Aim: What can Musical Explorers do? Summary: Students identify themselves as explorers of the Lowcountry’s music. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide Time Required: 40 minutes (two 20-minute activities) Standards: US 1, 3.1, 4.1, 4.2, 6; GA 1, 2, 3, 6, 7, 8, 9; SC 1, 2, 3, 4, 5,…
Aim: What happens in our bodies when we breathe, hum, and sing? Summary: Students explore their singing and talking voices. The exercises learned may be done as a warm-up. It may take some time for students to know and feel that their singing and talking voices are very different from each other. Materials: Musical Explorers…
Find Brenton and Freddie’s Home Town The Bus Driver will take us on a journey to Darien, Georgia, to meet our first singers, Brenton and Freddie. Use page SG5 and help the students do the following: Locate your home town. Locate Brenton and Freddie on the map in Darien. Complete the activity. PDF Downloads SG5…
Aim: How can we explore call and response while learning “Kneebone Bend”? Summary: Students learn the song “Kneebone Bend” exploring call and response song form through singing, hand gestures, and movement. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide Time Required: 40 minutes (two 20-minute activities) Standards: US 1, 3.1, 3.2, 4.1,…
Aim: How can we explore a steady beat and rhythmic patterns through the song “Move Daniel”? Summary: Students learn the song “Move Daniel” exploring the rhythmic pattern played by the stickman. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide, chart paper with rhythmic pattern symbols, paper towel rolls, markers and/or crayons. Standards:…
Find Jimmy’s Home Town The Bus Driver now takes us on a journey from Darien, Georgia, to Bluffton, South Carolina, to meet our next singer, Jimmy. Using SG11, help students do the following: Locate Brenton and Freddie in Darien, Georgia. Locate Jimmy in Bluffton, South Carolina. Complete the activity. PDF Downloads SG11 ↓ Download File…
Aim: How can we explore improvisation through the song “Cluck Old Hen”? Summary: Students learn to improvise by moving the steady beat to different parts of their bodies in between the verses and the choruses of the song “Cluck Old Hen.” Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide Standards: US 1,…
Aim: How can we explore musical and emotional opposites in “In the Pines”? Summary: Students learn “In the Pines” by exploring musical and emotional opposites. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide, chart paper, markers Time Required: 30 minutes (three 10-minute activities) Standards: US 1, 2, 3.1, 3.2, 4.1, 4.2, 4.3,…
Find Kim’s Home Town The Bus Driver will now take us on a journey from Bluffton, South Carolina, to Richmond Hill, Georgia, to meet our next singer, Kim. Using SG16, help students do the following: Locate Jimmy in Bluffton, South Carolina. Locate Kim in Richmond Hill, Georgia. Complete the activity. PDF Downloads SG16 ↓ Download…
Aim: How can visual patterns help us hear musical patterns? Summary: Students deepen their understanding of melodic patterns while learning to sing “Blue Skies” by Irving Berlin. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide, scarves or napkins, classroom parachute or flat bed sheet Time Required: 30 minutes (three 10-minute activities) Standards:…
Aim: How can scat singing introduce new patterns in jazz music? Summary: Students imitate some simple scat patterns and learn about context for “Take the A Train” by Billy Strayhorn. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide Time Required: 30 minutes (three 10-minute activities) Standards: US 1, 2, 3.1, 3.2, 4.1,…
The First Concert Review the diverse artists the students have encountered so far this fall. Brenton and Freddie (Ring Shout) Jimmy (Bluegrass) Kim (Jazz) Look at SG20 and have students find the artists and genres represented on the map. What do you remember about the artists and their music? Brainstorm a list of responses with…
Find Rebecca’s Home Town The Bus Driver now takes us on a journey from the Lucas Theatre for the Arts to Pooler, Georgia, to meet our next singer, Rebecca. Have students turn to SG24 and help them do the following: Locate the Lucas Theatre for the Arts in Savannah. Locate Rebecca in Pooler, Georgia. Complete…
