This 9-week, 18-lesson music course Spring into a Musical Adventure is organized into 2 sections: Sounds Around Us and Instrument Families of the Orchestra. In Sounds Around Us, the first section of 3 lessons, students will explore the many different sounds in their homes and neighborhoods and apply musical concepts (tempo, pitch, dynamics, rhythm, and beat) to these sounds.
Each class lesson begins with an introductory video where I share the topic of the day and what we will do. 
In lesson 1, I will play a recording of a variety of sounds, and students will match its sound to its picture in the course workbook, Unit 1 The Orchestra. Workbook Unit 1 contains all the activity pages for each lesson. After listening, students will match the musical concepts listed in the workbook to each picture. Student volunteers share their matches in a class discussion. Through a series of questions, students will determine other elements: Is it a nature sound, a machine, an animal, or a human voice? Next they move to high and low sounds following musical cues. In identifying the origin of a sound, students will also draw their responses. The class ends with a Check for Understanding format where I pose several questions about the musical concepts explored. These activities help to develop active listening skills with a critical thinking component.
In lesson 2, students move to dynamics, pitch, and tempo while listening to recordings I play. They delve into matching paired music elements listed in their workbook with paired musical selections they hear, and view 2 short animated videos on what is sound.
Lesson 3 introduces a changing beat/meter by having students pass a ball, only on the first beat. To experiment with pitch, students use different sizes and thicknesses of rubber bands to create their own string instrument. The lesson ends with students compiling a Music Vocabulary Dictionary from music terms used in class. Music terms and their definitions will be added throughout the course.
 
The Instrument Families of the Orchestra, comprising 15 lessons, begins with the Strings. Lesson 1 String Instruments opens with a video of banjo player Kermit the Frog challenging another banjo player. The students (the judges) decide the winner. Again, students match the sound of a variety of string instruments to its picture in the workbook. Following a class discussion on how string instruments are played, students determine whether an instrument they hear is a string or something else. They will trace and draw a new musical term, the treble clef, located in their workbook. In Check for Understanding, students will view a video of bluegrass (country) musicians and write or verbally answer several questions about the music.  
Lesson 2 focuses on the string instruments in the orchestra. A video of 3 elementary students playing strings opens class with Taylor Swift's Shake It Off. After listening, students view a picture page identifying the instruments and answer teacher-generated questions in a class discussion. Students locate the strings on a map of the orchestra in their workbook and mark each instrument's location as its sound is played from a recording. 
In lesson 3 students volunteer to read aloud the strings study sheet in their workbook and answer the written questions in a class discussion. Next, students mark in their workbook instruments they hear according to how they are played. Students trace and draw a new musical term, the bass clef, and add several music terms to their dictionary. 
In the Woodwind Family of 3 lessons, students identify by sight and sound these instruments and mark them on the map. The class is introduced to the musical story Peter and the Wolf, and students move to tones in a melody to determine steps or leaps.
In the Brass Family of 3 lessons, students mark these instruments on the map, explore the functions of the instruments, judge a trumpet contest, are introduced to jazz and its origin, and view a story of an orchestra concert.
In the Percussion Family, 2 lessons, students create their own percussion instrument, participate in a percussion story, mark the instruments on the map, experiment with a kitchen band, and become familiar with instruments of other cultures.
In the classical piece Carnival of Animals, 4 lessons, students analyze several selections determining texture, tempo, mood, and movement. They create and illustrate their own book based on the music.

I teach by modeling listening and moving behaviors to demonstrate each activity. I pose specific questions to stir students' imagination and to encourage connections to other subject matter and previous knowledge. I welcome student interaction in discussion and participation in each activity, and strive to maintain a safe environment for each student to feel comfortable and relaxed. Sharing ideas, reading aloud, and sharing art work are strictly voluntary. I believe music should be experienced; therefore, no grades will be issued.

