Grade Two Music

​Students will develop an: Enjoyment of music, Awareness and appreciation of a variety of music, including the many cultures represented in Canada, Insights into music through meaningful musical activities, Self-expression and creativity, and Musical skills and knowledge. 

• Musicians
• Cultural Instruments
• Class activities

<

>

Children’s early experiences shape what they imagine to be possible. Study after study has shown the value of exposing children with positive role models. Representation, including in the hours spent consuming media within the classroom, shape what they imagine to be possible for people who look like them, live where they live, or come from where they came from. Simply put, kids determine what they can be based on the examples around them. Therefore, we highly recommend you take 2-5 minutes everyday in your music class to introduce musicians of colour or cultural instruments. We've made this easy for you by creating a presentation that you can use with a slide a day to showcase a new musicians of diverse background. You could do this on a daily, weekly, bi-weekly or during a certain month. You could also make your own presentation and encourage this representation. ​​

K-6 Musicians of Colour by Canadian Cultural Mosaic Foundation

Enjoyment of Music

Who Fed the Chickens? Musician: Ella Jenkins
Video of Ella Jenkins, a children's folk song singer, and a group of children singing "Who Fed the Chickens?" Great activity to sing along with the video and learn pronouns.

• Curriculum connection:
  - 1. Develop an appreciation for music/ share personal preferences
  - Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use:  
  - Have students sing along with the video
  - Could also do this as a movement game where students walk or skip around and listen for the question then point
  - Group the students and give each group a pronoun and they can sing the response when their part comes up in the song
• Accessibility: 
  ​- Closed caption autogenerated 

Multicultural Children's Songs (1995) Musician: Ella Jenkins
Youtube playlist of Ella Jenkin's album posted with permission by the Smithsonian Folkway Recordings. Multicultural songs to sing during circle time.​

• Curriculum connection: 
  - 1. Develop an appreciation for music/ share personal preferences
  - Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use: 
  - Students can listen and move the way the music makes them feel and sing along
  - Pick one of the songs each music class as a warm-up to sing along with the kids 
• Accessibility: 
  - No captions 

Trombone Shorty Musician: Troy Andrews
​Video of Angela Bassett reading the children's book Trombone Shorty. The story outlines Troy Andrews' hometown Tremé, and his love for the trombone. Colourful visuals and sound effects.

• Curriculum connection: 
  - 1. Develop an appreciation for music/ share personal preferences
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Creating (make your own)
• Suggested use: 
  - Play the video to show the story
  - Ask students what they learned from the story
  - Throughout the story, ask the following questions: What kinds of melodies were they hearing? Were they fast or slow? Were there high or low pitches? How did the music make you move?
  - Create trombones like the children in the story. Explore the different sounds they can create. You could have them work with a partner to create their own trombone pieces to perform for the class
• Accessibility: 
  - Closed captioned by creator 

Sesame Street: Ray Charles and Elmo Sings Believe in Yourself Musician: Ray Charles
​Video of Elmo and Ray Charles singing the song "Believe in Yourself" together. Ray Charles explains that he's blind, so he reads the lyrics with his fingers. He says to Elmo to keep on trying and be what you want to be.

• Curriculum connection: 
  - 1. Develop an appreciation for music/ share personal preferences
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Singing
• Suggested use: 
  - Let the students dance and sing a long with the video
  - Have a discussion about when they had to believe in themselves to overcome an obstacle and learn something new and why it is important to believe in yourself
  - Use to discuss accommodations for those who are visually impaired 
  - Can use this song for a school concert
  
• Accessibility: 
  ​- Closed captioned by creator 

Awareness and appreciation of a variety of music - including music of the many cultures represented in Canada

Notable Musicians Wall
Powerpoint posters of different prominent musicians. Includes different cultural communities.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts​: Form: arrangement and style in literary or musical composition
  - Skills: Listening
• Suggested use: 
  - Use as a way to introduce musicians in your class. Each week, introduce one new musician and have a clip from YouTube of them playing music
  
• Accessibility: 
  ​- Accessible for nonverbal and hard of hearing
  - Additional accommodations required for visually impaired students; may benefit from descriptions of each performer in the presentation 

Made in Canada: The Making of "My Definition of a Boombastic Jazz Style" Musician: King Lou and Capital Q of the Dream Warriors
​This video features the Canadian rapper duo the Dream Warriors, and how they came about mixing blues, pop and soul bossa nova to create the hit "My Definition of a Boombastic Jazz Style".

