) Now their baskets are ready to decorate! Students should think about their favorite musician or band. Have them cut the blank piece of paper into small pieces and write a fact about the musician or band on each strip. Then, have students color the basket with crayons or markers, or glue on words or pictures they cut out of magazines. When they are done decorating the baskets, they can place the facts into it. When the baskets are finished, display them in your classroom. Ask the students to guess their classmates’ favorite musicians and bands from the facts in the baskets. 8

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At the Hop Recreate a sock hop by playing a few songs from the early rock era (such as The Twist and Jailhouse Rock). Find examples of classic dance moves, such as the Mashed Potato and the Sprinkler, on the Internet, teach them to the class, and have a dance contest. The students can then form small groups and create a dance about something in their daily lives to another song from the 1950s and 60s or to a song from today. For example, the School Bus could start with a walk forward (the movement of the bus) followed by the extension of the right arm (the bus’s stop sign being released).

Draw the Music Play a recording of a selected piece of music that does not have any lyrics (or has lyrics in a different language). Classical, jazz, bluegrass, new age, and opera are all great music styles to choose from, and many free clips can be found on the Internet. Feel free to choose any piece of music, but do not tell your students the name of the chosen piece. Play the recording for your students. As the music plays, challenge the students to sit quietly and listen to it carefully. Provide each student with a piece of paper and drawing materials. As they listen through the music a second time, have the students draw the picture that the music creates in their minds. What do they think of when they hear the music? Does the music remind them of a certain time or place? Have each student present his or her drawing and explain it to the class. At the end of the activity, tell the students the name of the selected music.

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Action! Play any piece of music while the students dance around the room. Ask students to move slowly when the music is quiet and quickly when it is loud. Start the music at a low volume, and have the students begin dancing slowly around the room. As the students dance and the song plays, adjust the volume and watch as the students change speed. Once they have mastered the changes in volume, ask them to show how the music makes them feel as they dance around. For example, if the music is fast and upbeat, they should move quickly. If it is slow and soft, they should move slowly. Upbeat music may make them jump up high, while soft music may make them move closer to the ground. Let them be creative and show off their moves!

Follow the Leader. . . Sometimes Begin this alternative version of Simon Says by gathering students where they can easily see you. Make sure the students have enough space to move. Say the name of a musical instrument, and act out how the instrument would be played. Have the students “play” the instrument with you. Continue naming instruments and acting them out. Then, name an instrument, but act out a completely different instrument. The students that “play” the instrument incorrectly with you are out. See how many students you can confuse with your acting ability!

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Character Connections Collect a variety of small percussion instruments (one for each student), and select a story to read aloud to the class. If you do not have percussion instruments, you can use body percussion or found sounds (tapping a pen on a table, shaking a can with pennies in it, etc.). Divide the class into groups, assign each a character in the story, and assign a percussion instrument or sound for each character. For example: Story: Characters: Instruments:

Cinderella Cinderella, Stepmother, Stepsisters, Fairy Godmother, Prince Cinderella – finger cymbals/clap hands Stepmother – egg shaker/snap fingers Stepsisters – rhythm sticks/stomp feet Fairy Godmother – woodblock/tap fingers Prince – triangle/whistle

Note: If possible, assign a sound that matches the character’s personality or actions in the story. Read the story aloud to the class and have each group play their instruments when their assigned character is mentioned. Be sure to allow time in your reading for the instruments to be played.

That’s Debatable Pretend that the class is creating a TV show for the classroom, and they need to decide on theme music. Select a recording of your choice, and play it for the class. Divide the class into two teams. Assign one team to argue in favor of using the recording (the “pro” side) and the other team to argue against using the recording (the “con” side). Play the recording again. Then, give the teams time to discuss their arguments with their teammates, reminding them that they will be expected to use their music vocabulary. After the teams have had time to work on their arguments, set up the classroom with one team on one side of the room and the other team on the opposite side. Let the teams debate the issue in an orderly way, making sure students raise their hands and only one person speaks at a time. The students should use as many music terms in their arguments as possible. The most convincing team is the winner! Help students learn to argue their points and use music vocabulary by keeping the debate going throughout the year. Select different recordings to use as a classroom theme, or change the scenario. Would this be a good theme for the class? For the school? For a cartoon? For a comedy? For an action movie?

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Story Soundtrack Movies and television shows have soundtracks with a variety of music and sounds. The music varies depending on what is occurring in the story at the time. Choose a short story that includes changes in pacing or mood with both good and evil characters. Read it by yourself and determine sounds or music clips that would go well with different parts of the story. Mark some of them before the part in the story and others after the part in the story. Explain to students that you have created a soundtrack for the story you are about to read. For parts that you have found an appropriate clip or sound for, play it as you read. After a clip is played, ask the students: • Do you think the sound belongs to what just happened or what is about to happen? For sound clips that belong to what just happened, ask the following questions: • How does the sound make you feel about what happened? • What are some other sounds that you would use here instead? • Can you think of any songs that could be used? For clips that belong to what is about to happen, ask the following questions: • What do you think will happen next? • Who do you think will be involved? • How does the soundtrack affect your emotions? Does it make you scared or excited for what could happen? Note: Answers to these questions will vary. Encourage students to discuss the various ideas and come to a conclusion before continuing.

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Follow the Conductor Begin the activity by defining and discussing the role of the conductor. A conductor is the leader of an orchestra or band. He or she helps all the musicians not only stay together and play on the same beat, but the conductor also leads the musicians to play with the same musical expressions. Ask your students if they’ve ever seen a conductor conduct before. You may want to find a clip of a conductor, such as Gustavo Dudamel, in action and show it to the class. What did they notice? The conductor uses his or her hands, arms, whole body, and even facial expressions to convey to the orchestra how a piece should be played. Sometimes the conductor uses a baton. He or she cues the orchestra when to come in, how fast or slow to play, how softly or loudly to play, when to slow down a little, when to speed up, or when to cut off (stop playing). Their gestures can also convey to the orchestra how to create a certain musical mood with their playing—perhaps dreamy, perhaps exciting, perhaps playful and a little silly. Using the song “Row, Row, Row Your Boat,” guide the students through this introduction to conducting: 1. First, have the entire class sing the song together. As they sing the song, conduct them at a familiar and moderate speed. 2. Now tell the class to watch you very closely. They need to become the “orchestra” as you conduct them in a very slow version of the song. Tell them to picture themselves trying to row a small boat against a very strong current. Just as the boat would move slowly against the current, the song will move slowly as well. As they sing, conduct the piece very slowly and broadly. 3. Have them watch you again as you conduct the piece at a very fast, but still singable tempo. This time they can imagine themselves guiding a speed boat in a race and winning first place. 4. Now they must watch you even more closely because the boat will vary in speed throughout the song. Conduct the piece, speeding up and slowing down as you go. 5. Ask for a student volunteer to conduct the class. Whisper to him or her the “Top-Secret Musical Instructions.” Tell the student to conduct the piece so that their performance will be very quiet and steady and see if the class can follow their gestures. Ask for additional volunteers and have them conduct the song with long pauses between each phrase. Students may also create and conduct their own musical version of the song or choose another familiar tune to test their conducting skills with the class.

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What’s the Order?

   

Divide the class into groups of four to eight students. Have each group create a rhythm using notes and rests that they have already learned. These could include, but are not limited to, the following:

The rhythms should use the same number of symbols as students in a group. Once a rhythm has been created, each symbol should be written on a separate piece of paper. Select one group to begin the game. Have each student hold one of the group’s symbols and line up next to each other at the front of the room in the order of their rhythm. Give the rest of the class a few seconds to study the order in which the group has lined up. Then, have the class clap the rhythm together. Now, have the selected group go out into the hallway and rearrange the order in which they are standing. When the group is ready, bring them back into the classroom. Have the rest of the students try to put the group back in its original order using musical vocabulary words. Encourage the students to raise their hands, and select one student to give a direction: “The quarter note should be before the whole note.” “The quarter rest should be last.” Note: If some of the symbols are used more than once, only the symbols need to be in the correct order, not the people holding the symbols. After the correct rhythm has been restored, allow one member of the first group to choose the next group to line up. To make this activity more challenging, when the group goes into the hallway, have them trade symbols rather than just rearrange themselves. This way, the students have to pay attention to the order of the notes and rests rather than the people.

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Musical Style Exhibits Collect the following objects, place a label with its number on each object, and distribute them around the room. Have the students observe the objects in the room and write down the musical style that each symbol represents. 1. Jar of salsa/picante sauce (salsa) 2. Large stone (rock) 3. Several blue items (blues) 4. Polka-dotted fabric (polka) 5. March calendar page (march) 6. World map with a country circled (country) 7. Latin text (Latin) 8. Wrapping paper (rap) 9. Blades of grass colored blue (bluegrass) 10. Theater program (musicals) 11. String with a weight on one end, swinging back and forth (swing) 12. Toy rabbit (hip-hop)

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Music Mind Benders

Easy

Getting your students excited about class can be a difficult task. How do you motivate them to buckle down and focus on the daily activities? Begin the class or rehearsal with a brain-stretching logic puzzle or wheel-turning brainteaser. Solve the problem as a whole class, allowing students to provide ideas and work out the problems together. There are three pages with mind benders. The first page is the easy level, the second page is the medium level, and the third page is the hard level. Answers are provided at the back of the book, but let your students be creative; they may find other answers that work. 1. I occur once in an orchestra, twice in a jazz band, and never in a woodwind quintet. What am I?

2. Rearrange the letters in WONDROUS MICE to make one music word. 3. If it takes one flute player seven minutes to play a particular piece of music, how long will it take 10 flute players to play the same piece of music? 4. Elizabeth watched the man in front of her intently. The man was holding a long stick and was waving it around. Elizabeth herself was holding two sticks, both of which were bigger than the one being waved at her by the man. Yet Elizabeth followed the man’s every direction, not daring to disobey him. Who was this man? 5. Andy was competing in a guitar-playing contest against several other students from schools around the state. On his turn, he stepped up to the microphone and played a short, fast rock-and-roll piece. The judges gave him a score that put him in third place. On his next turn, Andy played a smooth jazz piece that wowed the judges. His new score allowed him to overtake the guitarist in second place. In what place was Andy now in?

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Music Mind Benders

d i e M um

1.

Typically, the rehearsal comes before the performance, and the performance will be followed by an encore. In what place does rehearsal come after performance and encore?

2.

Four members of the band’s woodwind section are sitting in a circle to begin tuning. Using the clues below, figure out whether Christine, Ben, Dora, or Dylan plays the oboe. • In the circle, the two boys sit directly across from each other. • Dora’s instrument does not require a reed. • The person sitting to the left of Dylan plays an instrument that begins with the same letter as her first name. • The person sitting across from Ben plays the saxophone.

3.

Jimmy works at a music store. In one shipment he receives three boxes of mouthpieces, labeled TUBA MOUTHPIECES, TRUMPET MOUTHPIECES, and TUBA AND TRUMPET MOUTHPIECES, respectively. He knows that all of the boxes are incorrectly labeled. Jimmy needs to fix the labels and can pick only one mouthpiece from one box. Which box should he pick from and how will he know how to correctly label the boxes?

4.

The crazy new orchestra director has mixed up all of the instruments and put them in new sections. In the new orchestra: • • • • •

Clarinets are found in the brass section Violins are found in the percussion section Tubas are found in the woodwind section Flutes are found in the brass section Snare drums are found in the string section

In this new orchestra, where are the cellos found?

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Music Mind Benders

i f c f u i lt D

1.