Aim: What makes a healthy classical singing style? Summary: Students learn to sing in a legato style on “O Sole Mio.” Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide Time Required: 30 minutes (one 20-minute activity, one 10-minute activity) Standards: US 1, 2, 3.1, 3.2, 4.1, 4.2, 4.3, 6, 7.2, 9, 10,…
Aim: How do opera singers express emotion through dramatic storytelling? Summary: Students will learn about opera and create dramatic gestures using Mozart’s “Come Scoglio.” Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide Time Required: 30 minutes (two 15-minute activities) Standards: US 1, 2, 3.2, 4.2, 4.3; GA 1, 2, 3, 4, 6,…
Find Eric’s Home Town The Bus Driver will now takes us on a journey from Pooler to Tybee Island to meet our next singer, Eric. Use page SG28 and help the students do the following: Locate Rebecca in Pooler. Locate Eric in Tybee Island. Complete the activity. PDF Downloads SG28 ↓ Download File
Aim: How can we explore expression and emotion through “Little Red Rooster”? Summary: Students explore how expression conveys emotions and influences the feeling of a song. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide, chart paper, marker Standards: US 1,2, 3.2, 4.1, 4.2, 4.3, 6, 7.1, 8, 9, 10; GA 1, 2,…
Aim: How can we explore different interpretations of “Just a Dream” through movement? Summary: Students create movements to the verse of “Just a Dream” to express different interpretations of the song. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide, chart paper, marker Standards: US 1, 2, 3.1, 3.2, 4.1, 4.2, 4.3, 6,…
Find Huxsie’s Home Town The Bus Driver will now take us on a journey from Tybee Island to Savannah to meet our last singer for the year, Huxsie. Have students turn to SG32 and help them do the following: Locate Eric in Tybee Island. Locate Huxsie in Savannah. Complete the activity. PDF Downloads SG32 ↓…
Aim: What musical opposites can we find in “This Train Is Bound for Glory”? Summary: Students meet the artist, explore the meaning of the song, and learn musical opposites of dynamics (loud/soft) and tempo (fast/slow). Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide Time required: 30 minutes (three 10-minute activities) Standards: US…
Aim: What is the hidden meaning in “Follow the Drinking Gourd”? Summary: Students explore the hidden meaning of “Follow the Drinking Gourd” and create secret directions for finding their own school. Materials: Musical Explorers CD or online audio, Musical Explorers Student Guide Time required: 30 minutes (two 15-minute activities) Standards: US 1, 2, 3.1, 4.1,…
Musical Explorers Streaming Audio Files For more live music performances, check out Savannah Music Festival LIVE Radio! Jazz: Cecile McLorin Salvant Wycliffe Gordon and Marcus Printup Jazz at Lincoln Center Orchestra The Small Band Music of Duke Ellington Blues and Gospel: The Campbell Brothers Bluegrass: Steep Canyon Rangers Della Mae IIIrd Tyme Out Classical…
The Second Concert Review the diverse artists that students have encountered so far this semester. Rebecca (Opera) Eric (Blues) Huxsie (African American Gospel and Spirituals) Look at SG37 and have students find the artists and genres represented on the map. What do you remember about the artists and their music? Brainstorm a list of responses…
Introduction SG1 ↓ Download File SG2 ↓ Download File SG3 ↓ Download File SG4 ↓ Download File Unit 1: Ring Shout with Brenton and Freddie SG5 ↓ Download File SG6 ↓ Download File SG7 ↓ Download File SG8 ↓ Download File SG9 ↓ Download File SG10 ↓ Download File Unit 2: Bluegrass with Jimmy SG11…
Common Core Capacities Through hands-on classroom activities and two culminating interactive performances, Musical Explorers helps to address Common Core Capacities for College and Career Readiness, empowering students through learning activities in which they: demonstrate independence gain confidence through self-expression build strong content knowledge respond to the varying demands of audience, task, purpose, and discipline comprehend,…
alto: a female singer with a low range ancestor: a person who is related to someone, but lived in the distant or very distant past aria: a song sung in an opera, usually by one person baritone: a male singer with a medium range basers: in the ring shout, the group who sings a response…