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Form: arrangement and style in literary or musical composition
  - Skills: Creating (make your own)
• Suggested use: 
  ​- Have the students create their own songs in the style of their choosing and have them share their songs with the class
  - Make videos of their songs and share with their classmates that way or during an assembly
  ​- Use as an introduction to the concept of the way songs can include influences from many musical styles and cultures, have students listen to other examples of songs that use this type of layering of diverse musical styles and try to pinpoint the various styles, cultural influences they can hear
• Accessibility: 
  ​​- Closed captioned by creator 

Tanya Tagaq- The sounds of throat singing Musician: Tanya Tagaq
Tanya Tagaq, an Inuk Canadian throat singer, explains how to manipulate your voice to make the sounds of throat singing.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Form: arrangement and style in literary or musical composition
  - Skills: singing
• Suggested use: 
  - Use to introduce different ways Indigenous Peoples express themselves in music
  - This is a great time to talk about appreciating culture, rather than appropriating them. Discuss that Indigenous practices such as music are sacred and should be appreciated. Talk about how throat singing is a difficult way to sing and this will increase the students' awareness and appreciation of this way of singing and the art form​
  - Ask students how the pitches differ as she sings (high or low)
  
• Accessibility: 
  - Auto-generated captions

Sesame Street - Talking Scat with Hoots the Owl and Gordon, and Ella Fitzgerald's "One Note Samba". Musician: Ella Fitzgerald
The first video from Sesame Street called "Talking Scat with Hoots the Owl and Gordon" introduces scatting to young kids. Then, you can follow up the link with a video from Ella Fitzgerald's scatting performance of "One Note Samba."

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Form: arrangement and style in literary or musical composition
  - Skills: Singing
• Suggested use: 
  - Use Ella Fitzgerald's scatting performance to hear what scat sounds like
  - Use video to introduce scat
  - Have students repeat the owl's scatting to practice
  - Encourage students to dance along to the tune once they know the song
• Accessibility: 
  - No captions

Haitian with Emeline Musician: Emeline Michel
From Carnegie Hall's Musical Explorers series. Emeline introduces the rhythms of Haiti. Includes lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Listening
• Suggested use: 
  - Introduce the musician and identify where Haiti is
  ​- Go through Lesson 1 to teach students how to sing the chorus
  - In Lesson 2, learn "La Karidad" in chunks. Then, once the students feel comfortable with the songs, have the students learn the dance to the song
• Accessibility: 
  - No captions
  

Argentine Folk with Sofia R. and Sofia T. Musicians: Sofia Rei and Sofia Tosello
From Carnegie Hall's Musical Explorers series. These two artists explore Argentinian 6/8 rhythms with kitchen sounds! Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  ​- Learn the lyrics of the song, and understand the story behind the song
• Accessibility: 
  - No captions

South African Zulu with Bongi and Tshidi Musicians: Bongi and Tshidi
From Carnegie Hall's Musical Explorers series. These two artists explore the harmonies in traditional Zulu songs and the percussive aspects of the language. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Harmony: the combination of simultaneously sounded musical notes to produce chords and chord progressions having a pleasing effect
  ​- Skills: Singing
• Suggested use:
  - Introduce the musician
  ​- Lesson 1: Teach students what call and response is, teach them one of the songs
  - Lesson 2: Listen to the song, sing the chorus melody and teach to students in chunks. Teacher sings the harmony and students sing the main melody
• Accessibility: 
  - No captions

Indian Classical with Falu Musician: Falguni Shah
From Carnegie Hall's Musical Explorers series. Falu speaks of ornamentation use and scales in Indian singing. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  ​- Lesson 1: Listen to Rabba, teach students to sing along to the ornamented melody
  - Lesson 2: Teach students the sargam scale
• Accessibility: 
  - No captions

Kora with Yacouba Musician: Yacouba Sissoko
​From Carnegie Hall's Musical Explorers series. Yacouba explains the Kora instrument and how it is used. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  - Lesson 1: Listen to recordings and teach students how to sing the song, discuss the meaning behind the lyrics
  ​- Lesson 2: Listen to recordings and teach students how to sing the song, teach students the gestures and movements that accompany the song
• Accessibility: 
  - No captions

Jazz with Brianna Musician: Brianna Thomas
From Carnegie Hall's Musical Explorers series. Brianna explains scatting and musical elements of jazz. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  ​- Lesson 1: Teach students the song and about the elements of jazz
  - Lesson 2: Teach students how to scat using the various tracks provided within the resource
• Accessibility: 
  - No captions

Bomba and Plena with Juan and Julia Musicians: Juan and Julia Guiterrez
From Carnegie Hall's Musical Explorers series. This family explains the instruments and rhythms used in these Afro-Puerto Rican song styles. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  ​- Lesson 1: Once students know the song, students can also learn the dance moves. Once they feel comfortable, they can form a dance circle to show what they've learned
  - Lesson 2: Learn the song and accompany with body percussion
• Accessibility: 
  - No captions