A young apprentice slowly approached the great songwriter, who was writing furiously on the paper in front of him. The apprentice said, “Excuse me, sir, but we need to be leaving for the performance now.” The songwriter, still scribbling away, said, “No, no, I need it much louder.” The apprentice, slightly confused, hesitated a moment before shouting, “EXCUSE ME, SIR, BUT WE NEED TO BE LEAVING FOR THE PERFORMANCE NOW!” The songwriter was so startled by his apprentice that he nearly fell out of his chair. If the songwriter asked the apprentice to be louder, why was he so surprised?

2. Use the following facts to determine a common musical term: • • • •

The word HATS has one of the same letters, and it is in the correct place in the word. The word NAIL has one of the same letters, and it is also in the correct place. The word HOPE has two of the same letters, both of which are in the correct place. The word CASH has none of the same letters as the word.

What is the term? 3. Eliza and her sister decided to drive to Winnipeg, Canada to hear a popular blues group perform in concert. They lived in Seattle, Washington, and thought it would be best to drive north into Canada and then head directly east to Winnipeg. Eliza knew that the speed limits around Seattle were 70 miles per hour, but she was very surprised to see that in Canada, the speed limits were posted at 90! A little hesitant to drive so quickly, Eliza set the cruise control at 75 miles per hour. They had plenty of time to get to the concert hall, so she was not worried. After about half an hour on the road in Canada, Eliza noticed the flashing lights of a police car pulling her over. The police officer approached her vehicle, and Eliza explained that she thought the speed limit in that area was 90. He said that she was correct, but he gave her the ticket anyway. Why?

More mind benders are available in Music Mind Benders, Heritage Music Press, 2009.

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We Go Together

Make enough copies of the instrument or notation cards on the following pages so that each student in your class will get one card. Mix up the cards and pass out one to each student. The object of the game is for the students to group themselves together according to the pictures on their cards. Announce the groups that they are to form (suggested groups are listed below). When everyone has found a place, ask the students in each group to name the instruments on their cards. Suggested Groupings: Strings/Percussion/Wind Brass/Woodwinds Played with a Bow/Plucked Reed/No Reed Slide/Valves Notes/Rests Line Notes/Space Notes Note: For some of these suggestions, not all of the cards will belong in the given groups. In these cases, take one of the following steps: • Collect the cards and pass out only the ones that will apply to the next grouping. • Create another group to be included. • Create a none-of-the-above/does-not-apply group. You can also use this activity to incorporate the use of Venn diagrams into your lesson. Place several pairs of hula-hoops or taped circles on the floor in the pattern of a simple Venn diagram. Designate each hoop as a particular category, and have the students physically form the Venn diagrams by separating into the hoops according to the cards. Suggested Groupings: Plucked/Four Strings Pitched/Has Strings Mouthpiece/Woodwind Notes/Two Beats Rests/Four Beats Space Notes/Whole Notes Notes/One Beat

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Flute

Cymbals

Clarinet

Tuba

Violin

Trumpet

Guitar

Cello

Bass

Reproducible

Banjo

Snare

Tambourine

French Horn Saxophone

Harp

Triangle

Trombone

Viola

We Go Together—Instrument Cards

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We Go Together—Notation Cards

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Reproducible

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M-U-S-I-C Write each music term below on a separate piece of paper and place it into a hat or bowl. You may want to replace terms that younger students do not know or add terms that older students have learned. If possible, find sound clips to represent any instruments you have used. Have the clips ready when you begin the game. • Accordion

• Eighth notes

• Piano

• Trombone

• Bell

• Flat

• Quarter note

• Trumpet

• Cello

• Flute

• Saxophone

• Tuba

• Chimes

• Gong

• Sharp

• Violin

• Clarinet

• Guitar

• Snare drum

• Whistle

• Crescendo

• Half note

• Staff

• Whole note

• Decrescendo

• Metronome

• Triangle

• Xylophone

Print out enough copies of the M-U-S-I-C board on page 7 for each student to have one. Have each student mark the center space as “Rest.” They should draw a rest symbol and write the word on the blank. This will be a free space. Then, have the students fill in their M-U-S-I-C boards with the music terms you placed in the hat. Each box should have one word written on the blank (not all terms will be used). Students should also draw the term they have selected in the box (if possible). Provide the students with a handful of small candies, paper clips, or other markers. Pull a term out of the hat. Then, call out the term, play its sound clip, or show the students an image of it. Have the students mark off each term as it comes up. The first student to get five terms in a row (horizontally, vertically, or diagonally) is the winner!

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Partner and Group Selection for Small Group Activities The following activities require partners or groups. Choosing partners and groups for these activities is very important. Putting students together that would not normally associate with each other is a great way for them to get to know the other members of their class. Be sure to use a selection method that will combine students in a non-biased manner. This method is sure to integrate your student groups and will let them have a little fun at the same time. Have the class line up according to any of these parameters: 1. 2. 3. 4. 5. 6. 7. 8.

Alphabetical by last name Alphabetical by first name Birth date Height Alphabetical by the name of the street on which they live Numerical order by street address Numerical order by last four digits of their phone number Numbers drawn from a hat

Feel free to choose your own criteria, but keep in mind that separating students by reasons such as gender or ethnicity could have a negative impact on the groups and should be avoided. After the students are lined up according to the selected criteria, have each student count off in the number of desired groups. For example, if you would like the class to be divided into five groups, the first student in the row would say “One” aloud, followed by the second student with “Two,” etc. After the fifth student says “Five,” the counting starts over again with the next student saying “One.” Continue counting until all students have a number. Students with the same number will make up a group. Other ideas for making groups can be found on the next page. They can also be used as class activities.

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Getting into Groups Animal Noises As people arrive, give each student a slip with an animal’s name on it, or whisper it in his or her ear. Use as many different animals as you need teams. Tell everyone to make the animal sound at the same time. Students must try to find the others in their group just by following the sounds.

Birthdays Tell everyone to find all the other people who have the same birth month. (It can get loud at this point!) When it seems that most people have found their groups, call out “Where is the group with the January birthdays?” Continue with each month of the year until you have all of the months that are represented. Do this to make sure that all groups are together and not fragmented. Instruct each group to make up a song (15 to 30 seconds long) that represents their shared birth month. Allow no more than five minutes for this. Have each group present the results of their teamwork.

Humdingers Determine how many teams you need. Give each player a strip of paper that has a childhood song on it, or you can whisper the name of the song in each person’s ear. Some examples are “Happy Birthday,” “Mary Had a Little Lamb,” “Row, Row, Row Your Boat,” and “Twinkle, Twinkle Little Star.” Everyone hums or sings his or her song and forms a group with all people that have the same song. Use this to get groups together for a game, or make it into a game and the first team to have all of its members together wins.

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Breath Control Breath control is necessary for singers and for musicians who play wind instruments. It lets them sing or play for short or long periods, to raise and lower their volume, and to time taking breaths between words or notes. Clear plenty of space on the floor in the classroom. Divide the class into groups of at least four students, and distribute the groups in various places in the room. In each group’s area, mark the ground with two long strips of masking tape three to four feet apart (it may be beneficial to do this before class begins). Divide each group into two smaller groups, and have each small group kneel down behind one of the tape strips. Student

Student

Student

Tape Strip/Goal Line Ping-Pong Ball Tape Strip/Goal Line

Student

Student

Student

Place a ping-pong ball, small balloon, or other lightweight object within the tape strips. Signal the players to start blowing the items across the other team’s “goal line.” Players cannot use their hands or cross the goal line with their knees. When a goal is scored, place the object back within the tape strips. The side scoring the most goals in five minutes is the winner. This game may also be played with the entire class in two groups.

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School Spirit Nations around the world have a national anthem, or song. It typically describes the history and traditions of the nation and its people. Many states also have an official song. Your school may even have its own song! Talk about the purpose of a national anthem or school song. Have the students heard any before? Do they know the national anthem? Play a variety of national anthems and school songs. You may want to provide a page with lyrics for each group or student (“The Star-Spangled Banner” and “O, Canada” are provided on the next two pages). What types of characteristics would students want other people to hear about when listening to a song for their own school? Talk about the history, events, or characteristics that could be included, such as when the school was established, the school mascot, classroom subjects, etc. Let your students’ school spirit shine by having them create their own school song. Divide the class into teams, and provide each team with markers and large sheets of paper. If your school already has a song, share it with the class. You can then have the students write a new verse for the song, or have them write a song about your class. Ask students to write the song so that it can be hung on the wall. If there is time, have them illustrate their song lyrics on the paper as well. After all teams have finished their songs, display them around the room. Give each team a chance to present and explain their song to the rest of the class.

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“The Star-Spangled Banner” Francis Scott Key O say can you see by the dawn’s early light, What so proudly we hailed at the twilight’s last gleaming, Whose broad stripes and bright stars through the perilous fight, O’er the ramparts we watched, were so gallantly streaming? And the rocket’s red glare, the bombs bursting in air, Gave proof through the night that our flag was still there; O say does that star-spangled banner yet wave, O’er the land of the free and the home of the brave?

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“O Canada” Robert Stanley Weir O Canada! Our home and native land! True patriot love in all thy sons command. With glowing hearts We see thee rise, The True North strong and free! From far and wide O Canada, we stand on guard for thee. God keep our land Glorious and free! O Canada we stand on guard for thee. O Canada we stand on guard for thee.

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Who’s Who at the Zoo? Begin a discussion about the ways music can often capture the images and sounds of familiar things, such as a stormy night, a spring day, or even animals in nature. Ask the students, “If you were a composer and you were going to compose a song about fish in the seas, how would that music sound? Would it be loud and fast, or flowing and perhaps soft? Could it be suddenly playful, like a fish jumping around and skipping with the waves?” Divide the class into small groups. In a container, place the following animal names on separate folded sheets of paper: ELEPHANT, MONKEY, GIRAFFE, LION, BIRD, SWAN, SEAL, BEAR Have each group pick one animal and answer the following questions. If possible, have one student take notes for the group. 1. 2. 3. 4. 5. 6. 7.

What noise, if any, does my animal make? A roar? A chirp? A unique sound? Is the noise loud or soft? Is the noise long or short, or a quick, repeated pattern? Is the noise a high or low sound – or somewhere in between? Is my animal big, medium-sized, or small? Is my animal fast or slow-moving? Where does my animal live? In big, broad spaces? In the trees? In the water?

Now ask the students to imagine they are composing a piece about their animal. Ask them to answer the following questions: 1. Would my piece be mostly loud or soft? 2. Would my piece be mostly fast, slow, or at a medium speed? 3. Would my piece be playful, dreamy, mysterious, or even scary? Ask your students to title their song to match the musical picture they would like to paint. For example: The Laughing Monkeys, Elephant Safari, The Bellow of the Bear

Bonus Activity Play a recording for the class of Camille Saint-Saëns’s Carnival of the Animals. Ask them to draw a picture of the animal they imagine as they listen to each musical selection. This can also be paired with the Carnival of the Animals Seek and Find on pages 72–73.

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Found Sounds This activity helps students practice their listening skills by using items commonly found in the classroom or around the home. Divide the class into teams, and have each team sit together, facing in one direction, with their eyes closed. Stand behind the students, and make a sound with your first sound-maker (see below for suggestions). Hide the sound-maker, and have students open their eyes. Encourage the teams to talk about the sound they heard and determine how it was produced. Allow each team one guess; each correct guess is awarded a point. The team with the most points at the end of the game wins! Suggested Sound-Makers Shaking coins in a can Snapping a rubber band Flipping the pages of a book Scraping fingernails on a chalkboard Squeaking a marker on a shiny surface Typing on a keyboard

Using Your Senses Before the activity, fill a bag with fairly common musical items that have different textures. Suggested Items Instrument mouthpiece Reed Tuning fork Mallets/drumsticks Guitar pick Whistle Egg shaker Recorder Divide the class into groups of two to three. Take the mystery bag to each team, and have all students in that team reach in and feel as many items as they can. After all groups have had a chance to explore the bag, take turns asking each team for one item that they thought was in the bag. After a few rounds of guessing, reveal the contents of the mystery bag.