Learners can expect to engage with each of the musical elements (tempo, pitch, rhythm, dynamics, and beat) through movement, creative expression, and cognitive thinking in every lesson. Viewing instructional videos reinforces the musical concepts presented. Learners can expect to hear different musical styles such as pop, country, classical, and jazz while becoming familiar with the instruments of the orchestra and in other cultures. May we embark on an exciting musical adventure together! 

Detailed breakdown of each lesson:
Week 1: Set 1, Sounds Around Us, Lesson 1, The Sounds We Hear
1. I begin with an introduction to the course, the topic of the day, and explain what to expect.
2. Students will match each picture in their workbook on pg. 3 with a recording of its corresponding sound. Listening a 2nd time, students verbally match words listed on the page that describe the sound.
3. Students identify 4 voice selections (speaking, singing, etc.) verbally.
4. Next, students verbally identify 4 recorded sounds as either produced by a machine or by nature.
5. Students create a sound using their own body (voice, feet stomping, fingers snapping) following the teacher's cues. What sound could it be? 
6. Students draw a picture of the next sound they hear in their workbook on pg. 4.  
7. Next, students view a you tube video on whales and their communication in their natural habitat.
8. Students close their eyes for 15 seconds and listen to the sounds around them. Then they write a short list of words describing those sounds in their workbook on pg. 4. Volunteers share their responses.
9. Check for Understanding: Students draw in their workbook on pg. 5 (or verbally describe) 3 sounds heard in a kitchen...3 sounds when they wake up in the morning.

Lesson 2, Surprises!
1. A introductory video plays explaining the topic of the day and what to expect.
2. Students move to demonstrate pitch (high and low) of each sound pictured on the screen. Then they move to demonstrate the pitch to 4 sounds they hear from a recording.
3. Students move according to the cues to 6 different sounds, adding a 3rd pitch-medium.  
4. Next, students listen to a series of sounds focused on dynamics (soft and loud) and answer the questions verbally.
5. Students play a game: while listening to a classical excerpt of music, students move close to the floor when it is soft; jump when it is loud.
6. Students determine the tempo of 5 musical selections and mark it in their workbook on pg. 6.
7. Viewing the screen, students identify pictures as creating a long or short sound. Students demonstrate the sounds they hear as long or short by moving their hands.
8. Students view a picture on the screen and rap the rhythm of the words demonstrating longer or shorter.
9. Students view a you tube video on what is sound.
10. Check for Understanding: A. Students listen to animal sounds and determine which are higher or lower.
B. Students read the paired words in their workbook on pg. 7 and match the paired words to the paired musical selections they hear. 

Week 2: Lesson 3, Let's Play
1. An introductory video plays explaining the topic of the day and what to expect. 
2. Students listen to a recording and pat the beat as it changes meter from 2 to 3. Students listen a 2nd time and pass a ball to another person or from hand to hand on the first beat.
3. Listening to different song selection, students pass the ball on the first beat. 
4. Students determine the meter of 7 music excerpts by tapping the beat with their finger on their hand or table. Listening a 2nd time, students mark the meter in their workbook on pg. 9.
5. Students volunteer to read aloud in their workbook, pg. 11, Making a String Instrument. Next, they will view a you tube video of a 9 yr. old playing the banjo along with his 2 brothers on violin and guitar. 
6. Students experiment with the sound of different sizes of rubber bands and create their own string instrument with an empty tissue box using the rubber bands. 
7. Check for Understanding: Students view a 2nd time the video of the 9 yr. old and his brothers as they write in their workbook on pg. 10 the answers to 3 questions posted on the screen.