Brazilian with Fabiana Musician: Fabiana Masili
From Carnegie Hall's Musical Explorers series. Fabiana explains samba rhythms. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  ​- Lesson 1: Learn the song and teach students the rhythm that accompanies the song
  - Lesson 2: Once they know the song, you can teach the students how to Samba
• Accessibility: 
  - No captions

Cumbia with Gregorio Musician: Gregorio Urib Big Band
From Carnegie Hall's Musical Explorers series. Gregorio explains the rhythms and instruments used in cumbia dance. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  - Lesson 1: Learn the song and the rhythms. Students can perform at vocal cumbia once they are comfortable with the rhythm and song
  - Lesson 2: Learn the song and read the book attached in the Literacy extension
• Accessibility: 
  - No captions

Chinese Traditional with Qian Yi Musician: Qian Yi
​From Carnegie Hall's Musical Explorers series. Qian Yi explains the pentatonic scale in Chinese traditional music, and goes through a simple new years song. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  - Lesson 1: Teach students the song and then teach them the hand gestures. Sing as a whole class once comfortable
• Accessibility: 
  - No captions

Iraqi Folk with Layth Musician: Layth Sidiq
From Carnegie Hall's Musical Explorers series. Layth explains vocal ornamentation and the rhythms in Iraqi folk music. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use: 
  - Introduce the musician
  - Lesson 1: Teach students the song, discuss how the maqam's note progressions can evoke different emotions and the mood of a song
  - Lesson 2: Teach the song, discuss how the maqam brought out their emotions in this song
  ​- Read the book attached in the Literacy extension
• Accessibility: 
  - No captions

Diu Diu Deng Taiwanese Folk Song Musician: Elena Moon Park
Video of the Taiwanese Folk Song about a train chugging through a tunnel. Water drops hitting the roof sound like a coin flipping onto the floor. Lyrics are in Mandarin and English.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Form: arrangement and style in literary or musical composition
  - Skills: Listening
• Suggested use: 
  ​- Article can be used for teachers to brush up on the Diu Diu Deng
  - The song starts in a different language with the English translation popping up. Students can explore how the music is driving the story forward and what they see happening in the video. This would be a good video to show how music can help us tell stories
• Accessibility: 
  - Accessible for nonverbal, and visually impaired students may benefit from descriptions of video due to lack of descriptive captioning in video 
  - Hard of hearing captioning isn't possible, however video is very visual so students can still benefit from watching

Dan Bau: A World of Music on One String Musician: Jason Nguyen
​Jason Nguyen explains this Vietnamese one-stringed instrument, how to play the instrument in order to create different pitches. He explains his own cultural memories with the instrument.

• Curriculum connection: 
  ​- 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Playing instruments
• Suggested use: 
  - Create one stringed instruments using recycled materials and see if students can create different pitches with their instruments
• Accessibility: 
  - Auto-generated captions

Mamaqtuq Musician: The Jerry Cans
The Jerry Cans are a band from Inuktitut. They mix reggae, Inuktitut throat-singing and alt-country together in their sound. This fun book and song tell the story of a fun hunting adventure for seal.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Form: arrangement and style in literary or musical composition
  - Skills: Listening
• Suggested use: 
  - Book resource that you can add to your library in relation to Indigenous music
• Accessibility: 
  - No captions, song in Inuktitut

Inuit throat-singing sisters from Canada Musicians: Karin and Kathy Kettler
Video about the cultural significance of Inuit Throat singing with two sisters.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Singing
• Suggested use: 
  - Use to introduce different ways Indigenous Peoples express themselves in music
  - Have a discussion: Why is throat singing important to Inuit culture? What types of sounds do they make with their voices? 
  - This is a great time to talk about appreciating culture, rather than appropriating them. Discuss that Indigenous practices such as music are sacred and should be appreciated. Talk about how throat singing is a difficult way to sing and this will increase the students' awareness and appreciation of this way of singing and the art form
• Accessibility: 
  - Auto-generated captions
  - Transcription ​

Buffy Sainte-Marie perform 'Fancy Dancer' Musician: Buffy Sainte-Marie
Buffy Sainte-Marie performs Fancy Dancer in this video as facts about her career are shown in text. She used the power of her distinct music, coined as "disco powow" for social activism.