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Listen Carefully Teams of students need to listen carefully to various songs to identify musical instruments and win points in this activity. Divide the class into small teams. Play a short song, or part of a song. Instruct the teams to listen carefully and try to pick out as many instruments as possible. After the song has ended, have students raise their hands and identify as many different instruments as they heard. Each correct guess receives one point for the team. Students can also enjoy this activity with clips that demonstrate only one instrument at a time. Play a sound, and have team members work together to identify the instrument. Each correct answer receives a point, and the team with the most points at the end of the game is the winner! After guesses have been made, play each song again and discuss them with the class. Encourage students to think about the songs by asking questions: • • • • •

Is it loud or soft? Is it fast or slow? Is it high or low? When might you hear it? How does it make you feel?

As an alternative to songs, have the students listen to various sound effects to identify sounds and win points. Inexpensive sound effects CDs can be found at electronics stores and discount stores. You may even have one left over from a school play!

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Splat! Gather a variety of sound clips that represent a musical instrument. Find the instruments in the game cards from We Go Together on page 20 or My Many Musical Hats on page 45, or create your own cards. Tape each card to the board or to a blank wall in a random fashion. Make sure the cards are at least a few inches apart. Also, create a place on the board to keep score for each team. Divide the class into teams of four to five, and provide each team with a fly swatter. Tape a line on the floor for each team to gather around, but make sure these lines are equally close to the cards. Have each team select a person to hold the fly swatter first. Play a sound clip from your collection. Each team decides which instrument the sound clip came from, and the team member holding the fly swatter runs to the cards and SPLATs the correct instrument with the fly swatter. The first team to SPLAT! the correct answer gets a point. Then, have the students with the fly swatter pass it to a teammate, and begin a new round. The team with the most points when all of the clips have been played is the winner! For younger students, write the numbers 1–9 on index cards. Have the students maintain a steady beat by marching in place. Clap a rhythm with no more than nine beats. Each team decides how many beats were in the given rhythm, and the team member holding the fly swatter runs to the cards and SPLATs the correct number. For older students, write the names of composers on index cards. Give the students a fact about a composer. Each team decides which composer the fact belongs to, and the team member holding the fly swatter runs to the cards and SPLATs the correct person. For ideas of composers or facts to use, look at the following activities: La Mer, Carnival of the Animals, Composer Connect the Dots, A Very Verdi Day, Can You Handel It?, Musician Portrait Gallery, and Crack the Code.

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Creative Symbols Divide the class into groups, and provide each group with crayons, markers, or colored pencils. Post a large sheet of paper for each group at various places in the room. (You can also use the chalkboard, or give each group a sheet of paper to put on the floor.) .

Using a large black marker, draw a music symbol on each group’s paper (some symbol suggestions are listed below). Draw the same symbol on every group’s paper. Talk about the symbol with the students—what does it mean? When is it used? Give each group five minutes to draw a picture that uses the symbol you have provided. You may want to do a quick example drawing to help the students get started. The group can draw any picture they choose, but they must work together on the same paper. At the end of the five minutes, have each group present their picture to the rest of the class. Suggested Symbols:

Notes (eighth, quarter, half )

Rests (quarter, half, whole)

Treble Clef

Bass Clef

Flat

Sharp

Natural

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How to SUDOKU! Sudoku puzzles can be a lot of fun. The rules are simple, but the puzzles are challenging. Keep the symbols straight, and you will be successful. The easiest kind of Sudoku puzzle is the 4x4 grid.

Here are a few things to know about doing a 4x4 Sudoku puzzle: • Each row must have four different symbols in the boxes (in this case, the symbols will be , , , and ). Each row can only have one of each symbol in it.

This row has the symbols , , , and .

AND • Each column must have the symbols , , , and in the boxes. Each column can only have one of each symbol in it.

This column has the symbols , , , and .

AND • Each small grid must have the symbols , , , and in the boxes. Each small grid can only have one of each symbol in it. (You can see the small grids because they have a dark outline.)

This small grid has the symbols , , , and .

Put all of these rules together to fill out your Sudoku grid! Some puzzles might be bigger than 4x4. You can still use the same rules for these puzzles. Sometimes you might get stumped on a puzzle. To help get back on track, look for a row, column, or grid that has many symbols already filled in. Look at the symbols, and see what is still missing:

The top row of this grid already has the symbols , , and . What’s missing? That’s right – the symbol ! Fill it in, and then do it again!

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Reproducible

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Sudoku for Two – Player 1 Get a copy of “How to SUDOKU!” from your teacher. Find a partner who has a page labeled “Player 2.” Work through the first puzzle as fast as you can to try and beat your partner! The symbols you should use are a pair of eighth notes, a quarter note, a half note, and a whole note.

When both of you have finished Puzzle 1, move on to Puzzle 2. Hint: To get started, find a line, column, or four-square box that has three of the symbols already filled in.

Puzzle 1

Puzzle 2

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Sudoku for Two – Player 2 Get a copy of “How to SUDOKU!” from your teacher. Find a partner who has a page labeled “Player 1.” Work through the first puzzle as fast as you can to try and beat your partner! The symbols you should use are a pair of eighth notes, a quarter note, a half note, and a whole note.

When both of you have finished Puzzle 1, move on to Puzzle 2. Hint: To get started, find a line, column, or four-square box that has three of the symbols already filled in.

Puzzle 1

Puzzle 2

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Reproducible

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Hit the Note Your teacher will assign partners. Find your partner, and sit facing him or her. Hide your paper behind a folder or other object so your partner cannot see it. Now place five notes on the first music staff (one in each measure). They can be space notes or line notes. An example is below.

Take turns “searching” for notes. The person searching for a note will ask a question such as “Do you have an E in the first measure?” If that note is in the measure, the person says, “You hit the note!” If that note is not in the measure, the person says, “You missed the note!” If you hit a note, mark it down on the second staff. Make sure to mark where the note does not exist as well so you don’t guess the same one twice! The first player to find all five of his or her partner’s notes is the winner!

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Pin the Note on the Staff This activity will give your students practice with both the placement of notes on the musical staff and spelling. Divide the class into multiple teams, and provide each team with tape and a copy of the next page. Have the students cut out the whole notes and place a piece of tape on the back of each one. While the students move to their assigned groups and get the notes ready, create a musical staff on the board for each team. Make sure they are a good distance from each other so the teams have enough room. Note: If you plan to use this activity multiple times, make a few copies of the next page on cardstock, cut out the notes, and laminate them so you can use them more than once. Begin by selecting a word for each team. This can be the same word or a unique word for each team (make sure they have the same number of letters). Each team should discuss the word and decide how to spell it. Then, they will spell it on their musical staff. Letters that correspond to a note on the staff (A, B, C, D, E, F, G) will be “written” by placing a whole note in the appropriate location. Any other letters will be written out on the staff. Example: To spell STAFF, write out the S and the T, and then place three whole notes next to them in the appropriate locations on the staff to finish spelling the word (A, F, and F).

The winner is the team that spells their word correctly and uses the whole notes when appropriate. If it is a tie, the team that finishes the fastest wins. You can make the activity more challenging by turning it into a musical version of “Pin the Tail on the Donkey.” Write out the letters that cannot be represented by notes on the staff, leaving enough space for the whole notes that will represent the other letters. Then, have each team blindfold one of their players and hand him or her a whole note with a piece of tape on the back. The team spins the player around twice and faces him or her toward the board. From this point on, the team may not touch the player. Team members must work together to give the player directions for placing the note correctly between the given letters and on the staff. If there is more than one letter missing, after the first note is placed, the next team member is blindfolded and given directions. The team that places their notes with the most accuracy is the winner.

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Pin the Note on the Staff

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What Am I? Create several lists of clues about the identity of a mystery musical object, similar to the example given below. Make sure to order the lists from general to specific. You can also use the objects and clues that are provided on the next page. To play, begin by asking the students to number a blank sheet of paper from one to five. Read the first clue aloud to the students. Give each team 30 seconds to take a guess at the mystery object based on this first clue only and write it on the first line of their papers. The clues are given in order from general to specific, so it is unlikely a team will know the answer after the first clue (although they can guess anything that fits the clue). After all teams have written an answer, read the first clue and the second clue aloud. Have the teams write down another guess on the second line based on the information from both clues. This can be the same answer they wrote on the first line or a completely different answer—that is up to the team. Continue in this way until all clues from the set have been read aloud. Then ask the class, “What am I?” After the answer has been announced, determine the winning team by reviewing the students’ papers. The team that wrote the correct answer after the fewest clues is the winner!

Example:

40

Team 1 Answers

Team 2 Answers

1. I am a musical instrument.

Xylophone

Trumpet

2. I am part of the orchestra.

Xylophone

Trumpet

3. I am played using a mouthpiece.

Flute

Trumpet

4. I am a brass instrument.

Trombone

Trumpet

5. I use a slide to change notes.

Trombone

Trombone

ANSWER: I am a trombone.

Winner: Team 1

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What Am I?

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1. I can be found at orchestra performances.

1. I am a musical instrument.

2. I am a musical professional.

2. I have four strings.

3. I stand up to perform my job.

3. I am played using a bow.

4. I often have a stick in my hand.

4. I rest under your chin.

5. Musicians follow my lead.

5. I am sometimes called a fiddle.

ANSWER: I am a conductor.

ANSWER: I am a violin.

1. I am a musical instrument.

1. I am a musical ensemble.

2. I am a wind instrument.

2. I have instruments.

3. I am played by covering holes.

3. My members use wind instruments.

4. I do not have a reed.

4. I have five members.

5. I am held almost parallel to the floor.

5. I am composed of brass instruments.

ANSWER: I am a flute.

ANSWER: I am a brass quintet.

1. I am found on a musical staff.

1. Musicians use me.

2. I make up one beat.

2. I am used to play an instrument.

3. I tell musicians to make sound.

3. I can be found in the woodwind section.

4. I can be placed in a space or on a line.

4. Some instruments have two of me.

5. I tell musicians to play two notes.

5. I am found on the mouthpiece of clarinets.

ANSWER: I am a pair of eighth notes.

ANSWER: I am a reed.

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My Many Musical Hats—The Game

Musical Staff

Drum

To begin, have each student create a paper hat. Provide help when needed. Directions for making a simple hat are found on the next page. Each student will also need a card with a musical term or instrument on it. Sample cards are provided on pages 44–45. You can make copies of the sample cards, or you can have each student make a card on a small piece of paper. If the students create cards, ask them to put their names on the back, and then collect the cards. Select a few students to help demonstrate the activity before beginning with the rest of the class. To play, place a card in the brim of each student’s hat so that it is easily seen by the rest of the class. Do not let the students see the card in their own hats, and make sure students do not get the cards they created. Divide the class into small groups of three to four students. Tell the students that the category of the card set is “Musical Terms and Instruments.” You can also separate the cards to create two sets (one musical terms set and one musical instruments set). The object of the activity is for each student to identify the card in his or her hat by asking questions. Each student must ask a classmate a ‘yes’ or ‘no’ question about the card. This can be a simple question such as: • Am I an instrument? • Am I a woodwind? • Am I a musical note? For example: Category—Musical Terms and Instruments John (eighth note pair): Am I a musical instrument? Peter (clarinet): No. Am I a woodwind? John (eighth note pair): Yes. Students then move on to another classmate. Once the students believe they know the identities of their cards, they may ask a student to confirm (“Am I a musical staff?”). This game can easily be repeated by mixing up the cards and redistributing them. 42

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My Many Musical Hats—The Hat These hats are easy to make and can be used over and over again. Provide the students with markers, crayons, and colored pencils to decorate their hats before beginning the activities. This helps the students become more involved and allows them to show a bit of their creative side!