Instruments of the Orchestra, Set 2 The Strings, Lesson 1, String Instruments
1. Introductory video plays to explain the topic of the day and what to expect.
2. Students view a you tube video of Steve Martin and Kermit the Frog in a challenge playing banjos and declare the winner. A 2nd video follows with Steve Martin playing with others.
3. In their workbook, pg. 15, students match the picture with its recorded sound. Students listen a 2nd time, sharing their matches, as they hear the sound of each instrument.
4. In their workbook, pg. 16, students mark their responses to "What Do You Hear- Strings or Other" and voluntarily share their responses.
5. Students trace and draw the treble clef music sign in their workbook, pg. 17while listening to a string selection, Play Me Some Fiddle. The class discusses the difference between the violin and the fiddle and the functions of the treble clef. 
6. On pg. 18 in their workbook, students draw a music staff and 3 treble clefs on the staff. The teacher models the activity.
7. Check for Understanding: Students answer aloud 3 questions posed by the teacher. Then they view the Steve Martin video a 2nd time and answer 3 questions from the video.

Week 3: Lesson 2, The String Family in the Orchestra
1. Introductory video explains the topic of the day and what to expect.
2. Students view a video of a classical strings cover of Taylor Swift's Shake It Off by elementary students and write several music terms and their definitions in their workbook, pg. 12: pitch, dynamics, tempo, and meter.
3. Students examine 2 picture pages, Strings Family 1 and 2 and answer 4 questions aloud in a class discussion while listening to a recording of the string family.
4. Students volunteer to read aloud the text on the picture page The Sound of Strings as another classical strings selection plays quietly.
5. Students view 3 short video clips on String Instruments-Bowed.
6. On pg. 19 in their workbook, students will mark on the map of the orchestra each string instrument as its recording plays, including the harp.
7. Check for Understanding: In their workbook, pg. 22, Students write the name of each string instrument in the blank below.

Lesson 3, More Strings
1. Introductory video plays explaining the the topic of the day and what to expect.
2. Volunteers read the Strings Study Sheet and answer the questions at the bottom of page 23 in their workbook.
3. Students view an interactive website on the orchestra and explore the different families.
4. Next, on pg. 25 in their workbook, students discuss how each instrument is played and mark it with the appropriate color guided by the teacher while listening to its recorded sound.
5. Students trace and draw the Bass Clef on pg. 27 in their workbook and discuss its function. While drawing, students will listen to several string recordings and identify verbally the instruments playing.
6. Students continue to draw the staff and 3 Bass Clefs in their workbook, pg. 28
7. Students view an interactive you tube video , Leo and the Musical Families.
8. Check for Understanding: Students add the following music terms and their definitions to the Music Vocabulary Dictionary on pg. 12 in their workbook: notation, clef, treble, and bass.

Week 4: Set 3 Woodwinds, Lesson 1, Woodwinds in the Orchestra
1. Introductory video plays and explains the topic of the day and what to expect.
2. Two short videos play the sound of woodwinds as a family and each instrument separately.
3. With a pair of scissors and a straw, students create their own woodwind while viewing the video How Woodwind Instruments Make a Sound. 
4. Volunteers read the picture page The Sound of Woodwinds on the screen while a musical selection of the woodwinds along with maracas play in the background.
5. Students mark each woodwind on the orchestra map on pg. 19 in their workbook as they listen to the sounds from a recording.
6. Students compare and contrast the flute and piccolo as they view 2 pictures listening to their unique sounds. 
7. Volunteers read the the Woodwind study sheet on pg. 29 in their workbook and complete the Woodwind Word Search on pg. 31 while listening to a you tube video, Disney Music Collection, the World Wind Quintet.
8. Check for Understanding: Students write their answers to 3 questions on pg. 30 in their workbook.

Lesson 2, Peter and the Wolf
1. The introductory video plays explaining the topic of the day and what to expect.
2. From the story Peter and the Wolf, students examine pgs. 32 and 33 adjacent to each other in their workbook and identify the characters with their corresponding instruments at the bottom of the pages.
3. Students respond to questions by matching the recorded sounds to the appropriate pictures on each page using their finger.
4. Students listen to the story as the video plays Peter and the Wolf.
5. Check for Understanding: Students volunteer answers as they complete the assessment on pg. 34 in their workbook.

