Music Learning Activities
Across the Curriculum
Relationship to NAEYC Accreditation Criteria

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Arts and Aesthetics (B-4, B-7, B-7e, B-7g,B-8)

• *constructing (B-5d, B-7g)
  • · construction of 3-dimensional pipe organ
  • · construction of instruments with wire or plasticine
• *creative dance and movement (B-7g)
  • · add to rhythm by using body parts
  • · dance with ribbons moving to the music
  • · dance to Flaminco music, Macarena
  • · listen to music and move as an animal in Carnival of the Animals
  • · move to the feel of the music
• *dramatizing (B-7g)
  • · dramatize Peter Pan play using only music
  • · use creative dramatics to explore music
• *memory drawing (B-7a)
  • · draw memory experiences about music
  • · draw instruments that we see on field site visits
  • · draw instruments that were brought to the classroom
• *observational drawing (B-7g)
  • · draw instruments were brought to the classroom (Time 1 and Time 2)
  • · revisit Time 2 drawings and add detail to drawing
• *painting (B-7g)
  • · paint musical instruments
  • · paint watercolor wash over outlines of wax instruments
  • · paint mural for culminating display
• *relating art to literature (B-7d)
  • · draw pictures to respond to My Many Colorful Days by Suess.
• *representations (B-7g)
  • · create music staff on computer using Kid-Pix
  • · create musical instrument mural on acetate
  • · draw pictures of instruments
  • · make three dimensional instruments from plasticine, wire and play-dough
• *responding to music (B-7g)
  • · create rhythm patterns using rhythm sticks
  • · listen for high/low sounds
  • · listen to music and finger paint to the mood evoked by the music
  • · listen to music and draw a picture using crayons
  • · listen for rhythm patterns
  • · listen to various music forms and instruments
• *Singing (B-7e, B-7g)
  • · practice and sing echo songs for culminating activity Rain, Rain
  • · sing I Am So Happy in five different languages
  • · sing songs from Sniggles, Squirrels and Chicken Pox by Miss Jackie W.

Language and Literacy

• *analyzing (B-6a, B-7c, B-7d)
  • · analyze information gathered from field studies (videotapes, expert interviews, photographs, instrument analysis)
• *classifying
  • · classify pictures of instruments
  • · classify questions that students asked to pursue in study groups
  • · sort and classify student topic webs one and two
• *comparing (B-7c, B-7d)
  • · compare different types of instruments
  • · compare the sounds of instruments
  • · compare sounds in cups of water
• *critical thinking (B-7c)
  • · decide on presentation material for culminating event
  • · predict, hypothesize or theorize the answers to questions
  • · decide how to proceed on mural after first attempt
• *developing oral language (B-7d, B-7g)
  • · brainstorm music concepts and ideas
  • · add new vocabulary to the word wall
  • · categorize and label web topics
  • · design questionnaire on musical instruments in the home
  • · find out how to present survey material
  • · interview music experts
  • · listen in large or small group discussions
  • · report progress at large group
• *formulating questions (B-7c)
  • · develop questions to ask experts
  • · develop researchable questions
  • · reflect on questions at the end of the project
• *integrating new vocabulary (B-7d)
  • · add new vocabulary words to the word wall
  • · brainstorm and web ideas
  • · use new vocabulary during the project
• *making lists (B-7d)
  • · make lists of instruments we have seen
  • · make lists of materials needed for representations
  • · make lists of questions to be asked
  • · make a list of songs students have learned
  • · make vocabulary list
  • · make lists of who they want to interview
  • · make lists of what we have learned
• *planning (B7-a, B-7c, B-8)
  • · develop "disco room" atmosphere
  • · develop list of instruments for mural
  • · develop list of instruments for questionnaire
  • · draw rough draft for mural
• *presenting (B7-d)
  • · explain what we've learned about instruments at culminating activity
  • · share personal memory stories with the class
  • · share progress on each step of project
• *reading (B-7d)
  • · brainstorm "what I know now"
  • · create a list of instruments and people that visited
  • · dictate memory stories
  • · dictate "what I've enjoyed about music project"
  • · read books about music to the class
  • · read experience stories at group
  • · read words to the songs we sing
  • · reflecting (B-7g, B-7d, B-7c)
  • · respond to literature through discussion at large group
  • · using references and resources