Folding Directions 1. Take a single sheet of newspaper (one page) or other suggested material (12” x 21” sheet of wrapping paper or butcher paper, or a paper grocery bag) in half.

2. Fold the top corners to the center of the paper, as shown.

3.

4.

Fold up the bottom edge of the paper so that it is even with the bottom of the triangles. Fold the bottom edge up again to form the brim of the hat.

Tuck in the corners on both sides of the hat.

If the hat is too small to stay comfortably on a student’s head, you can punch a hole in each side of the hat’s brim and tie a piece of string in each hole. These strings can then be tied under the student’s chin. Another option is to use a full sheet of newspaper (two pages), cut four to five inches off the bottom, and follow the directions above. This will make a bigger newspaper hat.

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44

Reproducible

Conductor

Musical Staff

Flat

Sharp

Quarter Rest

Quarter Note

Whole Note

Eighth Notes My Many Musical Hats—The Cards

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Band Guitar Drum Cello

Clarinet

Trombone

Violin

Orchestra

My Many Musical Hats—The Cards

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Reproducible

45

Music Facts Finger Fun Reproduce enough games for your classroom (games are provided on the next three pages), and allow your students to color their own Finger Fun games. When the students have finished coloring, have them cut the game out on the dotted line. Students will now have a square. Demonstrate how to fold the games to the class by following the instructions below. 1. With the paper upside down, fold it along the diagonal and crease. Then open it back up. Fold along the opposite diagonal and crease. Open it back up. Fold the paper in half along a straight edge and crease. Open it back up. Turn the paper 90 degrees, fold it in half again, and crease. Open it back up. You should now have a flat piece of paper with the creases forming a star in the center of the page.

ow to fold:

2. Take one corner and fold it in to the center of the star. Repeat with each corner. When you are done,

Reproduce enough games for your classroom and allow your students to color their own Music Facts you will have a six-inch square, with four open flaps on the top. Finger Fun games. When the students have finished coloring, have each student cut the game out on the dotted line. piece ofthe paper one anddiagonal fold itand in to the center of star. Repeat with each corner. Students will 3. now Turn have athe square. With paperover. upsideTake down, foldcorner it along the crease. Then open it back up. Fold along the opposite diagonal and crease. Open it back up. Fold the paper in half along a straight edge crease. Openso it back paper 90 square degrees and foldFold in halfthe paper in half along a straight edge 4. Flip theand paper over thatup. theTurn toptheside has flaps. again and crease. Open it back up. You should now have a flat piece of paper with the creases forming and crease. Open it back up. Turn the paper 90 degrees, fold it in half again, and crease. There are now a star in the center of the page. twofoldsquare flaps onofeach side of the Take one corner and it in to the center the star. Repeat withgame. each corner. When you are done, you will have a six inch square, with four open flaps on the top. 5.of paper With over. the Take crease the and bottom, your ofthumbs under Turn the piece oneat corner fold it ininsert to the center star. Repeat with each each of the two flaps facing you. Insert your corner. index fingers under the flaps directly opposite your thumbs. As you pinch your fingertips together and Flip the paper over so that the top side has square flaps. Fold the paper in half along a straight push them towards each other, the game will take shape. fold:edge and crease. Open it back up. Turn the paper 90 degrees and fold in half again, and crease. There are now two square flaps on each side of the game. With the crease at the bottom, insert your eproduce enough games for your classroom and allow your students to color their own Music Facts thumbs under each of the two flaps facing you. Insert your index fingers under the flaps directly nger Fun games. opposite thumbs. you pinch fingertips together pushflaps. them towards each other, the and index fingers together, then gently Toyour work theAs game, putyour your fingers back and in the Pinch your thumb hen the students have finished coloring, have each student cut the game out on the dotted line. game will takeapart shape. pull to open the center. Then bring the four fingers back together. Pinch together the two index fingers udents now square. With the down, fold it along diagonal and crease. Towill work the have game,aput your fingers backpaper in theupside flaps. Pinch your thumb and the index fingers together, then and the two thumbs. Gently pull apart to open the center. en open it back up. Fold along the opposite diagonal and crease. it back up. Fold the gently pull apart to open the center. Then bring the four fingers backOpen together. Pinch together thepaper two in index fingers and theand two crease. thumbs. Open Gently itpull apart openthe the paper center. 90 degrees and fold in half lf along a straight edge back up.toTurn

ain and crease. Open it back up. the You game, should now have a flat piece paper with the creases forming to use. You may want to enlarge it Before beginning make copies of theofspinner below for students ow in tothe usecenter this spinner: star of theon page. to 150% a copier. To make the arrow (spinner), unfold a paper clip and place an end over the center of the ke onetocorner and fold it in the the center of (spinner), the star. unfold Repeat with each corner. When you are done, nlarge 150% on a copier. Toto make arrow a paper and spinner. Place a pencil on the center point andclip spin the paper clip. ace end over center of thewith spinner. pencil thetop. center point and u willanhave a sixthe inch square, four Place open aflaps ononthe pin the paper clip. rn the piece of paper over. Take one corner and fold it in to the center of star. Repeat with each rner. p the paper over so that the top side has square flaps. Fold the paper in half along a straight ge and crease. Open it back up. Turn the paper 90 degrees and fold in half again, and crease. ere are now two square flaps on each side of the game. With the crease at the bottom, insert your umbs under each of the two flaps facing you. Insert your index fingers under the flaps directly posite your thumbs. As you pinch your fingertips together and push them towards each other, the me will take shape. work the game, put your fingers back in the flaps. Pinch your thumb and index fingers together, then ntly pull apart to open the center. Then bring the four fingers back together. Pinch together the two dex fingers and the two thumbs. Gently pull apart to open the center.



8 1

B C

2 3

D A

B C

use this spinner:

6 7



o 150% on a copier. To make the arrow (spinner), unfold a paper clip and end over the center of the spinner. Place a pencil on the center point and aper clip.

4 5

8 1

More Finger Fun games are available in Music Facts Finger Fun!, Madison Street, a Lorenz company, 2008.

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A



D A

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Music Facts Finger Fun Directions: Directions:

1. Spin the spinner and move Finger Fun the number of times indicated. Music acts Finger F unletter • “HandsIn” & Learn Games 2. Open F the flap matching the indicated on Play the spinner. 1.) spinner and move Fingerand Funthen the number times indicated. 3. Spin Readthe the question out loud, decideofthe answer. 2.) matching indicated on the spinner. 4. Open Openthe theflap flap to lookthe at letter the correct answer. 3.) Look at the picture of the instrument, and then decide the answer.

one answer. point for each correct answer. 4.) Open the flap toNote: look at Score the correct Note: Score one point for each correct answer and award a prize at the end of the game.



A

B

Drum

A

Trumpet

Trombone D

French Horn

D

C

Flute

C

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B

Instrument Identity

Triangle

Violin

Cymbals

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Music Facts Finger Fun Directions: Directions:

1. Spin the spinner and move Finger Fun the number of times indicated. Music Facts Finger Fun • “Hands-In” Play & Learn Games 2. Open the flap matching the letter indicated on the spinner. 1.) spinner and move Fingerand Funthen the number times indicated. 3. Spin Readthe the question out loud, decideofthe answer. 2.) Open the flap matching the letter indicated on the spinner. 4. Open the flap to look at the correct answer. 3.) Read the question out loud, and then decide the answer.

4.) Open the flap toNote: look at Score the correct oneanswer. point for each correct answer. Note: Score one point for each correct answer and award a prize at the end of the game.

A

Cello

I am the largest and lowest sounding instrument in the Brass family.

B

I have 4 strings and I am larger than both the Violin and the Viola.



Tuba

Name the four instrument families.

A I am made of brass, but considered a woodwind because I use a reed to produce sound.

True

D

Six

True or False: An Oboe is a double-reed instrument.

A Tambourine belongs to what instrument family?

Saxophone

C

D

B

Small Group Activities

How many strings does a Guitar have?

Reproducible

C

48

Percussion

Instrument Identity

String, Woodwind, Brass, Percussion

Trombone

I use a U-shaped slide to change pitches.

13

90/1098LE

Music Facts Finger Fun Directions:

1. Spin the spinner and move Finger Fun the number of times indicated. 2. Open the flap matching the letter indicated on the spinner. 3. Read the question out loud, and then decide the answer. 4. Open the flap to look at the correct answer. Note: Score one point for each correct answer.

A

B

Which term means a unit of time or rhythm - Harmony or Beat?



 Half Note

Repeat Sign Crescendo



D

C

Term for gradually getting louder.

Note

Whole Whole Note D



Rests

Small Group Activities

Signs which indicate silence.

C

90/1098LE

Quarter Note

What’s the Meaning? Music Terms and Symbols

B



A staff has how many lines and how many spaces?

5 lines, 4 spaces

A

Beat

Reproducible

1

49

Name______________________________________________________________ Date __________________________

Music Scramble The four letters in the clover below spell an important word in music. Without this, no one would have much luck writing music. Do you know what it is? Music word: _______________ Now that you’ve solved that, see how many more words you can create using these four letters. Give yourself 2 points for each two-letter word, 3 points for each three-letter word, 4 points for each four-letter word, and 5 points for each five-letter word. IMPORTANT: You may use each letter multiple times in the same word. Total Points = _______

E T N

50

Reproducible

Vocabulary

O

90/1098LE

Name______________________________________________________________ Date __________________________

All in One Little Box There are more than 20 music words hidden in the box below. See if you can find them! The rules: Each letter must touch the next letter in the word, and they can move left, right, up, down, or diagonally. A letter can only be repeated in a word if it appears in more than one touching box. For example: Good!

Good!

Wrong

Good!

Wrong

F

T

F

A

F

L

S

C

C

A

A

L

L

T

T

K

S

A

S

L

A

M

E

L

R

E

While you are looking for the music terms, keep an eye out for any other words that may be hidden. (There are more than 75!) List all your words in the blanks below.

I S T L F

90/1098LE

G R E U O

A N B D G

O S A L R

R O S E Y

Vocabulary

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

___________________

__________________

Reproducible

51

Name______________________________________________________________ Date __________________________

It’s Instrumental First, unscramble the instruments listed below. Then, find each of the instruments in the word search. Look for them forward or backward on the vertical, horizontal, or diagonal. BONUS: The term for the person who directs a large group of musicians, like an orchestra, band, or choir, is hidden in the puzzle below. See if you can find it! ABTU _______________

INOLIV _______________

ROHN __________________

AIIMNPT _____________

LARTENCI ____________

ROOBTMNE _____________

ASBS _______________

LAVIO _______________

SSOOBAN _______________

EOOB _______________

LCOEL _______________

TEPMURT _______________

ERDROCRE __________

LONEYXOPH __________

XESAPOHNO ____________

ETUFL _______________

OPNAI _______________

BONUS:_________________

S

A X

O P

H O N

E H W Y M Z

P

E

T

K

I

Q

A C

E

R

T

Y

A D F

G H

J

B

A

S

S

O O N

I

T

E

R W D

Y

B

S

U O L

L

E

C

I

O

P

T

C

U D

I

Q

E

I

N M U R

L

T

F

P

Y

M X P

52

Reproducible

B

B Y

Y U

L O

U P O I

T

C

S W Y

E

I

A

N O O

P

V

T

H

B

I

C

S

O

T

C A

U

H O N E

E

I

L

L

R

V

E

A O

T

H C W A

S

V

Z

D N

I

Q W U R

A E

I

U

E

Y

N T

E

T

R

O M B

A

I

K M

I

B

O N

E

V

B

I

T U

Y O U

A

R

L

E

N O N Y

H

Z

L

B D

I

S

D

I

E

A

D E

B

O

F

P U

L

A

P

C

O N D

U

C

T O

R

I

C N

A

I

B

K

E

E

K

I

N

E

R

Instruments

T

B

90/1098LE

Name______________________________________________________________ Date __________________________

Fishing for Families See if you can catch and color the instruments based on the family to which they belong. The instrument families are listed below, along with instructions for how to color each. Color the Brass instruments blue. Color the Percussion instruments red. Color the String instruments yellow. Color the Woodwind instruments green.

