Exploring Sound & Music
Arts Integrated Lesson Plans and Materials for Teaching Sound & SABES Grade 4 “Music to My Ears“
Rhythm of the Day
Arts Integrated Daily Ritual
Students will be able to create and share a rhythm or beat sample that contributes to a classwide “rhythm of the day.” This communal grounding practice helps students build a sense of community in the classroom while strengthening their emotional awareness/expression skills. Physiologically, this activity also yields a decrease in cortisol levels which allows for heightened cognitive focus.
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
DURATION
- Approximately 10 minutes
MATERIALS
- No materials needed! Students will clap, snap, stomp, and pat to make their rhythms.
ARTS INTEGRATION OVERVIEW
LEARNING DESIGN
1. Introduction
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- Gather students in a circle in the classroom.
- Briefly explain the activity’s purpose: to create a rhythm of the day that sets a positive tone for learning and fosters a sense of community.
- Note: If needed, define rhythm: the arrangement of long and short sounds (and silences) to create patterns
2. Creating the Beat
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- Begin by either the teacher or a student initiating a simple beat using body percussion (e.g., patting lap and clapping hands; a well-known example is pat, pat, clap, echoing the “We Will Rock You” beat) or use a drum beat.
- Emphasize that the beat will serve as a consistent base for the activity.
3. Participation Round
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- Explain that the rhythm spotlight will pass around the circle, one person at a time.
- Each student, as their turn comes, can either add their unique rhythm or personal expression over the back beat, or simply join in with the existing back beat. Model both options before beginning.
- Encourage students to get creative and add their touch to the rhythm.
4. Reflection and Closure
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- Once every student has contributed or joined in, acknowledge the collective rhythm created by the class.
- Reflect briefly on the experience: How did it feel to contribute to the rhythm? How does the rhythm reflect the communal energy and mood for the day’s learning?
5. Assessment
Observe student participation and engagement during the activity to take an emotional “temperature check” of your class.
Invite students to stand up, explaining that we will now play a game of follow the leader. Begin as the leader, clapping your hands at a steady beat and invite students to join in
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- Then, stop clapping, holding your hands about six inches apart. Pause here for several seconds.
- Next, begin stomping your feet at a steady beat of your choice. Again, invite students to join you.
- Then, stop stamping, holding one foot (if possible) several inches off the ground.
- Invite students to put their foot down.
Ask students what they noticed or wondered about the game.
BRAIN TARGETED TEACHING IN THE CLASSROOM
Emotional Climate and Physical Environment:
Meaningful Feedback:
Learn More:
Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!
Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.
RACHAEL BARILLARI
Rachael Barillari is the manager of the Baltimore Arts Integration Project and the founder of Soul Stori LLC, which produces integrative curricula and resources that seamlessly incorporate SEL and the arts into educational settings. She has served as an Adjunct Professor at Johns Hopkins’ School of Education and has authored several publications, including “The Compassion Formula: Where Head Meets Heart For Greater Well-Being.” Her work emphasizes compassionate and holistic learning environments that nurture every child’s creative core. Rachael holds a Masters in Teaching from JHU and a Masters in Educational Psychology from Columbia University. She is a certified Integrative Wellness Coach and HeartMath Trainer, as well as a former Baltimore City Schools teacher.
Body Percussion
Pairs with SABES Chapter 1
Students will explore pitch, dynamics, and rhythm by experimenting with body percussion.
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
DURATION
- Approximately 15 minutes
MATERIALS
- “We Will Rock You” Body Percussion
- “Believer” Body Percussion
- “Can’t Stop The Feeling” Body Percussion
- General backing track (Hip Hop Drum Track)
CONSIDERATIONS
- Space for movement
ARTS INTEGRATION OVERVIEW
LEARNING DESIGN
INTRODUCTION (5 MIN)
-
1. Introduce Body Percussion
- Explain: “Percussion means striking something to make a sound. Now imagine your body as the instrument! When you clap, stomp, or snap, you’re making music with movement—like dancing with sound.”