Investigative Skills-Science

• *exploring (B-7)
  • · explore the questions such as:
• What is the relationship between music and movement?
• What instruments make up an orchestra?
• How are musical videos and songs produced?
• What is the relationship between sound and music?
• What is rhythm?
• *experimenting (B-7c)
  • · answer questions:
    • What makes sound?
    • How do we hear the instruments?
    • Which bell is the highest pitch?
    • Which is the lowest?
    • Can you place the bells in order of lowest to highest?
  • · change the level of the water to vary the sounds
  • · make a telephone out of string and paper cups
  • · place different materials in shakers to explore the different sounds
• *investigating (B-7c, B-7d)
  • · How does a piano make sound?
  • · How do you play a French horn?
  • · How do you play a guitar?
  • · Which glass has the lowest sound?
  • · Which glass has the highest sound?
  • · What sounds do we find in the classroom?
  • · What sounds do we find on the playground?
  • · Who is in charge of the orchestra?
  • · Why do cellos have sticks?
• *observing (B-7c)
  • · observe and list the sounds heard in the classroom
  • · observe and list the sounds heard outside
  • · observe a piano that is being repaired
  • · observe how a guitar is strummed
  • · observe the slinky as it moves
  • · observe water waves when the glass is tapped
• *predicting (B-7c)
  • · predict possible answers to questions formulated before talking to an expert
  • · predict results prior to conducting an experiment
  • · predict the number of players in an orchestra
  • · predict what instrument is in the case
  • · predict which sound will be low and high in the glasses
• *reporting (B-7c)
  • · report progress on representations
  • · report results of experiments to large group

Numeration and Problem Solving

• *counting (B-7c , B-7d, B-8)
  • · count number of members in each musical group that visited
  • · tally results from questionnaire
• *estimating (B-7c)
  • · estimate how many people will be in the percussion group
  • · estimate how many people will be in the string quartet
  • · estimate how to make the sound higher in the cup of water
  • · estimate how to make the sound lower in the cup of water
• *measuring (B-7c)
  • · measure the length of the instruments
  • · measure the length of the instruments using non-standard measurement
  • · measure the pipes of the organ and place them in order
  • · use measurement to build the pipe organ
• *organizing, analyzing and communicating data (B-7c, B-7d)
  • · develop bar graphs to display the result of questionnaire on instruments
  • · write a paragraph explaining results of the questionnaire
• *surveying (B-7c, B-7d)
  • · Do you have a violin at home?
  • · Do you have a guitar at home?
  • · Do you have a trumpet at home?
  • · Do you have a flute at home?
  • · Do you have a drum at home?

Social, Emotional Growth and Dispositions

• *communicating (B-7b, B-7d)
  • · ask questions skillfully
  • · engage in group discussions
  • · listen to others
  • · negotiate roles, turn-taking, problem solving
  • · report progress of investigations to the group
  • · share research
  • · use new vocabulary
• *cooperating and collaborating while working with others (B-7c)
  • · create shakers and instruments by helping one another with tape or glue
  • · create the pipe organ and put it together
  • · follow directions of conductor
  • · study in teams collaboratively
  • · write music and perform together
• *empathizing with others and their needs (B-7b, B-7h)
  • · appreciate work of peers by noting effort, care in work and originality
  • · share materials, space and time
  • · share words of encouragement and appreciation of peers
• *enjoying (B-7a)
  • · listen to the different instruments and gain new appreciation of sound
  • · listen to various CDs brought in by peers
  • · perform together as an ensemble
• *gaining confidence in abilities to do the following (B-7a)
  • · investigate
  • · make presentations to an audience
  • · observe and draw the details of an instrument
  • · represent instruments using plasticine and play-dough
  • · use a variety of mediums to express ideas about instruments
• *helping peers (B-7b)
  • · discuss problems for better understandings
  • · joint clean up of areas
  • · problem solve when creating instruments
  • · represent instruments, music
• *initiating (B-7a)
  • · choose appropriate materials
  • · experiment with sound and instruments
  • · predict and manage time
  • · research to find answers to questions
• *persevering (B-7a)
  • · adding each detail to observational drawing
  • · creating instruments that hold together
  • · working on ensemble until conductor likes outcome
  • · writing music until the song is finished
• *problem solving (B-7c)
  • · find a way to stop leaks in shakers
  • · how to make a high pitch and low pitch with water levels in glass
  • · how to place the pipe organ from lowest to highest pipe
  • · who participates in each ensemble
• *risk taking (B-7a)
  • · lead other children in an ensemble
  • · play instruments in front of a group
  • · state disagreements in conversations or at group meetings
  • · support opinions
  • · verbalize estimations, predictions and hypotheses

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