• Curriculum connection: 
  - 4. Appreciate and explore the ways that musicians express themselves through their art/ create their own music as a form of self-expression
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Creating (make your own)
• Suggested use: 
  - Introduce Buffy Sainte-Marie as a phenomenal Indigenous artist
  - Encourage children to dance to the song to see how the song makes them move and feel. After your dance party, discuss the following questions:
  - What kind of instruments do they see?
  - What types of sounds do they notice?
  ​- What parts of the song did they really enjoy listening to or dancing to?
• Accessibility: 
  - Auto-generated captions

Insights into music through meaningful musical activities

Books for the Music Room that Represent Minority Groups
Google spreadsheet of book suggestions by music teachers. Features minority groups.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Reading (and writing)
• Suggested use: 
  - Use to generate book ideas you can use in your music class and encourage representation in your class
• Accessibility: 
  ​- Accessible for nonverbal
  - Additional accommodations may be required for hard and hearing and visually impaired students

​Flower Dance Cambodian Song
Video featuring the Flower Dance song, includes lyrics in English and Cambodian. Colourful visual animation and sound effects. Includes hand motions here for little children to follow along.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Moving (clapping/ interpretative dance/ dance)
• Suggested use: 
  - Watch the video as a class: What instruments do they hear? What tempo were they playing? What was the story the song was telling?
  ​- Encourage kids dance to the tune of the song, could also create a dance to the song
• Accessibility: 
  - No captions

Inuit Games with Inukshuk Aksalnik Musician: Inukshuk Alsalnik​
Video and webpage of Inukshuk Aksalnik explaining the origins of Inuit throat singing as a game. Two people would take turns speeding up and slowing down their voice and mimic sounds, until someone laughed.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Form: arrangement and style in literary or musical composition
  - Skills: Singing
• Suggested use: 
  - Introduce Indigenous throat singing
  ​- Listening to how their voices can create different sounds of nature
  - This is a great time to talk about appreciating culture, rather than appropriating them. Discuss that Indigenous practices such as music are sacred and should be appreciated. Talk about how throat singing is a difficult way to sing and this will increase the students' awareness and appreciation of this way of singing and the art form​
• Accessibility: 
  - Auto-generated captions

Self-expression and creativity

Hip Hop with Soul Science Lab Musician: Soul Science Lab
From Carnegie Hall's Musical Explorers series. This duo explains the elements of hip hop for an elementary audience. Includes 2 lesson plans with lyrics, notations, pictures, and videos. Also includes a teacher resource section to learn more.

• Curriculum connection:
  - 4. Appreciate and explore the ways that musicians express themselves through their art/ create their own music as a form of self-expression
  - Concepts: Form: arrangement and style in literary or musical composition
  - Skills: Creating (make your own)
• Suggested use: 
  - Introduce the musician
  - Lesson 1: Teach students the song and what the elements of hip hop are
  - Lesson 2: Learn the song and discuss what its message means
• Accessibility: 
  - No captions

Culture Connects Us Musician: Yo-Yo Ma
​Video of Yo-Yo Ma playing Bach's Cello Suite No. 1 in G Major. As he plays, a thread connects him to others around the world. Article explains the thought behind the crowdsource project.

• Curriculum connection:
  - 4. Appreciate and explore the ways that musicians express themselves through their art/ create their own music as a form of self-expression
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Creating (make your own)
• Suggested use:
  ​- Article can be used for teacher to learn about Yo-Yo Ma
  ​- Video can be used to have students think about how to move their body
• ​Accessibility: 
  ​- Accessible for nonverbal, and visually impaired students may benefit from descriptions of video due to lack of descriptive captioning in video 
  - Hard of hearing captioning isn't possible, however video is very visual so students can still benefit from watching

A Tribe Called Red Wins 2014 Juno for Breakthrough Group of the Year Musicians: A Tribe Called Red
Video showcasing electronic group A Tribe Called Red, the first Indigenous group to win the Breakthrough Group of the Year award. The group speaks about their experience and what it meant to them.

• Curriculum connection:
  - 4. Appreciate and explore the ways that musicians express themselves through their art/ create their own music as a form of self-expression
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Creating (make your own)
• Suggested use:
  ​- Use to introduce different ways Indigenous Peoples express themselves in music. Also use to introduce a Tribe Called Red
  ​- Have different YouTube videos of their music and ask students: How does their music make your body move? What sounds do you hear? What kind of feelings do you feel when you listen to their music?
• Accessibility: 
  - Accessible for nonverbal students
  ​- Visually impaired students may benefit from descriptions
  - Additional accommodations may be needed for hard of hearing students

A Decade in Music: Music with Different Sounds
Video on how different sounds can be used to create music. Among others, includes Dong singing from China, Mongolian throat singing, and beatboxing.