Tambourine

Viola

Trumpet

Saxophone

Oboe Guitar

Tuba Flute

Timpani Trombone

90/1098LE

Instruments

Cello

Reproducible

53

Name______________________________________________________________ Date __________________________

Name:

Date:Drum Sally Saxophone Wants a Snare

Sally Saxophone Wants a Snare Drum

Sally has been playing the saxophone for two years, but now she wants to play the snare drum. Help her get toSally the end theplaying maze—where a snare for drum a path that alternates wind instruments has of been the saxophone twoawaits years, her—by but now making she wants to play the snare drum. Help her get to the end of the maze—where her snare wind drum instruments waits—by making a path alternatesand wind instrument with with percussion instruments. (Remember, include boththat woodwinds brass instruments.) percussion instruments. (Remember, wind instruments include both woodwinds and brass instruments.) You You can move up and down, or side to side, but not diagonally. If you hit a string instrument, you’re going the can move up and down, or side to side, but not diagonally. If you hit a string instrument, you’re going the wrong wrong direction. direction. When you’re done, write the name of the pictured instruments next to their picture. Start

Violin

Claves

Xylophone

Cello

Cornet

Flute

Bassoon

Tuba

Bass Drum

Viola

Tenor Saxophone

Tam-Tam (Gong)

Trombone

Clarinet

Wind chimes

Horn

Mandolin

Cowbell

Guiro

Trumpet

Finish

54

Reproducible

30/2320H-25

The original purchaser has permission to reproduce this activity for use in his or her classroom. © 2008 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.

Instruments

90/1098LE 25

Name______________________________________________________________ Date __________________________

A Career in Music Andrea, Holly, Max, and Stephen are all writing a report on the effect music has had on their future careers. Each of these students plays an instrument and has an after-school job that involves music. Use the clues below to figure out each student’s future job, the instrument he or she plays, and his or her current job. No two students share the same job or instrument. Andrea

Holly

Max

Stephen

Composer Gospel Singer Conductor Radio DJ Xylophone Saxophone Trombone Harp Teaches Lessons Repairs Instruments Writes Jingles Reviews CDs

CLUES 1. Stephen loves to write music. Both his current job and his future job involve writing music. 2. The person who wants to be a gospel singer does not play the harp or the saxophone. 3. The student who teaches music lessons wants to be a conductor just like his father. 4. Neither the future radio DJ nor the future composer plays the trombone, but one of these people is a very talented harpist. 5. Andrea told the CD reviewer just how much she enjoys fixing things. 6. One student wrote so many product jingles one summer that he saved enough money to buy a new pair of mallets. 7. Holly enjoys announcing the songs on the radio when she’s in the car with her parents. 8. Max is already practicing various techniques in the mirror for his future job.

90/1098LE

Instruments

Reproducible

55

Name______________________________________________________________ Date __________________________

Straighten it Out! Everyone in the orchestra got their instruments mixed up! Help each musician find his or her correct instrument using the clues below. Once you know, draw a line from the musician to his or her instrument. 1. Becky does not play a brass or percussion instrument. 2. Neither of the girls plays a string instrument. 3. Sam’s instrument is one of the lowest pitched instruments in the orchestra. 4. Lindsey’s instrument does not have a mouthpiece. 5. John’s instrument is held under the chin when played.

Viola

Becky

Flute Lindsey John

Tuba

Sam Xylophone

56

Reproducible

Instruments

90/1098LE

Name______________________________________________________________ Date __________________________

Who’s Who? Several music ensembles have gotten together for a concert at school. Read the clues and see if you can figure out which student belongs to each. Once you know, draw a line from the musician to his or her group. 1. Shelby plays the trumpet. 2. Neither of the boys are singers. 3. Steven was just promoted to first-chair violin in his ensemble. 4. There are no woodwind instruments in Ryan’s ensemble. 5. Hannah does not know how to play an instrument.

Shelby Mixed Choir

Hannah String Orchestra

Steven Jazz Trio

Brass Quintet Ryan

90/1098LE

Instruments

Reproducible

57

Name______________________________________________________________ Date __________________________

Rake the Leaves There are four kinds of notes in this puzzle: Quarter Note = 1 beat

Half Note = 2 beats

. Dotted Half Note = 3 beats

Whole Note = 4 beats

All the leaves are falling, and it’s time to rake them up. If a note is one beat, color it orange. If it is two beats, color it yellow. If it is three beats, color it red. If it is four beats, color it brown. Then, draw a line to connect all the quarter-note leaves to the trashcan, all the half-note leaves to the basket, all the dotted half-note leaves to the wheelbarrow, and all the whole-note leaves to the lawn bag.



  

.





.

58

Reproducible





Notes

. .

.







. 





.



90/1098LE

Name______________________________________________________________ Date __________________________

Musical Maze Name _________________________________Date_____________________Teacher___________________ Amelia was sitting in her backyard listening to music and tending to her garden. She enjoyed all of the songs that she heard, but she decided to pick a flower for every song that she thought was especially beautiful. May • Mother’s Day Follow the path marked by whole notes to get from start to finish. When you are done, count the number of whole notes to find how many flowers Amelia picked. How many flowers did you pick for Mom? In the maze below, follow the path marked by the whole notes to help you get from start to finish. When you are done, count the number of whole notes you “picked” along the way and write that number in the blank at the bottom of the page.

Mother''s Day Maze

KEY

Quarter note Half note Whole note Whole rest





 







 



 









 



 START U





 



 

 U FINISH 







Amelia picked _________ flowers. 90/1098LE

24

I picked ___________ flowers for my Mom. Notes

Reproducible

© 2008 Heritage Music Press, a Lorenz company. All rights reserved. This page may be reproduced for single-classroom use. This is a non-transferable license.

59

Name______________________________________________________________ Date __________________________

Take a Hike There are plenty of places to rest and see the sights on this hike. Some rests are longer than others. If you find and follow the music symbols that mean to rest, they will help you find your way. When you reach the end, go back and count how many of these symbols you passed. Write that number in the space provided.

KEY Quarter note Half note Whole note Whole rest

START >

FINISH >

On my hike, I passed _______ rests. 60

Reproducible

Notes

90/1098LE

Name______________________________________________________________ Date __________________________

The Hidden Path Let the music alphabet guide you through the maze below! You start on A and then move to a neighboring note in the music alphabet (G or B). As you look for the next note that steps up or down, remember that you can only move up, down, left or right (not diagonally). Travel soundly! Bonus: Name each note in the grid. S T A R T

&

œ

œ

œ

œ

œ

œ

&

œ

œ

œ

œ

œ

bœ

œ

œ

œ

&

œ

œ

&

œ

œ

œ

œ

œ

&

œ

œ

#œ

œ

œ

&

œ

œ

#œ

&

bœ

œ

œ

œ

œ

œ

œ

œ

& & 90/1098LE

œ

œ

œ

œ

bœ

œ

œ

œ œ

Notes

œ œ œ

œ

œ œ œ Reproducible

F I N I S H 61

X

X

X 1. X X X Date: 5.

Name:

X

X

X

Name______________________________________________________________ Date __________________________

Spell and Search

2. X X X X X X

Xbelow and circle X Xthe word that each group of notes spells. Then, Write each X word X X 6. Xfind X X Xin any direction. 3. diagonally, it. Words may be found vertically, horizontally, or

Spell and Search

X X X

X X X X X X X X X X 4. 7. X X Write the word that each group of notes spells. Then, find each word below and circle it. Words X may be found

X

X

X X X

X

vertically, horizontally, or diagonally, in any direction.

X

X X X X

3. X

X

X X 5. X X

X

X

4. X

X

X

6. X

X

7. X

X X 8.X

X X X X X X X

X

X

XD X

X XC X

X

8. X

X X

X

X

9. X

X

10. X

X XB D

EC

AX X XAXX X XA X 9. X X X X B X X X CB 10. X B X X X X A B G G

B

C

A

E

CC

AG G

G

G

B

B

E

DD E

EG

AA

BB C

CB

GD D

GE

EF F

AA

CD E

EE

DE B

FE

E

E

C

A

C

D

C

F

G

A

A

CE

E A

C

ED

G

CC

B

F

E

AC

E

A

C

D

C

B

E

C

F

A

C

D B

G

D

E

X

X

XX XX X X X X X

10. X X

X X X

X X

6. X

7. 9. X

X

X

X

X 8. X X

X 1. X X X 2.

X

5.

X X X X

X

E

X

X

X

A

C

A

C

FG B

F

B

EB

C

E

C

D

E

ED D

D

E

EA

F

E

D

G

A

E

F

G

A

E

BF

E C

D

AC G

GD

AE

E

B

E

F

C

D

A

G

D

A

E

The original subscriber of Activate! has permission to reproduce this song or activity for use in his or her classroom. ©2002 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.

October/November 2006 |



The original subscriber of Activate! has permission to reproduce this song or activity for use in his or her classroom. ©2002 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.

62

Reproducible

Notes

90/1098LE

October/November 2006 |

Name______________________________________________________________ Date __________________________

Notespeller Crossword Notespeller Crossword Notespeller Crossword

Spell each of the thetoclues cluesbelow below to puzzle. complete the crossword puzzle. Spell each of the clues complete the crossword Spell each ofbelow to complete the crossword puzzle. 1

1

2

2

3

6 6

7

3

4

7 8

4

5

8

99

1111

5

12 12

10

10

17

17

13 13

1414 15 15 16 16

18

19

18

19

20

20

21

22

21

Across Across Across X 1. X X

1.

4.

4.

6.

6.

XX X X X X X X XXX X X X X XX X X X X X X X X

7. X X X

22

13. X X X

13. X X X X 15. XX X X X 15. 18. X X X

18. X X X

X X XX X X XX 19.

19.

Down Down Down

X X 13. X X X X

2. X X X

2. X X X

3.

3.

4.

4.

13.

X

X X

X X X X X X X 14. X X X X X X X 14. X X X X X X 16. X X X X X XX X 16. X X X X X X X X X X X X 17. X X X X X X X X X X 17. X X X X X X X X X 19. X X X X 19. X X X X X X 20. X X X X X 20. X X X X X

5. X 7. 5. X X X 9. X 21. X X 6. X X 9. X 21. X X 6. X X 10. X 22. X X X X X 8. X X 10. X 22. X X X X X 8. X X X 11. X X 12. X X X X X 11. X The 12.song or activity X original subscriber of Activate! has permission to reproduce this for use in his or her classroom. ©2002 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.

90/1098LE

Reproducible

The original subscriber of Activate! has permissionNotes to reproduce this song or activity for use in his or her classroom. October/November 2006 | ©2002 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.



