This 2-week, 10 session music camp course, Summer Fun Music Camp, is organized into 3 sections: Sounds around Us, String Instruments, and the Orchestra. Students will explore the many different sounds in their homes and neighborhoods and apply musical concepts (tempo, rhythm, beat, pitch, and dynamics) to these sounds.
Each class begins with an introductory video where I share the topic of the day and what to expect. 
In the first section, Sounds Around Us, 3 lessons, students will match musical concepts listed in their workbook along with pictures to the sounds they hear from various recordings, and share these matches in a class discussion. They experiment with rhythm and sound by creating their own kitchen band. Through a series of questions and sounds they will identify the origin of a variety of sounds, move to musical cues, and draw their responses to sounds they hear. Students will experiment with meter, beat, by passing a ball on the first beat as the meter changes within the selection. Students experiment with pitch using different sizes and thicknesses of rubber bands to create their own string instrument. Each lesson ends with a Check for Understanding format where I pose several questions about the musical concepts explored. These activities develop active listening skills with a critical thinking component. 

In the next section, the String Instruments of 3 lessons, a variety of you tube videos show a demonstration of each instrument and how it is played, usually by elementary students and a puppet- Kermit the Frog. Students locate and mark each string instrument on the orchestra map in their workbook as they listen to its unique tone. They will trace and draw musical symbols such as the treble and bass clef, and complete a riddle based on the string instruments in their workbook.

In the 3rd section, The Orchestra, an Animal, students listen to several selections from the Carnival of Animals by Camille St. Saens and determine the animal the orchestra portrays. Students analyze each selection by identifying the tempo, texture, and musical movement; then they dramatize the actions of the animal. Students become an author by writing and illustrating their own book to selections from Carnival of Animals.  

I teach by modeling listening and moving behaviors  to demonstrate each activity. I pose specific questions to stir students' imaginations and to encourage connections to other subject matter and previous knowledge. I welcome student interaction and participation in each activity, and strive to maintain a safe environment for each student to feel comfortable. 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, beat, and dynamics) through movement, creative expression, and cognitive thinking in every lesson. Students will view instructional videos to reinforce musical concepts and present different musical styles such as pop, country, classical, and jazz while becoming familiar with the string family instruments of the orchestra.   

Detailed breakdown of each lesson:
Section 1: Sounds Around Us, Lesson 1, The Sounds We Hear
1. The introductory video plays while I explain the topic of the day and what to expect. 
2. Students will match each picture in their workbook on pg. 3 with its corresponding sound heard from a recording. Listening a 2nd time, students verbally match words on the page to describe the sound corresponding to the picture.
3. Students identify 4 voice selections verbally.
4. Next, students verbally identify 4 recorded sounds as produced by either a machine or in nature.
5. Students create their own sound using their body (voice, finger snapping, foot stomping) following the teacher's cues.
6. Students listen to the next sound and draw a picture of what they hear. Volunteers share their art work and ideas.
7. Students view a video on whales and their communication in their natural habitat.
8. Students close their eyes for 15 sec., listen to the sounds around them, and write a list of those words describing those sounds.
9. Check for Understanding: Students draw 3 sounds they would hear in the kitchen and when they wake up n the morning. Volunteers share.

Lesson 2, Surprises:
1. The introductory video plays explaining the topic of the day and what to expect.
2. Students move to demonstrate the pitch of 4 different sounds pictured on the screen.
3. Next, all move according to the cues of 6 different sounds, adding a 3rd pitch-medium.
4. Students listen to a series of sounds focused on dynamics (loud and soft) and answer questions verbally.
5. While listening to a classical excerpt, students move toward the floor when the music is soft and jump up 
when it is loud. 
6. Students determine the tempo of 5 musical selections and mark the tempo in their workbook on pg. 6.   
7. Students verbally identify pictures on the screen as long or short. Next, students move their hands to identify whether sounds they hear are long or short. 
8. Students view a picture on the screen and rap the rhythm of the words, demonstrating longer or shorter.
9. Students view the you tube video, What Is Sound?
10. Check for Understanding: Students read the paired words on pg. 7 in their workbook and then match the paired musical excerpts heard to the paired words listed.

Lesson 3, Let's Play
1. The 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 2-3. Students listen a 2nd time and pass a ball on the first beat to another person or hand to hand.
3. Students pass a ball on the first beat to a song and determine the meter.
4. Students tap their finger on their hand or table to 7 excerpts of music and mark the meter (beat) in their workbook, pg. 9.
5. Students volunteer to read aloud pg. 11 in their workbook. Then view a video of a 9 yr. old playing the banjo with his brothers on guitar and violin.
6. Students experiment with pitch by plucking several different rubber bands and create their own string instrument with an empty box and the rubber bands.
7. Check for Understanding: Students write their responses to 3 questions on the screen on pg. 10 in their workbook.

Section 2: The String Instruments, Lesson 1, String Instruments
1. Introductory video plays explaining the topic of the day and what to expect.
2. Students view a video of Steve Martin and Kermit the Frog in a banjo challenge and declare the winner. 
3. On pg. 15 in their workbook, students match the picture to its recorded sound. Students listen a 2nd time and share their matches.
4. On pg. 16 in their workbook, students mark their responses to What Do You Hear- Strings or Other and share their responses.
5. Students trace and draw the treble clef music sign in their workbook on pg. 17 while listening to a string selection. The class discusses the difference between a violin and fiddle.
6. On pg. 18 in their workbook, students draw a staff and 3 treble clefs on the staff while the teacher models thw activity.
7. Check for Understanding: Students answer aloud 3 questions posed by the teacher and 3 questions from the previous video.

Lesson 2, The String Family in the Orchestra
1. The introductory video plays explaining 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 while writing several music terms and their definitions in their workbook, pg. 12. 
3. Students listen to a recording of the strings family playing while they examine 2 picture pages on string instruments and answer 4 questions aloud in a class discussion.
4. Students volunteer to read the text on the screen while a classical strings selection plays quietlt.
5. Students view 3 short video clips on String Instruments-Bowed.
6. On pg. 19 in their workbook, students will mark on the orchestra map each string instrument as its recording plays, including the harp.
7. Check for Understanding: On pg. 22 in their workbook, students identify each string instrument pictured and write its name in the blank provided.

Lesson 3, More Strings
1. The introductory video plays explaining the topic of the day and what to expect,
2. Students read the strings study sheet on pg. 23 in their workbook and complete the riddle at the bottom of the page.
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 pictured instrument is played and mark the instrument as they hear its recorded sound.
5. Students trace and draw the bass clef on pg. 27 in their workbook.
6. On pg. 28 in their workbook, students draw the staff and 3 bass clefs on the staff while listening to several string selections and identifying the instruments plying.
7. Students view an interactive video, Leo and the Musical Families. 
8. Check for Understanding: students add 4 additional music terms and their definitions to their Music Vocabulary Dictionary on pg. 12 in their workbook.

Section 3: The Orchestra, an Animal, lesson 1 Camille St. Saens Carnival of Animals
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.