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Science of Sound, Jr.

from Cleveland Institute of Music

Program image

Students sing, move and splash their way to learning scientific concepts behind sounds in this highly interactive, hands-on program.

Program Rating

   based on 39 evaluation(s).


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About This Program

Cost

Point to Point: $180.00
By Request: $180.00



Length

45 minutes


Target Audience

Education: Grade(s) Kindergarten, 1, 2, 3

Minimum participants:

3

Maximum participants:

30


Primary Disciplines

Fine Arts, Performing Arts, Sciences, Problem Solving, Gifted & Talented


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)



Booking Information

This session is offered on demand.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Once arranged, distance learning offerings are very difficult and often impossible to re-schedule. The policy of the Cleveland Institute of Music (CIM) concerning distance learning scheduling and registration is as follows:

CIM does not allow the video or audio recording of our distance learning presentations.
Registration for distance learning programs must occur at least four weeks prior to the program date.
Upon confirmation of registration, payment of fees will be considered due, and distance learning clients will be invoiced for all applicable fees. Fees paid to CIM for distance learning programs are non-refundable, except in the case of school closings and other emergencies.
Requests for schedule changes made 10 or more days prior to the program date will be considered but not guaranteed.
Requests for schedule changes made less than 10 days prior to the program date will not be considered
Payments are due regardless of any schedule changes or cancellations.
Please note that all times are Eastern Standard Time.

About This Provider

Content Provider logo

 

Cleveland Institute of Music

Cleveland, OH
United States

The Cleveland Institute of Music is a leading international conservatory that is distinguished by an exceptional degree of collaboration between students and teachers. This same stimulating environment extends to the Institute's community education programs, which help people of all ages realize their full musical potential.

CIM offers many exciting distance learning programs for Pre-K through high school. These programs are informative, fun and highly interactive. In addition to a full array of programs and courses in music, CIM offers a series of interdisciplinary programs that address academic content standards in science, math, language arts, and history. These programs are designed to enliven and reinforce the academic core curriculum

Contact:
Contact Alisa Andrews about scheduling.
samm@norsoft.net
2167953150

Program Details

Format

1. Discussion: Common Sounds; Loud vs. Soft
2. Song: John Jacob Jingleheimer Schmidt (to demonstrate dynamics)
3. Seeing Sound: Waves in the water
4. Experiment: Duckies
5. Experiment: Tuning Forks
6. Game: Identifying high and low sounds
7. Song: Ebenezer Sneezer (to demonstrate pitch)
8. Live performance: Demonstration of how an instrument makes a sound

Objectives

Students will demonstrate their knowledge of soft and loud sounds.
Students will demonstrate their knowledge of high and low sounds.
Students will create and understand sound waves and how different things make sound.

Standards Alignment

National Standards

Core Arts Standards
Creating
Imagine
K MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic contour)

Evaluate and Refine
K MU:Cr3.1.Ka - With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.

Grade 1 MU:Cr3.1.1a With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.



Performing
Analyze
K MU:Pr4.2.Ka With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.

Grade 1 MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

Grade 2 MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

Grade 3 MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

Interpret
K MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.

Grade 1 MU:Pr4.3.1a Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).

Grade 2 MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Rehearse, Evaluate and Refine
K MU:Pr5.1.Ka With guidance, apply personal, teacher, and peer feedback to refine performances.

Grade 1 MU:Pr5.1.1a With limited guidance, apply personal, teacher, and peer feedback to refine performances.

Present
K MU:Pr6.1.Ka With guidance, perform music with expression.
MU:Pr6.1.Kb Perform appropriately for the audience.

Grade 1 MU:Pr6.1.1a With limited guidance, perform music for a specific purpose with expression.
MU:Pr6.1.1b Perform appropriately for the audience and purpose.


Grade 2 MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy.
MU:Pr6.1.2b Perform appropriately for the audience and purpose.

Grade 3 MU:Pr6.1.3a Perform music with expression and technical accuracy.
MU:Pr6.1.3b Demonstrate performance decorum and audience etiquette appropriate for the context and venue.



Responding
Analyze
K MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.

Grade 1 MU:Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

Grade 2 MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in music.

Grade 3 MU:Re7.2.3a Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).

Interpret
K MU:Re8.1.Ka With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators’/performers’ expressive intent.

Grade 1 MU:Re8.1.1a With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators’/ performers’ expressive intent

Grade 2 MU:Re8.1.2a Demonstrate knowledge of music concepts and how they support creators’/ performers’ expressive intent.

Grade 3 MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’ interpretations to reflect expressive intent.

Connecting
Connect #10
K MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.

Grade 1 MU:Pr4.3.1a Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).

Grade 2 MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.


Connect #11
K MU:Pr4.2.Ka With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.
MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.

Grade 1 MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
MU:Pr6.1.1a With limited guidance, perform music for a specific purpose with expression.

MU:Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) is used in various styles of music for a purpose.

Grade 2 MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy.

Grade 3 MU:Pr6.1.3b Demonstrate performance decorum and audience etiquette appropriate for the context and venue.