“Musical Explorers Song,” by Daniel Eliot Levy. © 2007 Daniel Levy and ASCAP. Performed by Shanna Lesniak-Whitney and Shane Schag. “Kneebone Bend,” traditional American song, performed by McIntosh County Shouters from ‘Slave Shout Songs from the Coast of Georgia,’ Smithsonian Folkways FW04344/FE 4344, provided courtesy of Smithsonian Folkways Recordings. © 1984. Used by permission. “Move…
Welcome to Musical Explorers! This curriculum is designed to connect students in grades K–2 to the diverse musical community of the Georgia and South Carolina Lowcountry as they develop listening, singing, and composing skills. The 2015-16 curriculum features artists who live in the Lowcountry and throughout the Southeast. 2015-16 also features Yacouba Sissoko, a Carnegie…
With your guidance, Musical Explorers develop habits of active and engaged listening through a process that includes using recurring prompts, follow-up questions, modeling, and short, repeated listening. Prompts: As students encounter new songs throughout the curriculum, ask them questions about the music. We have included some scripted suggestions, which appear in italics. These prompts are…
Aim: What can Musical Explorers do? Summary: Students identify themselves as explorers of the Lowcountry’s music. Materials: Musical Explorers CD or online audio Time Required: 40 minutes (two 20-minute activities) Standards: GA: MK-2GM.1, MK-2GM.4, MK-2GM.6, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.4, MGK-2.5, MGK-2.6 Vocabulary: explorer, opposite Introduce the “Musical Explorers Song” Introduce Melody on…
Aim: What happens in our bodies when we breathe, hum, and sing? Summary: Students explore their singing and talking voices. The exercises learned may be done as a warm-up. It may take some time for students to know and feel that their singing and talking voices are very different from each other. Materials: Musical Explorers…
Find Laiken’s Hometown Melody will take us on a journey to Hilton Head Island, South Carolina to meet our first singer, Laiken. Use page SG5 and help the students do the following: Locate your hometown. Locate Laiken on the map in Hilton Head Island, South Carolina. Complete the activity. PDF Downloads SG5 ↓ Download File
Aim: How can we explore steady beat and rhythm with “I Got You (I Feel Good)?” Summary: Students learn to sing and move along to “I Got You (I Feel Good)” while building vocabulary to describe musical opposites and differences. Materials: Musical Explorers CD or online audio, Rhythm Sticks (optional) Time Required: 40 minutes (four 10-minute…
Aim: How can we explore backbeat by moving to “I Heard It Through the Grapevine?” Summary: Students learn to sing and move along to “I Heard It Through the Grapevine” while building vocabulary to describe musical opposites and differences. Materials: Music Explorers CD or online audio Time Required: 30 minutes (three 10-minute activities) Standards: GA:…
Find Megan, Drew, and Kelli’s Hometown Melody now takes us on a journey from Hilton Head, South Carolina all the way to Lafayette, Louisiana to meet our next singers, Megan, Drew, and Kelli. Using SG11, help students do the following: Locate Laiken in Hilton Head Island, South Carolina. Locate Megan, Drew, and Kelli in Lafayette,…
Aim: How can we explore steady beat in duple meter with the song “Two Step des Yeux Bleus?” Summary: Students learn to sing and dance in duple meter along to “Two Step des Yeux Bleus” while building vocabulary to describe Cajun music. Materials: Musical Explorers CD or online audio, scissors, markers or crayons Time Required:…
Aim: How can we explore steady beat in triple meter with Cajun music? Summary: Students learn to sing and dance in triple meter along to “Bonsoir Moreau” while building vocabulary to describe Cajun music. Materials: Musical Explorers CD or online audio Time Required: 30 minutes (three 10-minute activities) Standards: GA MK-2GM.1, MK-2GM.4, MK-2GM.6, MK-2GM.7, MK-2GM.8,…
Find J.J.’s Hometown Melody will take us on a journey from Lafayette, Louisiana to Port Wentworth, Georgia to meet our next singer, J.J. Use page SG16 and help the students do the following: Locate Megan, Drew, and Kelli in Lafayette, Louisiana. Locate J.J. on the map in Port Wentworth, Georgia. Complete the activity. PDF…