63

Name______________________________________________________________ Date __________________________

Building Dynamics Dynamic markings indicate the “louds” and “softs” in music. From softest to loudest, they are:

pp

p

mp

pianissimo (pee-uh-NIS-uh-moh) very soft

piano (pee-AN-oh) soft

mezzo piano (MET-soh pee-AN-o) medium soft

forte (FAWR-tey) loud

fortissimo (fawr-TIS-uh-moh) very loud

mf

f

mezzo forte (MET-soh FAWR-tey) medium loud

Building Dynamics Building Dynamics

ff

Dynamic markings indicate the “loud’s” and “soft’s” in music. From softest to loudest, Dynamic markings indicate the “loud’s” and “soft’s” in music. From softest to loudest,

are: they are: Trace eachthey dynamic marking below:

pp

pp

p

p

mp mp

mf

mf

f

ff

f

ff

pianissimo, piano,piano, mezzomezzo piano,piano,mezzomezzo forte, forte, forte, forte,fortissimo, pianissimo, fortissimo, very soft soft softmedium loud loud loud loud very loud very soft soft soft medium medium medium very loud Trace each marking below:below: Tracedynamic each dynamic marking

Build the picture below by connecting the dynamic markings from the softest to the loudest. Build the following picturepicture by connecting the dynamic markings from the softest to Build the following by connecting the dynamic markings from the softest to the loudest. the loudest.

mf

ff

mp

f

pp

p 30-2074H-17 30-2074H-17

64

Reproducible

Dynamics

90/1098LE

Name______________________________________________________________ Date __________________________

Picture This The soft sounds in music contain a p for piano, the Italian word for “soft.” The soft sounds notated in music are:

pp p mp

pianissimo piano mezzo piano

very soft soft medium soft

The loud sounds in music contain an f for forte, the Italian word for “loud.” The loud sounds notated in music are:

ff f mf

fortissimo forte mezzo forte

very loud loud medium loud

Look at each space in the puzzle below. Color the soft sounds blue and the loud sounds green to find the hidden thing that makes a soft and sweet sound.

ff f

mf ff

f

mf pp

p

mf

ff

p mp

ff mp pp

f

mf

mf

90/1098LE

Dynamics

Reproducible

65

Name______________________________________________________________ Date __________________________

Color by Symbol You’ve heard of paint by number, right? Well, we’re coloring by symbol! Follow the directions below, and watch your picture Name:come to life. Date:

Color by Symbol You’ve heard of paint by number, right? Well, we’re coloring by symbol! Follow the directions below and watch your picture come to life. Color the loud dynamics dark blue.

Color the accents orange.

Color the soft dark dynamics Color the loud (forte) dynamics blue.light mf,blue. f, ff Color the soft (piano) dynamics blue.green. pp, p, mp Color the half light rests light Color the half rests light green. Color thegreen. whole rests dark green. Color the whole rests dark

66

Reproducible 30/2320H-5

Color thethe staccatos red. orange. Color treble clefs

Color sharpsyellow. red. Color thethe fermatas Color the flats yellow.

The original purchaser has permission to reproduce this activity for use in his or her classroom. © 2008 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.

Symbols

5

90/1098LE

Name______________________________________________________________ Date __________________________

Music Sudoku Here’s a new twist on the classic Sudoku puzzle, using musical symbols instead of numbers! Get a copy of “How to SUDOKU!” from your teacher. Then, fill in the boxes with one of the nine symbols shown below. Fill in the grid so that each symbol appears only once in every row, column, and 3x3 block. Symbols used:

90/1098LE

Symbols

Reproducible

67

�

��

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Locate and circle each musical symbol in the picture below. Put a check mark beside each symbol search that you complete.

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Symbols

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Composer Connect the Dots Connect the dots from 1 (in the bottom right corner) to 228 to reveal a portrait of one of the great masters of classical music. Who is it? He’s German. He wrote nine symphonies. He began to lose his hearing when he was still young and was completely deaf later in life, but he continued to write wonderful music. Have you connected these dots yet?

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Name______________________________________________________________ Date __________________________

La Mer La mer means “the sea” in French. “Mer” is pronounced just like the English word for a female horse—mare.

by Claude Debussy (klohd deb-yoo-SEE) (1862–1918)

Debussy spent two years composing La Mer. He finished writing it by the English Channel (a part of the Atlantic Ocean that separates England and France).

When La Mer was first performed in 1905, many people disliked it because it was very different from the music commonly played during that time.

Debussy used a famous painting of an ocean wave by Japanese artist Hokusai (Hoh-KOO-sigh) for the cover of the sheet music of La Mer. 70

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The first movement, or section, of La Mer represents a calm morning on the sea.

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From quiet waters to crashing waves, this piece by Claude Debussy paints a vivid picture of the majestic seas. In the main picture, circle or color the images that are paired with each fact, and discover more about these vast natural wonders. But be careful, a storm could hit at any time!

The Red Sea, located between Africa and Asia, is the saltiest sea in the world. Debussy also wrote a piece called “Claire de Lune,” which means “moonlight” in French.

The largest animal that lives in the ocean is the blue whale.

A tsunami is a very large ocean wave often caused by an underwater earthquake. Tsunami is pronounced soo-NAH-me.

“Games of Waves” is the second movement of La Mer.

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The third movement, “Dialogue of Wind and Sea,” uses the low sounds of the cello and string bass to signal an oncoming storm. Composers

Debussy’s father was a sailor.

Reproducible

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Name______________________________________________________________ Date __________________________

Carnival of the Animals by Camille Saint-Saëns (ka-MEE-yuh san-SAHNS) (1835–1921)

To sound like an elephant, SaintSaëns used the lowest sounding instrument in the orchestra—the string bass.

Camille Saint-Saëns’s Carnival of the Animals is a suite for orchestra that is divided into fourteen sections, or movements. Twelve of the movements feature a different animal. Saint-Saëns was very particular about the instruments he chose to create the sounds of each animal, and the result is a musical celebration for creatures of all kinds! In the main picture, circle or color the images that are paired with each fact, and join the celebration!

A xylophone is used to make the sound of a skeleton dancing.

The music from Carnival of the Animals was used in a 1976 Looney Toons cartoon featuring Bugs Bunny and Daffy Duck. The sound of young pianists playing scales is one of the movements in the piece. 72

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Saint-Saëns wouldn’t let anyone play the music because he had written it as a musical joke for his friends. 90/1098LE

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You need your best nasally French voice to say Saint-Saëns’s name. It is pronounced “san” (rhymes with “can”) – “sahns.”

Camille Saint-Saëns and Franz Liszt (pronounced “list”), another composer, were very good friends.

Carnival of the Animals begins with the “Royal March of the Lion.”

“Fossils” contains part of the nursery rhyme “Twinkle, Twinkle, Little Star.”

Stringed instruments and the piano are used to sound like chickens in “The Cuckoo.”

Camille Saint-Saëns was born in Paris, France.

The only section Saint-Saëns allowed to be published during his lifetime was “The Swan.”

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The music for the tortoise is the very fast Can-Can played at a very slow speed.

Composers

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Name______________________________________________________________ Date __________________________

A Very Verdi Day One of the greatest opera composers of all time is Giuseppe Verdi (Juh-SEP-pee VEAR-dee). Verdi was born in 1813 in Italy. Today, we celebrate his birthday on both the 9th and the 10th of October because no one is sure which of those dates is his actual birthday. (Wouldn’t it be cool to have two birthdays?) Verdi, like other opera composers, wrote dramatic works driven by music. When these works are performed, all or most of the dialogue is sung. Often, operas are performed in the original language, even if it is foreign to the audience. This is because the music is considered the most important element in an opera. The singers and orchestra should portray the story and mood through the music. Operas have been written about everything from love to important events in history to imaginary lands far away. Imagine the story you would tell in an opera. What is it about? Who are some of the characters? Can you think of a title? Title: ______________________________________________________________________________________ Characters: ________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Setting: ___________________________________________________________________________________ Plot: ______________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Mood: ____________________________________________________________________________________ 74

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A Very Verdi Day (cont’d) Now imagine your opera is being performed at the famous La Scala opera house in Milan, Italy. In the frame below, create the poster that will hang outside the theater and draw in a crowd. Make sure to include main elements of the opera, such as the title, main characters, and mood.

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Can You Handel It? George Frideric Handel (1685–1759) One of the most famous Baroque composers, George Frideric Handel (George FREE-der-ich HAHN-dul) was one of the first composers who was able to make a living solely as a composer. Born in Germany in 1685, Handel was trained as an organist and worked as a choir master there before moving to London, England, when he was 25. Handel loved England and stayed there for the rest of his life. (He’s even buried at Westminster Abbey, an honor reserved for only the most famous Brits.) Although he wrote a lot of instrumental music and vocal solos, Handel’s first musical love was opera. He wrote more than 40 of them, but unfortunately the kind of operas that he liked to write—more serious operas in an Italian style called opera seria—were becoming less and less popular with the English people. Problem was, Handel was living a very extravagant life and composing was his only job. He needed a hit, and quick. Handel found his “hit” in the form of oratorios. Oratorios (awr-uh-TAWR-ee-ohs) are extended choral works about a religious subject that have an orchestral accompaniment. They are like operas in that they tell a story with song and there are characters, but unlike opera, the performers don’t wear costumes and they don’t act out the story. The most famous of Handel’s oratorios is Messiah, which is often performed around Christmas and includes one of the most famous pieces of classical music—“Hallelujah Chorus.”

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Reproducible

Composers

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Can You Handel It? (cont’d) Fill in any answers that you may already know. Then, use the biography on the previous page to finish the puzzle.

Across 1 4 6 7

During what period did Handel compose? Handel’s first musical love was what? Where is Handel buried? To what country did Handel move when he was 25? (Hint: He lived there for the rest of his life.)

Down 2 3 5

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Oratorios are extended choral works that tell what kind of stories? Where was Handel born? What is the title of Handel’s most famous oratorio?

Composers

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Name______________________________________________________________ Date __________________________

Crack the Code Read and study the composer biography and the notable compositions. Then, answer the questions. The answer to the first question is provided in the biography, but to answer the other questions, you will have to crack the code! When you find the first answer, use what is around it to help you figure out the code. Clue 1: The answers to the questions appear in order starting at the beginning of the biography. Clue 2: Pay careful attention to the musical notes presented throughout the biography.

Piotr Ilyich Tchaikovsky (1840–1893)

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Toward the middle of the 19th century, countries began to celebrate their own heritage music was thought to be very international; in the music written. In previous eras, Italian opera was celebrated in Germany, and Austrian concertos were well-received in England. Around 1850, a nationalist movement took root in central Europe that highlighted both cultural and political differences among nations.

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Piotr (Peter) Tchaikovsky said, “The Russian elements in my music are there because my childhood was imbued with the indescribable beauty of Russian folk music.” He was born in 1840, the son of a Russian engineer and a French mother. The family moved to St. Petersburg when he was ten, and Peter was enrolled in a school that trained civil servants. By the age of 21, Tchaikovsky was justifiably unhappy with his bureaucratic life, so he enrolled in the new Moscow Conservatory and studied under Nikolay Rubinstein. The success of his first symphony encouraged him to continue to compose.

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Early in his career, Tchaikovsky was fortunate enough to attract the interest of a wealthy patroness and her support enabled him to devote himself to music. He wrote nine operas, four concertos, six symphonies, three ballets, string quartets, and many other songs and pieces for piano during this term. Later, when this patronage was withdrawn, he was criticized for his refusal to embrace narrow Russian nationalist aims. Instead, he incorporated themes of Russian folklore and temperament into Western European forms and idioms. With his rich orchestrations, passionate lyricism, and extravagant emotionalism, Tchaikovsky became one of the world’s most popular classical composers.

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d Peter d Tchaikovsky was often moody and melancholy, and prone to hfits of wdepression. The w death of his hbeloved mother d when he was 14 is said to have w been a trauma from which he never recovered. In 1877, he entered into a disastrous marriage with a student and soon thereafter fled to live in his brother’s house. Tchaikovsky never saw his wife again. Even when his personal life was in turmoil, he continued to compose. His first ballet, Swan Lake, was not an immediate success, but two ensuing ballet scores, Sleeping Beauty and The Nutcracker, were widely praised. All three works are still the cornerstones of classical ballet repertoire.

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Crack the Code (cont’d) q h

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Fate and the writings of the Russian author and poet Pushkin, became central , themes in Tchaikovsky’s illustrate his resignation compositions. His opera, Eugene Onegin and his exquisite Fifth Symphony before the whims of fate.

