Students will listen to three contrasting listening examples to describe how music makes them feel. They will use these emotions to create a collaborative short story, then assign movement to each part of that story. Students will perform their creative movement piece as a class.

Students will develop listening skills and identify differences in forte and piano dynamics. The teacher will tell an imaginative story to accompany a piece of music such as, Haydn’s “Surprise Symphony.” Students will respond to music with movement, as they reenact the story.

Students will be introduced to diatonic chords for major and minor keys, learn about primary chord progressions and circle of fifth progressions, and apply their understanding in the creation of new music. Visual references are provided to aid student understanding.

This instructional plan teaches young students how to demonstrate leadership in a chamber music setting. This outline can be used to develop efficient rehearsal strategies with the proper resources for younger students to have consistent, meaningful rehearsals in the classroom with minimal teacher assistance.

This plan will provide the instructor with an outline and resources to direct students through the formation of a student virtual performance portfolio. Students will use their virtual performance portfolio to collect both individual and ensemble performing artifacts throughout the year to evaluate and critique performances, formulate and justify personal responses to music, and monitor individual practice and progress toward goals.

Students will learn the symbols representing Virginia (flag, flower and bird). Students will create a personal symbol. Students will create their own song/chant about a symbol or flag they created.

This plan will provide the teacher and student with the resources to engage in kind and constructive feedback. Students will use music terminology to evaluate, define, and provide feedback to peer performances.

The teacher will lead students through a sequence of vocal exercises, highlighting major categories in order to deepen intent on specific skill development. Using your own favorite vocal warm-up exercises, encourage students to consider the benefits and intentions behind each warm-up exercise. Students will engage their creative process in generating new warm-up exercises to share with their peers.

This plan identifies six key elements of musicality for singers. Students will apply each principle to their current choral repertoire to improve and develop musicality.

In this plan, students will use the melody from the jazz standard “St. James Infirmary” as a springboard to improvisation. The students will utilize a call and response technique to learn the melody. Then students will learn several ways they can utilize the content within the melody of a song to improvise.

From classical composers to hip hop artists, musicians have used sampling to bring life to compositions. Creating and sharing that intellectual property can be tricky, but in this lesson, students in primary elementary will actively engage in the ethical treatment of other students' work and combine samples from their class into their composition.

Students will compose and perform a melody consisting of quarter notes, eighth notes, and quarter rests using traditional and non-traditional notation. Students will also gain facility performing the notes E, G, A and C on the recorder.

In this lesson, students will compose and notate “soundscapes” using found instruments. In preparing to notate their compositions, students will consider the limitations and benefits of extant notation systems.

Students will explore facial expressions, connect emotions to colors, and use those colors to indicate the expressive qualities of music. Students will create a colored mosaic based on listening examples.

Students will explore copyright and intellectual property standards as they relate to music, music technology, and digital citizenship. Students will explore copyright law, investigate the trends of copyright throughout history, and collaborate to propose their own “Copyright Act” for the future.

This lesson guides students through the beginning stages of articulation. Focus is limited to producing clear, focused tone, and clean legato articulation.

Students will explore the blues by listening and describing a blues piece, learning about the history of the blues, analyzing form, and collaborating to write lyrics utilizing blues lyric form.

This plan guides teachers in exercising audiation techniques to develop aural skills for young musicians. These skills can be continually developed in warm-ups and literature in call-and-response style instruction.

Students will create original instruments similar to the homespun instruments of Appalachian old-time and bluegrass music. Students will investigate both traditional and Appalachian instruments to understand how instruments make sound, and what is needed to create sound (strings, bridge, tuning capabilities, bow, body, and neck). Students will used recycled or found parts to create their own bluegrass instrument.

Students will explore Virginia’s musical heritage through discovery of the venues and cultural centers promoting traditional Appalachian, old-time, and Bluegrass music. After researching and exploring the resources along the Virginia’s Crooked Road, students will create a multi-media presentation describing one or more of the venues along the 333-mile Heritage Music trail including people that visited the area, musical styles, groups that performed, and the function of music in the cultural area. Students will create QR codes applied to an interactive map of The Crooked Road describing the over 50 venues that promote the milestones of Appalachian, old time, bluegrass, and country music.