Aim: How can we explore a musical scale while learning about musical theatre? Summary: Students learn to sing expressively to “Do-Re-Mi” while understanding the genre of musical theatre. Materials: Musical Explorers CD or online audio, scissors Time Required: 30 minutes (three 10-minute activities) Standards: GA: MK-2GM.1, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.3, MGK-2.4, MGK-2.5,…
Aim: How can we explore our emotions through musical expression? Summary: Students learn to sing “Somewhere” expressively while understanding how music can convey their feelings. Materials: Musical Explorers CD or online audio, scissors, markers or crayons, popsicle sticks (optional) Time Required: 30 minutes (three 10-minute activities) Standards: GA: MK-2GM.1, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC:MGK-2.1,…
The First Concert Review the diverse artists the students have encountered so far. Laiken (Soul Music) Megan, Drew, and Kelli (Cajun Music) J.J. (Musical Theatre) Look at SG22 and have students identify the artists and genres represented on the map. What do you remember about the artists and their music? Brainstorm a list of responses…
Find all the tracks featured on the audio CD that is included with the teacher guide to stream online
Warm-Up Rhyme with Melody from Savannah Music Festival on Vimeo. Apple Tree Warm-Up with Melody from Savannah Music Festival on Vimeo. Yawning Kittens Warm-Up with Melody from Savannah Music Festival on Vimeo.
Browse and download the entire index of student guide pages from the 2015-16 Musical Explorers Teacher Guide or download all 43 Student Guide pages in one file. Introduction SG1 Welcome to our Musical Trip! ↓ Download File SG2 Musical Explorers Song ↓ Download File SG3 Musical Explorers Song Sign Language ↓ Download File SG4 Vibrations…
adagio: a slow tempo allegro: a fast tempo backbeat: a rhythmic pattern where beats two and four are emphasized bodhrán: an Irish frame drum call and response: a common way to learn music in which one person sings part of the song (call), and another person repeats it (response) Cajun: a culture deriving from the…
Common Core Capacities Through hands-on classroom activities and two culminating interactive performances, Musical Explorers helps to address Common Core Capacities for College and Career Readiness, empowering students through learning activities in which they: demonstrate independence gain confidence through self-expression build strong content knowledge respond to the varying demands of audience, task, purpose, and discipline comprehend,…
Recordings “Musical Explorers Song,” by Daniel Eliot Levy. © 2007 Daniel Levy and ASCAP. Performed by Shanna Lesniak-Whitney and Shane Schag. “I Got You (I Feel Good),” by James Brown. Performed by Laiken Williams, Eric Jones, Linus Enokssen and Robert Saunders. © 1965 Fort Knox Music., Inc. All rights reserved. “I Heard It Through the…
Project Overview: In this project, students will work together to create a large scale collage mural of a grapevine. The Grapevine Collaborative Mural Project gives students the opportunity to draw connections between the patterns that they can hear in music and the patterns that they can see with their eyes. This project also allows students…
Project Overview: In this project, your students will each paint a picture of a fais do-do, or a big party, at which Cajun songs are performed and people dance the two-step. Students will have opportunity to visually express their knowledge of meter and understanding of strong and weak beats. Vocabulary from the Musical Word Wall:…
Project Overview: In this project, students will create an accordion book/wall chart that features the solfège symbols and syllables featured in the musical scale and the song “Do-Re-Mi” from the musical The Sound of Music. The book/wall chart will give students a visual aid for understanding the concept of pitch. Students will illustrate each solfège…
Project Overview: This project gives students tools to explore concepts of solo, duet, melody and harmony. In addition to understand these musical concepts, students will have an opportunity to think about the way they interact with their peers and family— sometimes we get to be part of a harmonious duet, and sometimes we hold down…
