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Let's Go To The Show!

from Cleveland Institute of Music

Program image

Students are introduced to some elements of music as they practice music readiness skills, sing, dance, play instruments and conduct their way through this exciting program, culminating in an interactive opera performance.

Program Rating

  based on 22 evaluation(s).


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About This Program

Cost

Point to Point: $180.00
By Request: $180.00



Length

40-50 minutes


Target Audience

Education: Grade(s) Pre-K Students, Kindergarten, 1Public Library: Library Patrons

Minimum participants:

10

Maximum participants:

35-40


Primary Disciplines

Performing Arts


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 is scheduled 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. Introduction: We can communicate through singing. Words and music go together.
2. Activity: Fast and slow (tempo) demonstrated through the music of “Head, Shoulders, Knees and Toes”
3. Activity: Loud and soft (dynamics) demonstrated through the music of “Twinkle, Twinkle Little Star”
4. Musical selection: “Memories” by Charles Ives – students listen for dynamics and tempo changes within the music.
5. Activity: Students learn choreography, and percussion instrument accompaniment to an excerpt from Gilbert and Sullivans’s opera – The Pirates of Penzance.
6. Group musical performance: “With Cat Like Tread” from Gilbert and Sullivan’s Pirates of Penzance

Objectives

Students will demonstrate their understanding of tempo and dynamics.
Students will learn to conduct and follow a conductor.
Students will recreate a scene from an opera in an interactive performance.

Standards Alignment

National Standards

Core Arts Standards
Creating
Imagine
Pre K MU:Cr1.1.PreKa With substantial guidance, explore and experience a variety of music.

K MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic contour).
MU:Cr1.1.Kb With guidance, generate musical ideas (such as movements or motives).

Grade 1 MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose

Plan and Make
Pre K MU:Cr2.1.PreKa - With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments).

Performing
Analyze
Pre K MU:Pr4.2.PreKa With substantial guidance, explore and demonstrate awareness of musical contrasts.

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.

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.

Interpret
Pre K MU:Pr4.3.PreKa With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

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.

Present
Pre K MU:Pr6.1.PreKa With substantial guidance, perform music with expression.

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.


Responding
Analyze
Pre K MU:Re7.2.PreKa With substantial guidance, explore musical contrasts in music.

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.

Interpret
Pre K MU:Re8.1.PreKa With substantial guidance, explore music’s expressive qualities (such as dynamics and tempo).

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.

Connecting
Connect #10
Pre K MU:Pr4.3.PreKa With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

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
Pre K MU:Pr4.2.PreKa With substantial guidance, explore and demonstrate awareness of musical contrasts.

MU:Re7.2.PreKa With substantial guidance, explore musical contrasts in music.

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:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose

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) are 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.

State Standards

Perceiving/Knowing/Creating
Kindergarten
1CE Identify same and different (e.g., fast/slow, loud/soft, high/low and long/short).
2CE Explore steady beat and rhythm.
3CE Listen to and explore the music of various styles, composers, periods and cultures.
5CE Explore a variety of classroom instruments. (e.g., metals, skins and woods.).
6CE Attend live music performances.
7CE Identify a musician and his or her roles (e.g., composer, conductor and
Performer.
8CE Explore connections between sound and its visual representation.
Grade 1
2CE Explore steady beat, rhythm and meter.
3CE Listen to and identify music of various and contrasting styles, composers, periods and cultures.
4CE Identify elements of music using developmentally appropriate vocabulary (e.g., rhythm, syllables and solfege).
5CE Explore selected musical instruments aurally and visually.
6CE Attend live music performances with emphasis on concert etiquette.
Grade 2
1CE Identify patterns of same and different phrases in simple poems and songs.
3CE Listen to and identify music of various styles, composers, periods and cultures.
4CE Identify elements of music using developmentally appropriate vocabulary (e.g., rhythm, syllables and solfege).
5CE Explore selected musical instruments visually and aurally.
6CE Attend live music performances with emphasis on instrument and voice
identification.
Producing/Performing
Kindergarten
1PR Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
2PR Demonstrate a steady beat and maintain it while performing.
3PR Sing (using head voice and appropriate posture) and move to music of various and contrasting styles, composers and cultures.
4PR Create a wide variety of vocal and instrumental sounds.
5PR Play a variety of classroom instrument, alone and with others, and demonstrate proper technique.
6PR Demonstrate audience behavior appropriate for the context and style of music performed.
Grade 1
2PR Sing (using head voice and appropriate posture) and move to music of various styles, composers and cultures with accurate pitch and rhythm.
3PR Read, write and perform using eighth notes, quarter notes and quarter rests.
5PR Read, write and perform (e.g., la-sol-mi) melodies on the treble staff in G-do, F-do and C-do using a system (e.g., solfege, numbers or letters).
6PR Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
7PR Demonstrate audience behavior appropriate for the context and style of music performed.
Grade 2
2PR Sing (using head voice and appropriate posture) and move to music of various styles, composers and cultures with accurate pitch and rhythm.
3PR Read, write and perform using eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter.
6PR Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
Responding/Reflecting
Kindergarten
5RE Identify and discuss various uses of music in the United States and the various meanings of the term “musician.”
Grade 1
1RE Recognize how music is used for a variety of occasions.
2RE Describe how music communicates feelings, moods, images and meaning.
3RE Communicate a response to music using dance, drama or visual art.
4RE Connect concepts shared between music, other art forms and other curricular subjects.
7RE Discuss audience behavior appropriate for the context and style of music performed.
Grade 2
1RE Explain how music is used for a variety of purposes and occasions.
2RE Discuss music of various composers, periods, cultures and contrasting styles.
3RE Discuss how music communicates feelings, moods, images and meaning.
4RE Interpret music through dance, drama and visual art.
5RE Respond to patterns of same and different phrases in simple poems and songs.