• Curriculum connection:
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Creating (make your own)
• Suggested use: 
  - Acknowledge how different sounds can be used to create music, and that you will explore this with your class today. Can be an intro video into how different everyday objects can easily come together to make a musical piece
  - 0:27: What types of objects did they notice in the video to make music?  What kinds of sounds did the type writer make alone?
  - 1:11: What sounds did the theremin make?
  - 1:40: What sounds did this instrument make? What feelings came up for you as they were playing?
  - 2:19: What feelings came up as he was playing the staglagtite organ? What did it sounds like?
  - 2:49: What feelings come up when the group sings? What sounds were they mimicking?
  - 3:25: What is throat singing? Was his pitch high or low? Where else have you heard of throat singing?
  - 4:07: What kinds of sounds are they making when they beat box? Where else have you heard beatboxing?
  
• Accessibility: 
  - Auto-generated captions

Musical skills and knowledge

How Ella Fitzgerald Turned Forgotten Lyrics Into One Of Her Best Performances Ever Musician: Ella Fitzgerald
Video of when Ella Fitzgerald improvised when she forgot the lyrics to the song "Mack the Knife", and how she subsequently transformed the world of jazz and scatting. Colourful visuals with pictures and sound bites included.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Singing
• Suggested use:
  - Use this video to introduce Ella Fitzgerald, and use in conjunction with the scatting resource of Ella Fitzgerald and "Talking Scat with Hoots the Owl and Gordon."
• Accessibility: 
  - Available captions by the creator  

Children’s early experiences shape what they imagine to be possible. Study after study has shown the value of exposing children with positive role models. Representation, including in the hours spent consuming media within the classroom, shape what they imagine to be possible for people who look like them, live where they live, or come from where they came from. Simply put, kids determine what they can be based on the examples around them. Therefore, we highly recommend you take 2-5 minutes everyday in your music class to introduce musicians of colour or cultural instruments. We've made this easy for you by creating a presentation that you can use with a slide a day to showcase a new musicians of diverse background. You could do this on a daily, weekly, bi-weekly or during a certain month. You could also make your own presentation and encourage this representation. ​​

K-6 Musical Instruments by Canadian Cultural Mosaic Foundation

Enjoyment of Music

T'rung and Klongput
This video demos how to play two traditional Vietnamese instruments made out of bamboo: one by hitting them with mallets, and the other by clapping on the ends of the bamboo. Explanation can be found here and here.

• Curriculum connection: 
  - 1. Develop an appreciation for music/ share personal preferences
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use: 
  ​- Use the informational links to learn more about the instruments, prior to
  - Show students the video: What do they think the instrument is made of? What kind of sound is it making? How are they making sounds? Where have they seen similar kinds of instruments?
• Accessibility: 
  - No captions needed

First Nations Music in Canada
A PDF explaining some musical instruments of Canada.

• Curriculum connection: 
  - 1. Develop an appreciation for music/ share personal preferences cultures represented in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use: 
  - Reading is better suited for older students, however the game in the PDF can be used with younger students
  - Use examples of Indigenous instruments to show students what it looks like and the type of sounds it makes 
  ​- Discuss how various groups of Indigenous Peoples used the instruments
• Accessibility: 
  - Accessible for nonverbal, hard of hearing, and visually impaired; additional accommodations may be required dependent on student abilities 

Awareness and appreciation of a variety of music - including music of the many cultures represented in Canada

Explaining the "Fanga" Rhythm
Video explaining how to fanga on an African drum.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use: 
  - If you have African Drums, have the students try to play along with the videos and then try to create their own short rhythms and songs. If no access have the students use their hands to create the rhythms on their legs or the floor or desks and have them create their own short rhythms that way. The students could also make their own drums out of recycled materials
• Accessibility: 
  - Captioned by creator 

Guzheng
This video is a kid's show that follows Monica. She invites Heran who introduces the Chinese stringed Guzheng. Includes a DIY Guzheng and a performance and interview from a junior musician.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use: 
  - Students can watch the video and create their own guzheng in small groups or as a class, and practice the instrumental techniques shown in the video
• Accessibility: 
  - Captioned by creator 

Tabla
This video is a kid's show that follows Monica. She invites Razac who introduces the Indian percussive tabla. Includes a DIY tabla and a performance and interview from a junior musician.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use: 
  - Students can watch the video and create their own tabla in small groups or as a class, and practice the instrumental techniques shown in the video
• Accessibility: 
  - Captioned by creator 

Goblet Drum (Darbuka or Doumbek)
This video is a solo performance from 10-year-old prodigy Sercan. This website includes a description of the goblet drum and its origins.