Week 5: Lesson 3, More Woodwinds-Saxophones and Recorders
1. The introductory video plays explaining the topic of the day and what to expect.
2. Students listen to the sounds of the sax, saxophone and the recorder from 2 short audio clips.
3. On the screen, students view a picture of 4 different types of saxophones; then complete the Mystery Word Search on pg. 35 in their workbook while viewing the you tube video Baker Street with Richi Jones playing the sax at 13 yrs. old. 
4. Students add the following words and definitions to their Music Vocabulary Dictionary on pg. 12 - solo, ensemble, medley, interval, and duet - while listening to a video of a group of 5th graders performing 2 jazz selections on the recorder.
5. Next, students view a video on a story about melody and how tones move.
6. On pg. 37 in their workbook, students mark whether tones move by stepping or leaping from 5 musical selections.
7. Check for Understanding: Students write their answers to 3 questions on pg. 38 in their workbook.

Set 4, Brass, Lesson 1 The Brass Family
1. The introductory video plays explaining the topic of the day and what to expect.  
2. Students view video of the first horn from an animal along with a teacher demonstration.
3. Class discusses the functions of various signals of the trumpet and then views a demonstration of these signals in 3 short video clips.
4. Volunteers read the picture page The Sound of Brass as students listen to the brass family play together.
5. Students view demonstration of playing each brass instrument in the video Arpeggio and the Brass Family. 
6. On pg. 19 in their workbook, students mark each brass instrument on the orchestra map as they listen to its sound.
7. Volunteers read the Brass study sheet on pg. 39 in their workbook as students complete the fact section at the bottom of the page.
8. Check for Understanding: Students write their answers to 3 questions on pg. 38 in their workbook.

Week 6: Lesson 2, On a Field Trip
1. The introductory video plays explaining the topic of the day and what to expect.
2. The students judge a battle of the bands from a you tube video and decide the winner based on a rubric, Performance Evaluation Criteria form on pg. 41 in their workbook.
3. Next, the students go on a virtual field trip to see an orchestra concert via the video, The Listener, except that the conductor is locked in his room.
4. On pgs. 42 and 43 in their workbook, students trace and print the names of each instrument and place an "X" on each instrument not pictured.
5. Check for Understanding: Students write their answers to 4 questions in their workbook on pg. 44.  

Lesson 3, Brass in Action
1. The introductory video plays explaining the topic of the day and what to expect.
2. Volunteers read the picture page - John Phillips Sousa - on the screen and listen to an audio clip of 3 main themes of The Stars and Stripes Forever, then the entire march.
3. While students listen, they add the following music terms and definitions in their workbook on pg. 12 and 13: stepping, leaping, genre, jazz, and improvise.
4. Students continue writing the terms and definitions as they view the Okinawa High School Band playing a Sousa march.
5. Next, students view the same band playing American swing jazz. 
6. Volunteers read The Jazz Scene on pg. 45 and write their answers to 4 questions on the article, on pg. 46 in their workbook.
7. Check for Understanding: Also on pg. 46, students write their responses to 4 questions on the lesson.

Week 7: Set 5, Percussion, Lesson 1, The Percussion
1. The introductory video plays and explains the topic of the day and what to expect, and students follow the teacher creating different beats using claps, finger snaps, and foot stomps. 
2. Students view a you tube video on a kitchen band.
3. Next, they create their own shaker percussion instrument while listening to a video Let the Sound Out.
4. Volunteers read the picture page on the screen and identify as many instruments as possible and how they are played.
5. On pg. 19 on the orchestra map in their workbook, students mark each percussion instrument as they hear its recorded sound.
6. Students view a large number of diverse percussion instruments, identifying as many as possible.
7. On pg. 47 in their workbook, students mark a variety of instruments they hear.
8. Students view a video of high schoolers performing a drumline.  
9. Check for Understanding: In their workbook on pg. 48, students write their responses to 3 questions. 