Find Shannon’s Home Town Melody now takes us on a journey from the Trustees Theater to Brevard, North Carolina to meet our next singer, Shannon. Using SG26, help students do the following: Locate Trustees Theater in Savannah, Georgia. Locate Shannon in Brevard, North Carolina. Complete the activity. PDF Downloads SG26 ↓ Download File
Aim: How do we sing solo or in a duet? Summary: Students deepen their understanding of solo and duet while learning to sing “You Are My Sunshine.” Materials: Musical Explorers CD or online audio, scissors, markers or crayons Time Required: 30 minutes (three 10-minute activities) Standards: GA: MK-2GM.1, MK-2GM.6, MK-2GM.7, MK-2GM.6, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.4,…
Aim: How can we learn about form and patterns with “Walkin’ After Midnight?” Summary: Students deepen their understanding of form and pattern while exploring “Walkin’ After Midnight.” Materials: Musical Explorers CD or online audio Time Required: 40 minutes (four 10-minute activities) Standards: GA: MK-2GM.1, MK-2GM.3, MK-2GM.6, MK-2GM.7, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.2, MGK-2.3, MGK-2.5, MGK-2.6…
Find Harry’s Hometown Melody will now take us on a journey from Brevard, North Carolina to Savannah, Georgia to meet our next singer, Harry. Use SG30 and help students do the following: Locate Shannon in Brevard, North Carolina. Locate Harry in Savannah, Georgia. Complete the activity. PDF Downloads SG30 ↓ Download File
Aim: How can we explore fast and slow tempos in “O’ro the Rattlin’ Bog?” Summary: Students learn to sing and move along to “O’ro the Rattlin’ Bog” while building vocabulary to describe musical opposites. Materials: Musical Explorers CD or online audio, markers or crayons Time required: 40 minutes (four 10-minute activities) Standards: MK-2GM.1, MK-2GM.6, MK-2GM.7,…
Aim: How can we explore musical and emotional opposites in “Goodbye to Jenny?” Summary: Students learn “Goodbye to Jenny” by exploring musical and emotional opposites. Materials: Musical Explorers CD or online audio, chart paper, markers Time Required: 30 minutes (three 10-minute activities) Standards: GA: MK-2GM.1, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.4, MGK-2.5, MGK-2.6…
Find Yacouba’s Hometown Melody now takes us on a journey through New York City, New York to meet our next singer, Yacouba. Using SG36, help students do the following: Find Melody on the New York City Subway. Find Yacouba in Manhattan, a borough of New York City. Complete the activity. PDF Downloads SG36 ↓ Download…
Aim: What musical patterns can we hear on the kora in “Kele faba?” Summary: Students listen for musical patterns on the kora and sing along to the chorus of “Kele faba.” Materials: Musical Explorers CD or online audio, markers or crayons Time Required: 30 minutes (three 10-minute activities) Standards: GA: MK-2GM.1, MK-2GM.3, MK-2GM.6, MK-2GM.7, MK-2GM.9…
Aim: Where can we find patterns in the lyrics and movement of “Wawanko?” Summary: Students learn the lyrics and movements for “Wawanko.” Materials: Musical Explorers CD or online audio Time Required: 20 minutes (two 10-minute activities) Standards: GGA: MK-2GM.1, MK-2GM.3, MK-2GM.4, MK-2GM.6, MK-2GM.7, MK-2GM.9 SC: MGK-2.1, MGK-2.2, MGK-2.3, MGK-2.5, MGK-2.6 Vocabulary: call and response, fable…
The Second Concert Review the diverse artists the students have encountered so far. Shannon (Country Music) Harry (Irish Music) Yacouba (Music of Mali) Look at SG40 and have students identify the artists and genres represented. What do you remember about the artists and their music? Brainstorm a list of responses with the students. Listen to…
Project Overview: In this project, students create a 3-dimensional free-standing paper sculpture of the scene described through the many verses of the traditional Irish song O’ro the Rattlin’ Bog. The song, as well as this project, brings students the message that nothing is as simple as it seems at first glance… especially if you are…
Project Overview: In this project, students will reflect on the meaning of “Kele Faba” and “Wawanko” and write poems or songs about peace and friendship. Each student will create a book with a picture of a kora on the front. The book will feature their poems and illustrations, as a way to share their words…