• Curriculum connection:
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada​
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Listening
• Suggested use: 
  - Use the video for students to watch and listen to Sercan play the darbuka drum 
  - Use the website to inform students' understanding of the doumbek and darbuka drums and suggested items that can be used as an alternative
  - Students can use the colouring page to colour and design their own doumbek drum
• Accessibility: 
  - Accessible for nonverbal and hard of hearing 
  - Visually impaired students may benefit from descriptions of video

How to Play African Drums
Youtube playlist consisting of 2-3 minute long videos about African drums: what they look like, and how to play them.

• Curriculum connection:
  - 2. Awareness and appreciation of a variety of music - including music of the many cultures represented in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use: 
  - Use this to inform your teaching of the Djembe drum
  ​- Use these instructional videos to help your class learn how to play the Djembe properly
• Accessibility: 
  - Accessible for nonverbal and hard of hearing 
  - Visually impaired students may benefit from descriptions of video

Insights into music through meaningful musical activities

Kei Lun Lion Dancers Find New Meaning in Ancient Steps
Video on Chinese lion dancing. The Kei Lun group speaks about Chinese heritage. Use this link to speak about the percussion (cymbals and drums) used in the dances.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada​
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Moving (clapping/ interpretative dance/ dance)
• Suggested use: 
  ​- Students can discuss the significance of Lion Dancing in Chinese culture, particularly at celebrations
  - What types of sounds and beats are the drums playing? How are the lions dancing with the drums and cymbals?
• Accessibility: 
  - Accessible for nonverbal and hard of hearing students due to auto-generated captions, some accommodations may be required dependent on reading ability  
  - Visually impaired students may benefit from descriptions of video due to lack of descriptive captioning in video

Rhythm in a box: The story of the cajon drum
Animated Ted Talk on the history of the Afro-Peruvian cajon.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada​
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use: 
  - Use video to show the story of the cajon and how its influences are important in music
• Accessibility: 
  - Captioned by creator 

Djembe and the Cajon
Website including a 5-minute video introducing the history of the cajon and the djembe, along with a breakdown of how the drums look, and the three sounds of the drum. Great colourful visuals, in-depth explanations of the cultural context of the shape/look of the drum, as well as explanations of the sounds.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada​
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use:  
  - The videos would be great introductions to the cajon and the djembe
• Accessibility: 
  - Captioned by creator 

Self-expression and creativity

Sudjana Kerton
Activity inspired by Sudjana Kerton's piece, using shapes and patterns to evoke the gamelan traditional Indonesian ensemble.

• Curriculum connection: 
  - 4. Appreciate and explore the ways that musicians express themselves through their art/ create their own music as a form of self-expression
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/or in the performance of a piece of music
  - Skills: Creating (make your own)
• Suggested use:
  - Using the activity guide, students can examine Sudjana Kerton's piece inspired by the gamelan
  - Make own bonang instrument
• Accessibility: 
  - Accessible for nonverbal, hard of hearing, and visually impaired; additional accommodations may be required dependent on student abilities 

Enjoyment of Music

Ojibwe Songs
A resource of traditional songs and adaptations of popular songs and children's songs in Anishinaabe. Songs include an audio clip and lyrics. Some pages also include sheet music.

• Curriculum connection: 
  - 1. Develop an appreciation for music/ share personal preferences
  - Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use: 
  - Use children's songs, listen to the songs (for example Scooby Doo)
  - Read the English translation for students. Compare the similarities and differences. How are the melodies the same, how are they different?
  
• Accessibility: 
  - Accommodations will be need to be made for all visually impaired, nonverbal, and hard of hearing students

Awareness and appreciation of a variety of music - including music of the many cultures represented in Canada

Mama Lisa's World International Music and Culture
Compilation of songs and rhymes from different countries. Also has a list of songs that have many versions around the world. Each song has lyrics and an audio clip attached.

• Curriculum connection: 
  - 2. Explore a variety of music - specifically looking at the diverse cultural Music that exists in Canada
  ​- Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use: 
  ​- Search songs based on continent, country, language
  - Choose a culture and a song to learn with your class
• Accessibility: 
  - Accessible for nonverbal
  - Visually impaired students may benefit from descriptions
  - Hard of hearing accommodations required depending on activity

Mexican Music: Three Fun Songs for Children
Here are three traditional songs from Mexico for young children. PDFs of sheet music available in English and Spanish.

• Curriculum connection: 
  - 2. Explore a variety of music specifically looking at the diverse cultural Music that exists in Canada
  ​- Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use: 
  - Pick one of the songs and teach your students a chunk at a time
  - Use little shaker instruments to include as they sing once they've learned the full song
• Accessibility: 
  - Accommodations will be need to be made for all visually impaired, nonverbal, and hard of hearing students

Ugandan Music - A Lullaby
​Here is a traditional lullaby from Buganda collected by music teacher Robinah Nazziwa, for use in music classes for young students, for multicultural concerts, or to include in a social studies unit on Uganda or Africa.