2. Activate Prior Knowledge
- Have students turn and talk to explain what dynamics and pitch mean.
- Dynamics: how soft or loud a sound is
- Pitch: how high or low a sound is (not loudness)
3. Teach the 5 Key Sounds
- Demonstrate and define each:
- Clap – hands together
- Pat – hands on thighs or chest
- Snap – fingers
- Stomp – feet
- Rest – pause/silence
- (Show or play one of the short example videos if possible).
BODY PERCUSSION PRACTICE (10 MIN)
Call-and-response
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- Lead students through short call-and-response rhythms using the five sounds.
- Wait for the whole class to echo before creating a new pattern.
- Optional: Backing Track Jam – Play another one of the sample body percussion tracks and have students follow along.
NOTE: Introduce and include music vocabulary
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- Forte = loud
- Piano = soft
ASSESSMENT (2 MIN)
Check for Understanding of Science Content Connections
Discuss:
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- Which are higher or lower in pitch?
- Why might these differences occur?
- Which sounds are louder or softer?
EXTENSIONS
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- Experiment with dynamics: Play one of the example songs again and guide students to switch between piano (soft) and forte (loud) dynamics.
- Encourage creativity: Ask students to create their own rhythms using body percussion. This can be done independently or in small groups.
- It may be helpful to introduce the concept of tempo here: The speed at which a piece of music is performed. It’s usually indicated by terms like “adagio” (slow), “moderato” (moderate), or “allegro” (fast).
BRAIN TARGETED TEACHING IN THE CLASSROOM
Emotional Climate and Physical Environment:
This activity effectively combines kinesthetic learning with scientific concepts and music principles, making learning enjoyable and memorable. It encourages students to connect sound and movement, fostering a deeper understanding of auditory principles while encouraging creativity and physical engagement.
Meaningful Feedback:
Learn More:
Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!
Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.
RACHAEL BARILLARI
Rachael Barillari is the manager of the Baltimore Arts Integration Project and the founder of Soul Stori LLC, which produces integrative curricula and resources that seamlessly incorporate SEL and the arts into educational settings. She has served as an Adjunct Professor at Johns Hopkins’ School of Education and has authored several publications, including “The Compassion Formula: Where Head Meets Heart For Greater Well-Being.” Her work emphasizes compassionate and holistic learning environments that nurture every child’s creative core. Rachael holds a Masters in Teaching from JHU and a Masters in Educational Psychology from Columbia University. She is a certified Integrative Wellness Coach and HeartMath Trainer, as well as a former Baltimore City Schools teacher.
Weird Sounds
Pairs with SABES Chapters 1 & 3
Students will experiment with various classroom materials and textures to create different sounds. They will understand how materials affect pitch, dynamics, and emotions associated with sound. This activity fosters creativity, real-world application, and an understanding of the impact of materials on sound.
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
MATERIALS
- Collect and have available various classroom objects with different textures and shapes (books, pens, containers, etc.)
CONSIDERATIONS
- Space for movement
TEACHER BACKGROUND KNOWLEDGE
For explaining how material texture and composition impact sound to students:
When you make a sound, you’re actually making something vibrate or shake. And different materials and textures vibrate in their own special ways.
Imagine a bouncy ball and a soft pillow. If you bounce the ball on the floor and then drop the pillow, they make different sounds because they’re made of different stuff.
Materials can be hard, like wood or metal, or soft, like cloth or rubber. When you hit something hard, it usually makes a louder and more “ringing” sound. That’s because hard things can vibrate quickly and make a strong noise.
On the other hand, when you hit something soft, like a stuffed animal, it usually makes a softer and more “thud” sound. Soft things don’t vibrate as quickly, so the sound they make is not as strong.