Welcome to Musical Explorers! This curriculum is designed to connect students in grades K–2 to the diverse musical community of the Georgia and South Carolina Lowcountry as they develop listening, singing, and composing skills. The 2016-17 curriculum features artists who live in the Lowcountry and throughout the Southeast. 2016-17 also features Falu Shah, a Carnegie…
With your guidance, Musical Explorers develop habits of active and engaged listening through a process that includes using recurring prompts, follow-up questions, modeling, and short, repeated listening. Prompts: As students encounter new songs throughout the curriculum, ask them questions about the music. We have included some scripted suggestions, which appear in italics. These prompts are…
Aim: What can Musical Explorers do? Summary: Students identify themselves as explorers of the Lowcountry’s music. Materials: Musical Explorers CD or online audio Time Required: 40 minutes (two 20-minute activities) Standards: GA: MK-2GM.1, MK-2GM.4, MK-2GM.6, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.4, MGK-2.5, MGK-2.6 Vocabulary: explorer, opposite Introduce the “Musical Explorers Song” Introduce Melody on SG1. Where is our school on this map?…
Aim: What happens in our bodies when we breathe, hum, and sing? Summary: Students explore their singing and talking voices. The exercises learned may be done as a warm-up. It may take some time for students to know and feel that their singing and talking voices are very different from each other. Materials: Musical Explorers…
Find Mike’s Hometown Melody now takes us on a journey to Thunderbolt to meet our first musician, Mike. Use page SG5 and help the students do the following: Locate Savannah Music Festival in Savannah, Georgia. Locate Mike on the map in Thunderbolt, Georgia. Complete the activity. PDF Downloads SG5 ↓ Download File
Aim: How can we explore steady beat and marching with “Stars and Stripes Forever”? Summary: Students learn to sing and move along to “Stars and Stripes Forever” while building vocabulary to describe the American brass band. Materials: Musical Explorers CD or online audio, scissors, glue, popsicle sticks, markers or crayons Time Required: 40 minutes (four…
Aim: How can we explore the instruments in the brass family while listening to the steady beat in music? Summary: Students learn the instruments in the brass family. Students learn to gallop to “Hoe-Down” while building vocabulary to describe American brass band music. Materials: Musical Explorers CD or online audio Time Required: 40 minutes (four…
Find Kaia’s Hometown Melody now takes us on a journey from Thunderbolt, Georgia all the way to Elkins, West Virginia to meet our next singer, Kaia. Using SG9, help students do the following: Locate Mike in Thunderbolt, Georgia. Locate Kaia in Elkins, West Virginia. Complete the activity. PDF Downloads SG9 ↓ Download File
Aim: How can we learn to sing “Camp a Little While in the Wilderness” through call and response? Summary: Students will learn to sing “Camp a Little While in the Wilderness” while learning about the style of Old Time music. Materials: Musical Explorers CD or online audio, markers or crayons Time Required: 30 minutes (three…
Aim: How can we understand how music tells a story through the old-time song “John Henry?” Summary: Students learn and sing expressively to “John Henry” while understanding how music can be used to tell a story. Materials: Musical Explorers CD or online audio, pencils Time Required: 30 minutes (three 10-minute activities) Standards: GA: MK-2GM.1, MK-2GM.6,…
Find Jeffery’s Hometown Melody will take us on a journey from Elkins, West Virginia to Opelousas, Louisiana to meet our next singer, Jeffery. Use SG14 and help students do the following: : Locate Kaia in Elkins, West Virginia. Locate Jeffery in Opelousas, Louisiana. Complete the activity. PDF Downloads SG14 ↓ Download File
Aim: How can we explore tempo with the song “Hard to Stop?” Summary: Students learn to sing and move along to “Hard to Stop” while building vocabulary to describe musical opposites. Materials: Musical Explorers CD or online audio, markers or crayons Time Required: 40 minutes (four 10 minute activities) Standards: GA:MK-2GM.1, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9,…
Aim: How can we explore rhythmic patterns with the song “Allons a Lafayette?” Summary: Students learn to sing and move along to “Allons a Lafayette” while building vocabulary to describe rhythmic patterns. Materials: Musical Explorers CD or online audio, markers or crayons, yarn, scissors, cardstock, hole puncher Time Required: 40 minutes (two 10-minute activities and…