• Curriculum connection: 
  - 2. Explore a variety of music specifically looking at the diverse cultural Music that exists in Canada
  ​- Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use:
  - Use this lullaby and teach to students chunks at a time
  - Create actions for students to do as they sing once they have learned the full song​
• Accessibility: 
  - Accommodations will be need to be made for all visually impaired, nonverbal, and hard of hearing students

An Introduction to Sega: The Music and Dance of Mauritius
Includes lesson plans on how to introduce sega into the classroom, along with a dance and singing activity. Adaptable for K-12.

• Curriculum connection: 
  - 2. Explore a variety of music specifically looking at the diverse cultural Music that exists in Canada
  ​- Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Singing
• Suggested use: 
  ​- Use activity to help students identify the rhythm, and the melody
  ​- Have students do the dance activity or singing activity
  - Have students learn about the origins of Sega music
• Accessibility: 
  - Accommodations will be need to be made for all visually impaired, nonverbal, and hard of hearing students

Mid-Autumn Festival Song
​A traditional Vietnamese Mid-Autumn festival song with English lyrics. The class can do actions, learn animals or sing along. This is the second version with animations.

• Curriculum connection: 
  - 2. Explore a variety of music specifically looking at the diverse cultural Music that exists in Canada
  ​- Concepts: Melody: a sequence of single notes that is musically satisfying
  - Skills: Singing
• Suggested use:
  ​- Use this around Mid-Autumn festival
  - First video can be used for students to learn the song and learn the actions
  - Second video can be used to teach the students the lyrics
• Accessibility: 
  - Second version captioned by creator

Insights into music through meaningful musical activities

Indigenous Games for Children: From Indigenous Communities Across Canada
A collection of traditional Indigenous games and activities to help front line leaders introduce or reconnect children to recreational and sport activities that reflect the rich cultural heritage of our Indigenous peoples across Canada. Can include music components.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Listening
• Suggested use:
  ​- Use the game Rattler to encourage a listening exercise
  - Use Friendship Dance with drum beats
  - Animal Muk
• Accessibility: 
  - Accessible for hard of hearing, nonverbal, and visually impaired students 

Samba Batucada
Includes videos. The resource has links to the history of the Samba Batucada and a scholarly article on how to organize a batucada jam session for elementary and secondary school classes.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use:
  - Create their own rhythms and beats using instruments seen in the video, ones they create themselves, or clap their own samba rhythms
• Accessibility: 
  - Accessible for nonverbal, and visually impaired students 
  - Hard of hearing accommodations are activity dependent 

Celebrating Canada's Indigenous Peoples through Song and Dance
Includes lesson plans, sheet music and video/music links for different classroom activities featuring First Nations songs and games. Written by First Nation artists and educators, includes context for songs in lesson plans.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Singing
• Suggested use:
  - Teacher guide on 3 lessons
  - First lesson is about one Blackfoot songs about the importance of caring for the Earth
  - Second lesson uses wooden stick to learn a traditional game
  - Third lesson focuses on the Red River Jig
  - Students can learn the song, the dance and the Metis song
• Accessibility:
   - Accessible for hard of hearing, nonverbal, and visually impaired students, some personal accommodations may be needed student and activity dependent 

DIY Kids Rainmaker (South African Musical Instrument)
A video that displays how one can create a rainmaker, which originated in South Africa. Its purpose is to mimic the sounds of the rain and is commonly filled with pebbles or beans and is used in various cultures.

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Playing instruments
• Suggested use:
  - Make rain-sticks/makers 
  - This can be used a supplementary activity to be used with videos about rain-sticks/makers and how they used in African culture
• Accessibility: 
  - Accessible for hard of hearing, nonverbal, and visually impaired students 

Around the World Music Distance Learning Activities
Teachers Pay Teachers activity unit that includes handouts with pictures and short descriptions of instruments, homework sheets on how children can research more at home, links to videos, etc. Note: This resource is $6. 

• Curriculum connection: 
  - 3. Explore the way music is connected to traditions/ celebrations and life events of the many cultures represented in Canada
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Playing instruments
• Suggested use:
  ​- Resource that can be purchased off of TPT to learn about different ways the world expresses themselves through music
• Accessibility: 
  - Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students  

Musical skills and knowledge

Ooooh, the Oud
Lesson plan about the Oud, a string instrument, with videos attached.

