The Greatest TV Moments: Sesame Street Music A to Z A VH1 Save the Music/Noggin Special VH1 Music Studio Cable in the Classroom Music In Your Neighborhood Lesson 6 of 6 A Lesson for Elementary Music Students Grades K-4 Objectives * Students will demonstrate an awareness of music as part of daily life * Students will recognize that music is found throughout their neighborhood * Students will recognize that music is found in neighborhoods of other cultures * Students will learn that there are many genres of music National Standards: Content Standard 1: Singing, alone and with others a varied repertoire of music. Content Standard 6: Listening to, analyzing, and describing music Content Standard 7: Evaluating music and music performances Content Standard 9: Understanding music in relation to history and culture Materials * Videotape of "The Greatest TV Moments: Sesame Street Music A to Z" * Television and VCR * Sheet Music to "In Your Neighborhood" (0ptional) * Assorted old magazines, including National Geographic, weekly news magazines, etc... * Community or school newspapers * Poster board Prior Knowledge Students have experience singing songs or listening to music at various times, and with various purposes, throughout the day. This can include celebrating birthdays, playing singing games, playing Orff or classroom instruments, listening to recordings, attending a music assembly or performance in school, etc. Students may have experience singing "In Your Neighborhood" Procedures 1. Have students view "The Greatest TV Moments: Sesame Street Music A to Z" in class. You may wish to divide the viewing over two days, or select a few segments to view, being certain to include the members of *NSYNC wanting to see the Sesame Street neighborhood [TIME 00:00] and Ben Stiller singing "In Your Neighborhood" [TIME 00:00]. 2. Lead students in a discussion of where music is found on Sesame Street. Accept any reasonable answers, which may include on Sesame Street, in Mr. Hooper's store, by Oscar's garbage can, etc. 3. Lead students in a discussion of what kind of music is found on Sesame Street. Accept reasonable answers, which may include rock 'n' roll, pop, Latin American, jazz, folk, a cappella, country and western, classical, soul or Motown, rap, rhythm and blues, and reggae. 4. Lead students in a discussion of where they find music in their neighborhood. Students might mention school band or choir rehearsals, music stores, the grocery store, the dentist's office, elevators, dance classes, aerobics studio, birthday parties, talent shows, a neighbor's home where someone plays or practices an instrument, riding in the car with the radio playing, places of worship where there are organs, choirs or bell choirs. Have students discuss what kinds of music they hear in their neighborhood. Are they like the kinds they have heard on Sesame Street? 5. Lead children in a discussion of other neighborhoods. For example, if they live in a suburban area, ask them where and what type of music children might hear if they live on a farm in Iowa. What about downtown Chicago or New York City? What about New Orleans? A small town in America's South? A city in Arizona? Lead children to talk about neighborhoods found in countries in Central and South America, Europe, Africa, and Asia. What music might children living in those countries hear? 6. Create two posters with pictures of music making. Make one to illustrate music making in the local neighborhood and one to illustrate many different neighborhoods or cultures in the world. Have students bring in community and school newspapers, old magazines and any photos they might have to make the poster collage. 7. Lead a class discussion of the music making found on the two posters. Direct the discussion to the important role music plays in many people's lives and activities, and see if the students can provide additional examples (singing in the shower, dancing to music at a wedding or party, movie scores, television theme songs, commercial jingles, etc...) Have students tell what kinds of music they like to hear and to make. Extensions for Younger Students: Take students on field trips to places in the community where they will find people using or making music, such as was discussed in Procedure 4. At each location, have the students notice what music they are hearing and how it is being used. Engage the students in a discussion with the people involved in making or playing the music about why music is important in what they do. Take photographs of the site, the people they spoke with, the instrument, and so on. Then, with the photos, create a poster of the neighborhood's music and music makers. The lesson is adapted from Strategies for Teaching Prekindergarten Music, compiled and edited by Wendy L. Sims: 1995 ( MENC: Reston, Va.). VH1, in partnership with Cable in the Classroom, collaborated with MENC: The National Association for Music Education to develop this series of lessons for VH1 Music Studio.