The First Concert Review the diverse artists the students have encountered so far. Mike (Brass Quintet Music) Kaia (Old-Time Music) Jeffery (Zydeco Music) Look at SG20 and have students identify the artists and genres represented on the map. What do you remember about the artists and their music? Brainstorm a list of responses with the…
Browse and download the entire index of student guide pages from the 2015-16 Musical Explorers Teacher Guide or download all 45 Student Guide pages in one file. Introduction SG1 Welcome to our Musical Trip! ↓ Download File SG2 Musical Explorers Song ↓ Download File SG3 Musical Explorers Song Sign Language ↓ Download File SG4 Vibrations…
accordion: a box-shaped instrument with a keyboard and bellows Art Songs: traditional Western European classical music performed by one singer and one pianist ballad: a story set to music banjo: a stringed instrument whose strings are plucked; common in American folk and bluegrass music brass family: instruments that are made of metal and played by…
Find Falu’s Neighborhood Melody now takes us on a journey through New York City to meet our next musician, Falu. Use SG24 and help students do the following: Find the John F. Kennedy International Airport in New York City. Hop on the New York City Subway with Melody and locate Falu in Little India, New York…
Aim: How can we recognize ornamented melodies in Music of India? Summary: Students learn to sing “Rabba” while exploring melodic patterns and ornamentation. Materials: Musical Explorers CD or online audio, markers or crayons, chart paper, scissors Time Required: 30 minutes (three 10-minute activities) Standards: GA: MK-2GM.1, MK-2GM.6, MK-2GM.7, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.2, MGK-2.3 Vocabulary:…
Aim: How can we use note patterns to explore Music of India? Summary: Students explore the Indian five-note scale and learn to sing “Eastbound.” Materials: Musical Explorers CD or online audio Time Required: 40 minutes (four 10-minute acitivities) Standards: GA:MK-2GM.1, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.2, MGK-2.3 Vocabulary: scale, solfège, sargam Sing “Eastbound”…
Find Heidi’s Hometown Melody has returned from her trip to New York City and now takes us on a journey to Beaufort, South Carolina to meet our next musician, Heidi. Using SG33, help students do the following: Locate Melody at the Savannah/Hilton Head International Airport. Locate Heidi in Beaufort, South Carolina. Complete the activity. …
Aim: How can we learn to sing “Heidenröslein” with a healthy singing style? Summary: Students will learn to sing “Heidenröslein” while learning about German Art Songs. Materials: Musical Explorers CD or online audio, markers or crayons Time Required: 30 minutes (three 10-minute activities) Standards: GA: MGMK-2.1, MGMK-2.6, MGMK-2.7, MGMK-2.8, MGMK-2.9 SC: MGK-2.1, MGK-2.4, MGK-2.5, MGK-2.6…
Aim: How can we recognize different emotions while listening to “Das Veilchen?” Summary: Students explore “Das Veilchen” while exploring emotions and mood through lyrics and music. Materials: Musical Explorers CD or online audio, pencils, crayons or markers Time Required: 30 minutes (three 10-minute activities) Standards: GA: MGMK-2.1, MGMK-2.6, MGMK-2.8, MGMK-2.9 SC: MGK-2.1, MGK-2.4, MGK-2.5, MGK-2.6…
Welcome to Musical Explorers! This curriculum is designed to connect students in grades K–2 to the diverse musical community of the Georgia and South Carolina Lowcounty as they develop listening, singing, and composing skills. Each semester culminates in an interactive concert featuring musicians from a wide variety of musical styles and from different cities and…
Presenting and Discussing Music in Your Classroom: With your guidance, Musical Explorers develop habits of active and engaged listening through a process that includes using recurring prompts, follow-up questions, modeling, and short, repeated listenings. Prompts: As students encounter new songs throughout the curriculum, ask them questions about the music. We have included some scripted suggestions,…