Textures also matter. Imagine you’re tapping your fingers on a smooth glass surface and then on a rough brick wall. The glass sounds smooth and clear, while the brick sounds rough and scratchy. That’s because the textures of things can change the way they vibrate and create sound.
Different materials and textures make different sounds because they vibrate and move in their own special ways when you make them “talk.” And that’s why things around us sound so interesting, unique, and sometimes weird!
ARTS INTEGRATION OVERVIEW
LEARNING DESIGN
INTRODUCTION
1. Engage: Select two of the classroom objects you’ve collected for the class. Ask students:
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- What do you notice about these two objects?
- How do you think they might sound if we tapped or struck them?
- Invite a few students to share their predictions. Then, gently strike each object so the class can hear the difference in sound. Ask:
- What did you notice about the sounds?
- What might cause the difference between them?
2. Explain the Objective
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- Tell students that today’s lesson will explore how different materials and textures influence sound when struck. Explain that they’ll be experimenting with objects to discover how sound is created and how its qualities—like pitch, volume, and tone—can change depending on what something is made of.
- Tell students that today’s lesson will explore how different materials and textures influence sound when struck. Explain that they’ll be experimenting with objects to discover how sound is created and how its qualities—like pitch, volume, and tone—can change depending on what something is made of.
EXPLORE
1. Ask students to look around the room and find an object that they think could make a unique or “weird” sound when struck, shaken, or scraped or have them select from the items you’ve collected.
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- Remind students that in music, percussion refers to producing sound when an instrument (or object) is struck, shaken, or scraped.
2. Give students a minute to experiment with their chosen object, producing different sounds by striking or manipulating it.
3. Each student can take a turn for a 5-second sound solo, showcasing their chosen object’s sound.
CHECK FOR UNDERSTANDING & CONNECT TO VOCABULARY
1. As students share their sound, again point out how different materials and textures create distinct sounds.
2. Ask several students to again model the sound their chosen “instrument” makes. Ask the rest of the class to classify the pitch and dynamics of each sound.
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- Is the pitch of this sound high or low?
- Is the volume (also known in music as dynamics) of this sound loud or soft?
3. Ask students to notice if their materials are hard or soft. Are they smooth or textured? What connections can they draw between the type of material used and the pitch and volume being produced?
EXTENSION: MUSIC CREATION
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- Encourage students to think about turning these weird sounds into music.
- Explain that music is the intentional organization of sound.
- Ask students how they can use these found classroom materials to create their own beat (a steady, underlying pulse that gives a piece of music its rhythmic structure) or rhythm (arrangement of different durations (long and short sounds) and silences in music, creating patterns).
- Invite students to share their rhythms and patterns with the class.
- Encourage students to think about turning these weird sounds into music.
EXTENSION: WATER XYLOPHONE
WATCH: Learn from Murray!
Watch the following videos for ideas about how to bring a water xylophone into your classroom
BRAIN TARGETED TEACHING IN THE CLASSROOM
Emotional Climate and Physical Environment:
This activity allows students to engage their senses and creativity while gaining insights into the relationship between materials, sound, and emotions. It offers an interdisciplinary approach that combines science, music, and psychology, enriching their understanding of the world around them.
Meaningful Feedback:
Learn More:
Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!
Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.
RACHAEL BARILLARI
Rachael Barillari is the manager of the Baltimore Arts Integration Project and the founder of Soul Stori LLC, which produces integrative curricula and resources that seamlessly incorporate SEL and the arts into educational settings. She has served as an Adjunct Professor at Johns Hopkins’ School of Education and has authored several publications, including “The Compassion Formula: Where Head Meets Heart For Greater Well-Being.” Her work emphasizes compassionate and holistic learning environments that nurture every child’s creative core. Rachael holds a Masters in Teaching from JHU and a Masters in Educational Psychology from Columbia University. She is a certified Integrative Wellness Coach and HeartMath Trainer, as well as a former Baltimore City Schools teacher.
