Students will learn the basics of rhythmic literacy by correlating the number of syllables in a word to a rhythmic value. Students will select their favorite food that has toppings (pizza, ice cream sundae, cake, cookie, or sandwich) and create rhythmic patterns using words with varying numbers of syllables.

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 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.

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.

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 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 presentation provides an overview of the 2020 Music Standards of Learning and is specifically geared toward K-8 general music teachers.

After learning basic Appalachian dance movement related to flatfooting, clogging, buckdance, or the Charleston. Students will create a rhythmic cue sheet diagraming the steps of a newly created dance based on original Appalachian dance steps, using traditional or iconic rhythmic notation. Students will choose Appalachian music to demonstrate and/or teach their original dance to others providing the cue sheet as a reference.

In this webinar we will discuss the Creative Process strand in the Music standards and share ideas on implementation in the elementary general music room. We will explore adapting current best practices in order to make conscious the inherent elements of the creative process. We will examine new methods of adding elements of the creative process into the classroom, through virtual, blended, and in-person instruction practices.

This presentation provides an overview of the 2020 Music Standards of Learning, instructional resources, and professional learning resources available to all Virginia music educators. 

This resource demonstrates the 2020 Music Standards of Learning for elementary general music in a chart format that shows the progression of the standards from grades kindergarten through fifth.

After viewing the video “Anatomy of an Appalachian Tune.” Virginia Roots: A Journey into Appalachian Music, from Blue Ridge PBS, students will learn to sing several verses of the melody of an Appalachian old-time song. Students will then “piggyback” on the melody and form of an old-time song to create their own verse. Then, students will combine their verses to create a class version of the chosen old-time song.

Identify and perform the melody and harmony of old-time and Bluegrass music then transfer this knowledge to perform on other old-time or classroom instruments.