Science
A. Unifying Concepts and Processes
Grades K-4:
• Evidence, models and explanation

B. Science as Inquiry:
Grades K-4:
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry

C. Physical Science:
Grades K-4:
• Properties of objects and materials
• Position and motion of objects

State Standards

Ohio Academic Content Standards- Music

Historical, Cultural and Social Context
Grade 5
4. Identify, listen and respond to music of different composers.
6. Describe conditions under which music is created and performed in various cultures.
Grade 6
1. Describe distinguishing characteristics of music forms (i.e., verse-refrain, AB, ABA, rondo, canon, theme and variations) from various cultures and/ or historical periods.
4. Identify selected composers and their works and place them in the appropriate historical period.
5. Recognize and identify contextual elements (e.g., time, location, current events, culture, social and political climate) that shape the development of music.
Grade 7
1. Recognize, identify and demonstrate form in world music (e.g., Western and non-Western) and popular music.
2. Demonstrate how elements of music are used to create various music styles.
3. Identify representative music examples from music literature and respond to the style of the historical period of music.
4. Classify by composer and historical period a varied body of exemplary music works.
5. Recognize and identify historical and cultural contexts (e.g., time and place of a music event) that have influenced music.
Grade 8
1. Recognize, identify and demonstrate form in world music (e.g., Western and non-Western) and popular music.
2. Examine contemporary music styles and describe the distinctive characteristics in a repertoire of exemplary works.

Creative Expression and Communication
Grade 5
1. Sing and/or play, alone and with others, using good posture and breath control, a varied repertoire of music representing diverse genres and cultures with appropriate dynamics, expression and tempo for the work being performed.
2. Play a variety of instruments independently and with other contrasting parts.
3. Respond appropriately to the cues of a conductor.
Grade 6
1. Sing and/or play, alone and with others, using good posture and breath control throughout their range, a varied repertoire of music representing diverse cultures with appropriate dynamic expression and tempo for the work being performed.
2. Play a variety of instruments, alone and with others, with increasingly complex rhythms and melodic phrases.
3. Respond appropriately to the cues of a conductor.
Grade 7
2. Perform accurately, alone and in small and large groups, with good posture producing an appropriate tone quality.
3. Respond appropriately to the cues of a conductor.
6. Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.
Grade 8
2. Perform accurately, alone and in small and large groups, with good posture producing an appropriate tone quality.
3. Respond appropriately to the cues of a conductor.
6. Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.

Analyzing and Responding
Grade 5
1. Identify dynamics, tempo, meter and tonality in various pieces of music aurally.
4. Analyze a piece of music using music vocabulary.
Grade 6
1. Distinguish the use of dynamics, meter, tempo and tonality in various pieces of music.
3. Describe instruments used in Western traditional instrumental ensembles and in world music ensembles.
4. Analyze a piece of music with more than one movement using elements of music.
Grade 7
1. Apply music vocabulary to describe a varied repertoire of music.
2. Describe use of meter and rhythm in music of various cultures.
3. Analyze form identifying distinct sections of a larger music work.
Grade 8
1. Compare and contrast a varied repertoire of music on the basis of how elements of music are used to make the works unique and expressive.
2. Identify components of larger music works (e.g., symphony, mass, concerto).
3. Identify distinct sections in a larger music work aurally.

Valuing Music/Aesthetic Reflection
Grade 5
1. Describe audience etiquette associated with various music performances and settings.
3. Demonstrate how music communicates meaning through text, feelings, moods or images.
4. Identify elements of music that contribute to aesthetic qualities in a specific music work.

Grade 6
1. Practice audience etiquette in selected music settings.
2. Attend and reflect on a variety of live music performances.
Grade 7
1. Practice audience etiquette in selected music settings.
2. Participate in and reflect on a variety of live music performances and activities.
Grade 8
1. Practice audience etiquette in selected music settings.
2. Participate in and reflect on a variety of live music performances and activities.

Connections, Relationships and Applications
Grade 5
1. Interpret music through dance, drama and visual art.
4. Describe how knowledge of music connects to learning in other subject areas.
Grade 6
1. Describe ways that music relates to other art forms using appropriate terminology.
4. Compare and contrast subject matter common to music and other subject areas.
Grade 7
4. Describe ways that technology is used in creating, performing and listening to music.
5. Identify problem-solving and creative thinking skills used in music.
6. Using elements of music, describe distinguishing characteristics of music from a variety of cultures.
Grade 8
3. Use technology in creating, performing and/or researching music.
4. Use problem-solving and creative thinking skills experienced in other disciplines in music.

Ohio Academic Content Standards: Science

Earth and Space Science
Grade 5
2. Explain that Earth is one of several planets to orbit the sun, and that the moon orbits Earth.
Grade 8
1. Describe how objects in the solar system are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles.

Scientific Inquiry
Grade 5
1. Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others (e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools).
2. Evaluate observations and measurements made by other people and identify reasons for any discrepancies.
Grade 6
2. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.
Grade 7
4. Choose the appropriate tools and instruments and use relevant safety procedures to complete scientific investigations.
7. Use graphs, tables and charts to study physical phenomena and infer mathematical relationships between variables (e.g., speed and density).
Grade 8
1. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.
3. Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams and symbols).
4. Apply appropriate math skills to interpret quantitative data (e.g., mean, median and mode).