{"id":108,"date":"2009-04-10T17:00:22","date_gmt":"2009-04-10T21:00:22","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/musicinstinct\/?p=108"},"modified":"2009-06-10T17:01:22","modified_gmt":"2009-06-10T21:01:22","slug":"lesson-plan-2-standards","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/musicinstinct\/educators\/lesson-plan-2-standards\/108\/","title":{"rendered":"Standards"},"content":{"rendered":"<p><strong>National Standards for Arts Education: Music<\/strong><br \/>\n<a href=\"http:\/\/artsedge.kennedy-center.org\/teach\/standards.cfm?subjectId=MUS&amp;gradeBandId=&amp;sortColumn=&amp;x=8&amp;y=3\" target=\"_blank\">http:\/\/artsedge.kennedy-center.org\/teach\/standards.cfm?subjectId=MUS&amp;gradeBandId=&amp;sortColumn=&amp;x=8&amp;y=3 <\/a><\/p>\n<p><strong>Content Standard 4: Composing and arranging music within specified guidelines<br \/>\nGrades 5-8 Achievement Standard<\/strong><\/p>\n<ul>\n<li>Students compose short pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique), demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance<\/li>\n<li>Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging<\/li>\n<\/ul>\n<p><strong>Content Standard 6: Listening to, analyzing, and describing music<br \/>\nGrades 5-8 Achievement Standard<\/strong><\/p>\n<ul>\n<li>Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music<\/li>\n<\/ul>\n<p><strong><br \/>\nNational Science Standards<\/strong>:<\/p>\n<p>National Science Education Standards, Grades 5-8<br \/>\n<a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=4962\" target=\"_blank\">http:\/\/www.nap.edu\/openbook.php?record_id=4962<\/a><\/p>\n<p><strong>LIFE SCIENCE: Content Standard C <\/strong><br \/>\nAs a result of their activities in grades 5-8, all students should develop understanding of Regulation and Behavior<\/p>\n<ul>\n<li>Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience.<\/li>\n<\/ul>\n<p><strong>Materials<\/strong>:<br \/>\nFor each group of 2-3 students:<\/p>\n<ul>\n<li>1 computer or rhythm instruments (such as drums) to create a variety of rhythms<\/li>\n<\/ul>\n<p>For the class:<\/p>\n<ul>\n<li>Items for the \u201cThis is a What?\u201d introductory activity. Collect one object per student. Objects should be relatively small and easy to say quickly. Here are some examples: pen, book, pencil, card, book, watch, cup, fork, spoon, plate, cap, phone, etc. If you do not have enough items, ask each student to bring an object to use in the game or use more than one example of the same object (for example, more than one pen).<\/li>\n<\/ul>\n<p><strong>Objectives<\/strong>:<br \/>\nStudents will be able to:<\/p>\n<ul>\n<li>Define \u201crhythm\u201d and provide examples of how rhythm is present in our lives.<\/li>\n<li>Describe ways that humans respond to rhythm and cite examples of how rhythm can help patients.<\/li>\n<li>Define \u201csynchronization\u201d and discuss whether this is a uniquely human ability.<\/li>\n<li>Define \u201csyncopation.\u201d<\/li>\n<li>Identify and provide examples of syncopated and non-syncopated rhythms.<\/li>\n<li>Create their own rhythms, using hands, feet and\/or online tools.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>National Standards for Arts Education: Music http:\/\/artsedge.kennedy-center.org\/teach\/standards.cfm?subjectId=MUS&amp;gradeBandId=&amp;sortColumn=&amp;x=8&amp;y=3 Content Standard 4: Composing and arranging music within specified guidelines Grades 5-8 Achievement Standard Students compose short pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique), demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance Students [&hellip;]<\/p>\n","protected":false},"author":37,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1905],"tags":[8533,5318,152,600,1101],"class_list":["post-108","post","type-post","status-publish","format-standard","hentry","category-educators","tag-educators","tag-goals","tag-lesson-plans","tag-music","tag-standards"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - 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