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Tchaikovsky began spending most of his time abroad, taking in the national moods in In l878, Switzerland, France, and Italy, and blending them into his works. In 1880, he composed the 1812 Overture to commemorate the historic defeat of Napoleon’s army. The first performance of the overture took place in Moscow, and Tchaikovsky had wanted to have all the church bells in the city peal out in the grand finale. The city fathers refused, and he had to be content with the tower bells in the cathedral in which the concert took place. The grand work was an immediate popular success. Tchaikovsky was obviously wrong in his assessment of this work when he commented that it was “loud and noisy and probably artistically worthless.”

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By 1891, Peter Tchaikovsky became increasingly fearful and depressed and eventually died in St. Petersburg from cholera in 1893.

Questions: 1. In which conservatory did Tchaikovsky first study? ______________________________________________

2. This overture-fantasy took ten years for Tchaikovsky to complete, but in its final form it became one of his most successful works. __________________________________________________________________

3. What was Tchaikovsky’s brother and future biographer’s name? ___________________________________

4. Tchaikovsky never met his patroness, Nadezhda von Meck, but they corresponded continually over _________________ years, even when they lived in the same city.

5. What was the name of Tchaikovsky’s last symphony? ____________________________________________

6. In 1891, Tchaikovsky undertook his first and only voyage to ________________________________ and was received with honors.

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Crack the Code (cont’d)

Tchaikovsky’s most notable compositions: • • • • • • • • • •

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1812 Overture, Op. 49 (orchestra) Capriccio Italien, Op. 45 (orchestra) Eugene Onegin, Op. 24 (opera) Marche Slav, Op. 31 (orchestra) The Nutcracker, Op. 71 (ballet) Romeo and Juliet Fantasy-Overture (orchestra) Sleeping Beauty, Op. 66 (ballet) Swan Lake, Op. 20 (ballet) Symphony No. 6 in B minor, Op. 74 “Pathetique” (orchestra) Violin Concerto in D Major, Op. 35 (violin and orchestra)

Reproducible

Composers

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Musician Portrait Gallery If you could meet any musician—past or present—who would you want to meet and why? What are three questions you would ask? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ In order to meet the musician, you need to bring a portrait of him or her. Draw the artist in the frame below. In the space next to the frame, write a brief biography of the musician (use information you have learned in class or research from other sources). Discuss your opinions as a class. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 90/1098LE

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Name______________________________________________________________ Date __________________________

Musician Mix Music is constantly changing as new musicians make their start and find their styles. Look at the list of names below to learn some of the artists and bands that have become famous throughout the years. Many of them were responsible for creating a new style or making one popular. Andrew Lloyd Webber Aretha Franklin The Beatles Billie Holiday Bob Marley Elton John Elvis Presley Frank Sinatra

James Brown Jimi Hendrix Johann Sebastian Bach Journey Louis Armstrong Ludwig van Beethoven Madonna Michael Jackson

Miles Davis Paul McCartney Phil Collins Pyotr Ilyich Tchaikovsky Ray Charles Stevie Wonder Whitney Houston Wolfgang Amadeus Mozart

The names of these musicians are mixed into the word search below. Find the bold parts of their names. They can be straight across, up and down, diagonal, or even backwards. Then, continue your search off the page by finding more information about five of the musicians in the list.

A I G N N T N J P E D R Q I Y C A J B L

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N F G V P A A X L H D A Q W H S T J N H

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P C L K E R C M O L R N F W T S N P U H

F M B A K V G R X Z A E Y L O N B O W R

S I K C O B O A L Y T Y O B Z I V F S C

M I Y C Q P V H E S T W I G H H W G I M

H D N R P Q U L T D Q R E X X O Q Y L G

O O Z A D J R V A E N D A B S W A F E B

L Q L S T A S J C Y E I I Z B R H P C K

Musicians

I E C Z M R Y W W N D B W R O E T M N M

D B A C H E A P G J V N F T C M R H I O

A N K H N W R P Y Z Y A K I O N O T L E

Y D C R C U B W P K K Z K K K M O H N E

G D U Y L I W K S P F I Z J O T U H N A

J O P Y D M M V U I H Y E N T R A C C M

J L I T C E O D I W W K J N X M R T E R

G W T P Z K N Q D V C W P W I M A Q V E

M C Z H I H E N D R I X Y P Y D X B W D

D J L A G W B T S N I L L O C X P R A N

E N H Q B V R V R J D Y J O S Z X U C O

P C Q T M O O X T Q R E K S E L J J C W

T P Q O R H W P H N J A G Z K F V V D W

A R E T H A N O I L U A V G A Z A V D U

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Name______________________________________________________________ Date __________________________

Album of the Year If you could win an award for Best Album of the Year, would you record rock music, jazz, classical music, hip-hop, or your own combination of musical styles? Choose your musical style, then name your best-selling album (and also the name of your band if you have one). Design your album cover below.

Who would you thank in your acceptance speech? I’d like to thank _____________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ On the back of this page, explain what style you chose and why. If you have time, create a list of song titles that would be on the album. 90/1098LE

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Name______________________________________________________________ Date __________________________

Music Throughout the Ages Music has changed throughout the ages and will continue to change as the new musicians adapt old styles and create new ones. Use the code below to fill in the blanks and learn about some of the music styles that have existed so far. P

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1. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ has helped change the way music is created, but the 16 15 10 24 23 26 14 26 21 22 music of some modern composers shows the influence of earlier ____ ____ ___ _ ___ _ ____ 17 20 3 2 10 ___ _ ____ ____ ____ ____ ___ _. 3 16 22 14 15 3 2. ____ ____ ___ _ ___ _ ___ _ ___ _ ____ ___ _ ____ music is very structured and 10 14 4 3 3 2 10 4 14 ____ ____ ____ ____ ____ ____ ____ . 26 11 13 15 11 14 22 3. During the Romantic period, many composers wrote music that represented their ____ ____ ____ ____ ____ ____ ___ _ ____ ___ _ . This is called 10 26 20 23 16 11 2 15 3 “____ ___ _ ____ ___ _ ____ ____ ___ _ ____ ___ _ ___ _ ____ ___ _ ____ ” music. 23 4 16 2 26 23 4 14 2 3 16 2 10 4. The ___ _ ____ ____ ____ ___ _ typically has three lines of lyrics in each verse. The ____ ___ _ ___ _ ____ line 7 14 20 15 3 14 4 3 16 responds to the other two in some way. 5. Big bands became popular around the Great Depression. Their style of ___ _ ___ _ ____ ____ led to 6 4 19 19 the ___ _ ____ ___ _ ____ ____ era in the United States. 3 25 2 23 21

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Name______________________________________________________________ Date __________________________

Music Throughout the Ages (cont’d) P

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6. ___ _ ____ ___ _ ____ ___ _ is another type of jazz characterized by small ensembles, ____ ___ _ ___ _ ____ 7 15 7 26 1 18 4 3 16 tempos, and difficult melodies.

7. In the 1950s, the television show “American ___ _ ___ _ ____ ____ ___ _ ____ ___ _ ____ ____” brought rock and roll 7 4 23 13 3 16 4 23 13 into thousands of homes. This style of music is characterized by a heavy ___ _ ___ _ ____ ____ ___ _ ____ ___ _ ____ 7 4 10 12 7 15 4 16 and the use of ____ ____ ____ ____ ____ ____ ___ _ ____ guitars. 15 14 15 10 16 11 2 10

8. Banjos and violins, also called ____ ___ _ ____ ____ ____ ____ ___ _ , are often found in 18 2 13 13 14 15 3 ___ _ ____ ____ ____ ____ ____ ___ _ ___ _ ___ _ music. This style originated in the Appalachian Mountain regions 7 14 20 15 21 11 4 3 3 of the United States.

9. In ____ ___ _ ___ _ - ____ ____ ___ _ , dance beats are created by a DJ using 24 2 1 24 26 1 ____ ____ ____ ____ ____ ___ _ ___ ____ ____ ___ _ . It developed in New York City. 16 20 11 23 16 4 7 14 15 3

10. Film ___ _ ____ ____ ____ ____ ___ _ are written to be background music for movies. The score helps set the 3 10 26 11 15 3 ____ ____ ____ ____ or ____ ____ ____ ____ of the scenes. 16 26 23 15 17 26 26 13 90/1098LE

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Answer Key Page 16 – Music Mind Benders (Easy) Note: Some puzzles could have additional (and often very creative) answers. 1. The letter A. 2. ONE MUSIC WORD 3. 7 minutes—just have all of the flute players play at the same time! 4. The man with the stick was the conductor; Elizabeth was a drummer in the orchestra. 5. Andy was now in second place. Page 17 – Music Mind Benders (Medium) 1. In the dictionary 2. Ben plays the oboe. We see that Ben and Dylan sit across from each other, and Christine is to the left of Dylan. Christine plays the clarinet (both start with a C), Dora plays the flute (no reed), Dylan plays the saxophone (across from Ben), and Ben is left with the oboe. 3. Jimmy should pick one mouthpiece from the TUBA AND TRUMPET MOUTHPIECE box. Because he knows the box is labeled incorrectly, the mouthpiece he pulls out will be the correct box label. For example, if he pulled a tuba mouthpiece out of the box, he would label the box TUBA MOUTHPIECES. Now he would find the box originally labeled TUBA MOUTHPIECES and label it TRUMPET MOUTHPIECES. The last box would be changed to TUBA AND TRUMPET MOUTHPIECES. 4. The instruments and their sections have been switched in pairs. Woodwinds and brasswinds are flipped, and strings and percussion are flipped. Therefore, cellos would be found in the percussion section. Page 18 – Music Mind Benders (Difficult) 1. The songwriter was writing a song, and when he said “I need it much louder,” he was referring to the song he was working on. The songwriter was startled because he wasn’t actually speaking to the apprentice. Perhaps using a dynamic would have avoided all of the confusion! 2. The word is NOTE. Since none of the letters in the word CASH are used, the T is the only letter that can be used from the word HATS. Because T is the third letter, and H is in CASH, the only two letters left to be used in HOPE are the O and the E. The only other letter left is the first letter, which will be the N in NAIL. 3. Canada uses the metric system, so the speed limit was 90 kilometers per hour and not 90 miles per hour. 90 kilometers per hour is a little more than 55 mph, so at 75 mph Eliza was definitely speeding. Pages 35–36 – Sudoku for Two Puzzle 1

Puzzle 2

Page 50 – Music Scramble Music Word: NOTE Other words will vary.