• Curriculum connection:
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use:
  - Learn about the Oud by watching videos and listening
  - Listen and discuss how the music is being played
  - Find the pulse of the song and have students play the low part using body percussion
• Accessibility:
   - Accessible for hard of hearing, nonverbal, and visually impaired students, some personal accommodations may be needed student and activity dependent 

Kotekan: A Cooperative Music Activity
Lesson plan adaptable for K-12, teaching students kotekan, the basic gamelan technique of interlocking percussion parts. Includes examples, a lesson plan, and break-down of activity. Example of Kotekan video.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use:
  - Introduce video to share the sound the kotekan makes
  - Split class in half and pair students up. Pick the simplest rhythm in the lesson, start by learning with hands first. Teach the simple rhythm to one group and count out loud with them teach the other group an offbeat on certain counts by pointing at them on the beat they play. Practice a few times, then have them pick a percussion instrument to tap their rhythm out
• Accessibility: 
  - Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students  

Message Drums
​This lesson plan includes an explanation and discussion of message drums, and an activity demonstrating how they are used. 

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use:
  ​- Complete the introduction activity, teaching them where message drums originate from
  - Figure out 2 messages that might be useful to send
  ​- Create a drum code together with the students and teach it to them on the drums
• Accessibility: 
  - Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students

Talking Drums
​Adaptable lesson plan for K-12 to teach student about tonal language, talking drum, message drum, their relationships to one another and how to change the pitch of a drum.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use:​​
  ​- Complete the introduction activity to show where talking drums originate from
  - Use the different activities in this lesson to explore the sounds of talking drums
  - Students can also complete the talking kazoos activity
• Accessibility: 
  ​- Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students

Didjeridu Activities
This is a lesson plan for a set of simple classroom activities, suitable for a wide range of student ages and abilities, to introduce them to the didjeridu, a traditional Aboriginal Australian instrument.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• ​Suggested use:
  - Activity plans on website
• Accessibility: 
  ​- Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students

Caribbean Music: Calypso and Found Percussion
Module and lesson plans for K-12. Students are to learn about Calypso. There are also suggestions for finding recordings to listen to.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills​: Playing instruments
• Suggested use:
  - Identify the sounds of the steel pan drum
  - Explore how different objects have different percussion pitches and sounds. Use their objects or drums to learn different rhythms
  ​- Listening activities with calypso music. Explore sounds they hear, instruments they hear, what the feel of the music is like​
  ​- Students can explore the calypso rhythms
• Accessibility: 
  ​- Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students

Exploring Historical and Cultural Connections to the Guitar
Lesson plan from Carnegie Hall on teaching on exploring different guitar-like instruments around the world: the sitar, the lute, the ukulele, and balalaika. Includes excerpts of different instruments.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Playing instruments
• Suggested use:
  - Can use this to explore how different guitar-like instruments sound and look like
  - Can also have students in their small groups share the instrument they were looking at
  - In the listening activity, have students the discuss the uniqueness of sound
• Accessibility: 
  ​- Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students

Using Our Voices to Improvise
Lesson plan from Carnegie Hall on teaching voice improvisation and scat. Includes video and worksheets.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Expression: the conveying of feeling in the face or voice/ in a work of art/ or in the performance of a piece of music
  - Skills: Singing
• Suggested use:
  - Use this lesson to help students build up their confidence in singing and getting creative with their voices
  ​- Use this as an activity after showing musicians who are well known for scatting
• Accessibility: 
  ​- Accessible for all students, though certain activities will require accommodations for nonverbal, hard and hearing and visually impaired students 

Improvising with the Brazilian Samba
Lesson plan from Carnegie Hall on teaching 4 specific samba rhythms.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Listening
• Suggested use:
  - Use this as a supplementary to teach students samba rhythms after they have explored Brazilian samba
• Accessibility: 
  ​- Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students

Rhythms From Around the World
A 20-minute lesson plan from Carnegie Hall, introducing 3 rhythms from around the world, the Middle Eastern Cliftitlelli, Carribean Reggaeton, and South American Clave. Students discuss similarities and differences.

• Curriculum connection: 
  - 5. Appreciate the artistry and required skill set to create quality music. Develop own skills set by exploring instruments/ developing an understanding the components of music
  - Concepts: Rhythm: strong/ regular/ repeated pattern of movement or sound
  - Skills: Listening
• Suggested use: 
  ​- Use as a listening exercise to identify how different rhythms sound across the globe
  - Students can start off by dancing to the rhythms to explore how their body moves
  - Discuss how the songs made them feel. Have students use body percussion to follow along to the rhythm
• Accessibility: 
  ​- Accessible for nonverbal students
  - Additional accommodations required for hard of hearing and visually impaired students