Aim: What can Musical Explorers do? Summary: Students identify themselves as explorers of the Lowcountry’s music. Materials: Musical Explorers CD or online audio Standards: GA: MK-2GM.1, MK-2GM.6, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.4, MGK-2.5, MGK-2.6 Vocabulary: explorer, community Introduce the “Musical Explorers Song” Introduce Melody on SG1. Where is our school on this map?…
Aim: What happens in our bodies when we breathe, hum, and sing? Summary: Students explore their singing and talking voices. The exercises learned may be done as a warm-up. It may take some time for students to know and feel that their singing and talking voices are very different from each other. Materials: Musical Explorers…
Find Carletha and Brenton’s Hometown Let’s hop on the bus with Melody to begin our journey to Darien, Georgia to meet our first musicians, Carletha and Brenton. Use SG8 and help students do the following: Locate Savannah Music Festival on the map in Savannah, Georgia. Locate Carletha and Brenton’s hometown in Darien, Georgia. Complete the…
Aim: How can we explore call and response while learning “Kneebone Bend”? Summary: Students learn the song “Kneebone Bend,” exploring call and response song form through singing, hand gestures, and movement. Materials: Musical Explorers CD or online audio Standards: GA: MK-2GM.1, MK-2GM.2, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9 SC: MGK-2.1, MGK-2.4, MGK-2.5 Vocabulary: ancestor, Gullah Geechee, ring…
Aim: How can we explore a steady beat and rhythmic patterns through the song “Move Daniel?” Summary: Students learn the song “Move Daniel,” exploring the rhythmic pattern played by the stickman. Materials: Musical Explorers CD or online audio, chart paper with rhythmic pattern symbols, paper towel rolls, markers and/or crayons Standards: GA: MK-2GM.2, MK-2GM.3, MK-2GM.4,…
Find Rebecca’s Hometown Melody now takes us on a journey to Pooler, Georgia, to meet our next musician, Rebecca. Use page SG14 and help students do the following: Locate Carletha and Brenton’s hometown in Darien, Georgia. Locate Rebecca in Pooler, Georgia. Complete the activity. PDF Downloads SG14 ↓ Download File Go to LESSON 1: LEARNING…
Aim: What makes a healthy classical singing style? Summary: Students learn to sing in a legato style on “Casta Diva” Materials: Musical Explorers CD or online audio Standards: GA: MK-2GM.1, MK-2GM.2, MK-2GM.3, MK-2GM.6, MK-2GM.7, MK-2GM.8 SC: MGK-2.1, MGK-2.2, MGK-2.3, MGK-2.4, MGK-2.5, MGK-2.6 Vocabulary: opera, aria, melody, legato, staccato, bel canto Meet Rebecca Meet Rebecca…
Aim: How do opera singers express emotion with their voices and bodies? Summary: Students explore the ways opera singers express emotion through dramatic musical storytelling, vocal effects, and dramatic gesture. Materials: Musical Explorers CD or online audio Standards: GA: MK-2GM.1, MK-2GM.2, MK-2GM.3, MK-2GM.4, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.3, MGK-2.4, MGK-2.5, MGK-2.6 Vocabulary: ornamentation,…
Find Eric’s Hometown Melody now takes us on a journey from Pooler to Tybee Island, Georgia to meet our next musician, Eric. Using SG17, help students do the following: Locate Rebecca in Pooler, Georgia. Locate Eric in Tybee Island, Georgia. Complete the activity. PDF Downloads SG17 ↓ Download File Go to LESSON 1: LEARNING…
Aim: How can we explore expression and emotion through “Little Red Rooster?” Summary: Students explore how expression conveys emotions and influences the feeling of a song. Materials: Musical Explorers CD or online audio, chart paper, marker Standards: GA: MK-2GM.1, MK-2GM.2, MK-2GM.4, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9 SC: MGK-2.1, MGK-2.2, MGK-2.4, MGK-2.5, MGK-2.6 Vocabulary: lyrics, blues,…
Aim: How can we explore different interpretations of “Just a Dream” through movement? Summary: Students create movements to the verse of “Just a Dream” to express different interpretations of the song. Materials: Musical Explorers CD or online audio, chart paper, marker Standards: GA: MK-2GM.1, MK-2GM.2, MK-2GM.4, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.4, MGK-2.5,…
Let’s Go To The Savannah Music Festival! Review the artists and music that the students encountered during the fall semester. Look at SG21 and have students find the artists and genres represented on the map. What do you remember about the artists and their music? Listen to a brief excerpt by each of the artists…