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Answer Key

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Page 51 – All in One Little Box Music terms: brass, bass, bassoon, tenor, tuba, duet, debut, flute, lute, loud, song, rest, sang, rang, treble, bugle, lyre, read, rag, ode, siren Other words: lasso, glass, sale, nest, best, rise, bale, golf, signet, soar, roar, duel, seal, slab, grey, rise, grass, glean, noose, yes, real, sable, rise, sign, sale, bless, road, lode, soon, stern, signal, dress, dry, lesson Page 52 – It’s Instrumental ABTU………...TUBA AIIMNPT ……TIMPANI ASBS………... BASS EOOB……….. OBOE ERDROCRE ... RECORDER ETUFL………. FLUTE

INOLIV……….. VIOLIN LARTENCI …… CLARINET LAVIO………… VIOLA LCOEL………… CELLO LONEYXOPH… XYLOPHONE OPNAI…………. PIANO

ROHN………… HORN ROOBTMNE…. TROMBONE SSOOBAN……. BASSOON TEPMURT ……. TRUMPET XESAPOHNO… SAXOPHONE Bonus: CONDUCTOR

Name:

Page 53 – Fishing for Families Viola = yellow Trumpet = blue Tambourine = red Oboe = green Saxophone = green Guitar = yellow Tuba = blue Flute = green Timpani = red Trombone = blue Cello = yellow

Date:

Sally Wants a Snare Drum Page 54 –Saxophone Sally Saxophone Wants a Snare Drum Sally has been playing the saxophone for two years, but now she wants to play the snare drum. Help her get to the end of the maze—where her snare drum waits—by making a path that alternates wind instrument with percussion instruments. (Remember, wind instruments include both woodwinds and brass instruments.) You can move up and down, or side to side, but not diagonally. If you hit a string instrument, you’re going the wrong direction. When you’re done, write the name of the pictured instruments next to their picture. Start

Violin

Claves

Xylophone

Cello

Cornet

Flute

Bassoon

Tuba

Bass Drum

Viola

Tenor Saxophone

Tam-Tam (Gong)

Trombone

Clarinet

Wind chimes

Horn

Mandolin

Cowbell

Guiro

Trumpet

Finish The original purchaser has permission to reproduce this activity for use in his or her classroom. © 2008 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved. 30/2320H-25

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Page 55 – A Career in Music Andrea—Gospel singer, trombone, repairs instruments Holly—Radio DJ, harp, reviews CDs Max—Conductor, saxophone, teaches lessons Stephen—Composer, xylophone, writes jingles

Page 56 – Straighten it Out! Becky—Flute Lindsey—Xylophone John—Viola Sam—Tuba Mother’s Day Maze

May • Mother’s Day

Page 59 – Musical Maze

How many flowers did you pick for Mom? In the maze below, count and follow the path marked by the whole notes to help you get from Start to Finish. When you are done, write the number of whole notes you counted along the way and write the answer below.

Page 57 – Who’s Who? Shelby—Jazz trio Hannah—Mixed choir Steven—String orchestra Ryan—Brass quintet

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START U

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Page 60 – Take a Hike

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U FINISH

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10 flowers. Amelia picked ____ I picked ___________ flowers for my Mom.

© 2008 Madison Street, a division of The Lorenz Corporation. All rights reserved. This page may be reproduced for single-classroom use. This is a non-transferable license.

Start >

FINISH >

Page 61 – The Hidden Path S T A R T

On my hike, I passed 5 rests.

Page 62 – Spell and Search D

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Page 63 – Notespeller Crossword

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Page 65 – Picture This The image is a bird.

Page 67 – Music Sudoku

Page 69 – Composer Connect the Dots

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Ludwig van Beethoven Page 70–71 – La Mer For an added challenge, students can also find the following items: pencil, apple core, sand crab, ice cream cone, top, key, sock, fishing pole, buoy, alarm clock, net, folded fan. These are circled with a dashed line.

Page 72–73 – Carnival of the Animals For an added challenge, students can also find the following items: toy xylophone, flute, kangaroo, fish, mon key, penguin, bear, snake, cotton candy, hot dog, tightrope walker. These are circled with a dashed line.

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Page 76–77 – Can You Handel It? 1. Baroque 2. Religious 3. Germany 4. Opera 5. Messiah 6. Westminster (Abbey) 7. England Page 78–80 – Crack the Code KEY: The Quarter Note = one beat, which translates into the first letter in the word that follows. The Half Note = two beats, which translates into the second letter in the word that follows. The Dotted Half Note = three beats, which translates to the third letter in the word that follows. The Whole Note = four beats, which translates to the fourth letter in the word that follows. ANSWERS TO QUESTIONS: 1. In which conservatory did Tchaikovsky first study? (Moscow) 2. This overture-fantasy took ten years for Tchaikovsky to complete, but in its final form it became one of his most successful works. (Romeo and Juliet) 3. What was Tchaikovsky’s brother and future biographer’s name? (Modest) 4. Tchaikovsky never met his patroness, Nadezhda von Meck, but they corresponded continually over ____ years, even when they lived in the same city. (thirteen) 5. What was the name of Tchaikovsky’s last symphony? (Pathetique) 6. In 1891, Tchaikovsky undertook his first and only voyage to ________________ and was received with honors. (America) Name______________________________________________________________ Date __________________________

Name______________________________________________________________ Date __________________________

Crack the Code

Crack the Code (cont’d)

Read and study the composer biography and the notable compositions. Then, answer the questions. The answer to the first question is provided in the biography, but to answer the other questions, you will have to crack the code! When you find the first answer, use what is around it to help you figure out the code.

Fate and the writings of the Russian author and poet Pushkin, became central , themes in Tchaikovsky’s illustrate his resignation compositions. His opera, Eugene Onegin and his exquisite Fifth Symphony before the whims of fate.

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Clue 1: The answers to the questions appear in order starting at the beginning of the biography. Clue 2: Pay careful attention to the musical notes presented throughout the biography.

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1. In which conservatory did Tchaikovsky first study? ______________________________________________

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2. This overture-fantasy took ten years for Tchaikovsky to complete, but in its final form it became one of his most successful works. __________________________________________________________________

Early in his career, Tchaikovsky was fortunate enough to attract the interest of a wealthy patroness and her support enabled him to devote himself to music. He wrote nine operas, four concertos, six symphonies, three ballets, string quartets, and many other songs and pieces for piano during this term. Later, when this patronage was withdrawn, he was criticized for his refusal to embrace narrow Russian nationalist aims. Instead, he incorporated themes of Russian folklore and temperament into Western European forms and idioms. With his rich orchestrations, passionate lyricism, and extravagant emotionalism, Tchaikovsky became one of the world’s most popular classical composers.

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By 1891, Peter Tchaikovsky became increasingly fearful and depressed and eventually died in St. Petersburg from cholera in 1893.

Piotr (Peter) Tchaikovsky said, “The Russian elements in my music are there because my childhood was imbued with the indescribable beauty of Russian folk music.” He was born in 1840, the son of a Russian engineer and a French mother. The family moved to St. Petersburg when he was ten, and Peter was enrolled in a school that trained civil servants. By the age of 21, Tchaikovsky was justifiably unhappy with his bureaucratic life, so he enrolled in the new Moscow Conservatory and studied under Nikolay Rubinstein. The success of his first symphony encouraged him to continue to compose.

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Toward the middle of the 19th century, countries began to celebrate their own heritage music was thought to be very international; in the music written. In previous eras, Italian opera was celebrated in Germany, and Austrian concertos were well-received in England. Around 1850, a nationalist movement took root in central Europe that highlighted both cultural and political differences among nations.

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Tchaikovsky began spending most of his time abroad, taking in the national moods in In l878, Switzerland, France, and Italy, and blending them into his works. In 1880, he composed the 1812 Overture to commemorate the historic defeat of Napoleon’s army. The first performance of the overture took place in Moscow, and Tchaikovsky had wanted to have all the church bells in the city peal out in the grand finale. The city fathers refused, and he had to be content with the tower bells in the cathedral in which the concert took place. The grand work was an immediate popular success. Tchaikovsky was obviously wrong in his assessment of this work when he commented that it was “loud and noisy and probably artistically worthless.”

Piotr Ilyich Tchaikovsky (1840–1893)

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3. What was Tchaikovsky’s brother and future biographer’s name? ___________________________________

4. Tchaikovsky never met his patroness, Nadezhda von Meck, but they corresponded continually over _________________ years, even when they lived in the same city.

d Peter d Tchaikovsky was often moody and melancholy, and prone to hfits of wdepression. The w death of his hbeloved mother d when he was 14 is said to have w been a trauma from which he never recovered. In

5. What was the name of Tchaikovsky’s last symphony? ____________________________________________

1877, he entered into a disastrous marriage with a student and soon thereafter fled to live in his brother’s house. Tchaikovsky never saw his wife again. Even when his personal life was in turmoil, he continued to compose. His first ballet, Swan Lake, was not an immediate success, but two ensuing ballet scores, Sleeping Beauty and The Nutcracker, were widely praised. All three works are still the cornerstones of classical ballet repertoire.

6. In 1891, Tchaikovsky undertook his first and only voyage to ________________________________ and was received with honors.

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Page 82 – Musician Mix A I G N N T N J P E D R Q I Y C A J B L

N F G V P A A X L H D A Q W H S T J N H

N H F S Y L B V F P S N V A A Z E B R H

O H T S X E I G V W I T R I C D M Z S U

D J D I A S U N M M I L G B S U R T P F

A T Q T Z Q M O E P E W X F B S P I R V

M D L M B W S R P S T H V F Z E S W F G

Q E F W O B O T L T E I A H L C Z S K K

S T L N M K C S O N B T M S J O U N X D

P C L K E R C M O L R N F W T S N P U H

F M B A K V G R X Z A E Y L O N B O W R

S I K C O B O A L Y T Y O B Z I V F S C

M I Y C Q P V H E S T W I G H H W G I M

H D N R P Q U L T D Q R E X X O Q Y L G

O O Z A D J R V A E N D A B S W A F E B

L Q L S T A S J C Y E I I Z B R H P C K

I E C Z M R Y W W N D B W R O E T M N M

D B A C H E A P G J V N F T C M R H I O

A N K H N W R P Y Z Y A K I O N O T L E

Y D C R C U B W P K K Z K K K M O H N E

G D U Y L I W K S P F I Z J O T U H N A

J O P Y D M M V U I H Y E N T R A C C M

J L I T C E O D I W W K J N X M R T E R

G W T P Z K N Q D V C W P W I M A Q V E

M C Z H I H E N D R I X Y P Y D X B W D

D J L A G W B T S N I L L O C X P R A N

E N H Q B V R V R J D Y J O S Z X U C O

P C Q T M O O X T Q R E K S E L J J C W

T P Q O R H W P H N J A G Z K F V V D W

A R E T H A N O I L U A V G A Z A V D U

Page 84–85 – Music Throughout the Ages 1. Technology; music styles 2. Classical; orderly 3. countries; Nationalistic 4. blues; last 5. jazz; swing 6. Bebop; fast 7. Bandstand; backbeat; electric 8. fiddles; bluegrass 9. Hip-hop; turntables 10. scores; tone; mood

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Classroom Music Games and Activities This collection will help you teach music basics whether you have a music degree or no formal music training. Students will listen closely, identify musical notation and terms, recognize instruments, and more! Reinforce lessons from other subjects, such as language arts and critical thinking, with crosscurricular elements. As students grasp the basics, you can move on to activities that are more difficult or adapt the activities to include new material. The activities in this book can get your students up and moving or provide them with fun ways to work at their desks. Mix and match whole-class, group, and individual activities to create entertaining lesson plans, and watch your students have a blast learning music basics!

Other products that will bring music into your classroom:

Teaching Music to Children

90/1060LE • This valuable resource gives elementary teachers with no formal music training all the tools needed to help students develop an understanding of and appreciation for music. The lessons and reproducible games, worksheets and puzzles follow a well-sequenced curriculum based on the National Standards for Music Education in the United States and the Ontario Curriculum for the Arts in Canada. The mixed-media CD features over 60 minutes of music and a PowerPoint presentation.

Music Libs

30/2631H • Here's a creative way to bring the fun of the classic grammar game Mad Libs™ into your music classroom. Dianne Campbell has created twenty-one improvisational stories about music that are sure to have your students laughing out loud while they review basic parts of speech and music vocabulary. Grab your (plural noun) and (plural noun) and get ready for some fun!

Daily Transition Music

99/2438LE • Make the switch between classroom subjects or daily activities fun and efficient. Play the music to alert children of a transition, allowing them time to prepare both mentally and physically for the next task. Transition tunes include music for Starting the Day, Getting Organized, Reading, Starting a New Activity, Cleaning Up, and more! The CD has both short and extended versions of each transition tune.

Lorenz Educational Press Milliken Publishing Company Teaching and Learning Company Show What You Know® Publishing LEP interactive

ISBN 978-0-7877-1088-0

ELE90/1098i