Lesson 2, A Percussion Story
1. The introductory video plays explaining the topic of the day and what to expect.
2. Volunteers read the Percussion Study Sheet on pg. 49 in their workbook and, on pg. 50, complete the Percussion Word Search and riddle while listening to a pianist play a boogie woogie jazz piece.
3. As students complete the activity, they view a video of a band's performance using kitchen brooms.
4. On pg. 51 in their workbook, students follow along as they hear a percussion story. Next volunteers read the story aloud, and then again with the recording, tapping the beat.
5. Students view the video How to Play the Shekere.
6. Check for Understanding: Students write their responses on pg. 52 in their workbook to 3 questions from the percussion story. Students review the completed orchestra map on pg. 19 and on pg. 20 write the names of each family as they hear its recording. 

Week 8: Set 6, Camille St. Saens Carnival of Animals, Lesson 1 The Orchestra, an Animal
1. The introductory video plays explaining the topic of the day and what to expect.
2. Students listen to a musical piece where the orchestra portrays the sound of an animal.
3. In a class discussion, students answer 4 questions aloud about the music. 
4. Students add a definition to their Music Vocabulary Dictionary in their workbook on pgs. 12-13: texture, light/ 
heavy. 
5. Students listen a 2nd time to the orchestral selection and volunteer to respond to several questions in a class discussion and identify the animal.
6. The class dramatizes the musical story and the actions of the animal as they listen a 3rd time; students view a video as another dramatizes the musical story.
7. Students add another definition to their dictionary on pgs. 12-13: ballet.
8. Next, students listen to the music Carnival of Animals as they create and decorate a cover page using a piece of construction or plain paper for their own illustrated book, Carnival of Animals, completed in the next 3 lessons.
9. Check for Understanding: Students respond to 3 questions aloud.

Lesson 2, The Book, Page 1
1. The introductory video plays explaining the topic of the day and what to expect.
2. An audio clip of the musical selection plays as students analyze the music and determine the actions of the animal the orchestra portrays by responding to 5 questions.
3. Students listen a 2nd time and dramatize the animal. 
4. Students listen a 3rd time and write 3 sentences on pg. 53 in their workbook that are shown on the screen identifying the animal, tempo, and texture.
5. Next, students illustrate their animal in its habitat in the blank space.
6. Two you tube videos on the Lion King, The Circle of Life, play as students complete their page.
7. Check for Understanding: Volunteers respond to aloud to 4 questions.

Week 9: Lesson 3, The Book, Page 2
1. The introductory video plays explaining the topic of the day and what to expect.
2. Students listen to a new audio clip and think the answers to 3 questions to analyze the music.
3. Students listen a 2nd time and dramatize the animal they think the orchestra is portraying. 
4. While listening a 3rd time, students write 3 sentences that are shown on the screen in their workbook on pg. 54.
5. Students illustrate the animal in its habitat in the space above.
6. In the next video students listen to John Lithgow read his book Carnival of the Animals as they finish their page.
7. Check for Understanding: Volunteers respond to 5 questions.

Final lesson of the course: Lesson 4, The Book, Page 3
1. The introductory video plays explaining the topic of the day and what to expect.
2. Students view a video of a children's ballet performance from a selection from the Carnival of Animals and respond to 2 questions aloud.
3. A new audio clip plays as students think the answers to 4 questions, analyzing the music.
4. Students listen a 2nd time and dramatize the animal they think the orchestra portrays. 
5. As students listen a 3rd time, they write the sentences shown on the screen in their workbook on pg. 55 and then illustrate the animal in its habitat in the blank space.
6. Students view the example of About the Author page on the screen and discuss its contents. On pg. 56 in their workbook, students write their own About the Author page regarding themselves.
7. Students decorate the inside cover for their book from lesson 1, The Orchestra, an Animal. Using an additional piece of construction or plain paper, they decorate a back cover for their book. Pages 53-56 are removed from the workbook and are stapled to the front and back cover.
8. Check for Understanding: Volunteers respond to 3 questions aloud as they complete their book.