Please note that each year the teacher's manual will be different due to new repertoire for the youth concerts. Therefore, the standards that need to be addressed will change annually as well.

His music was very experimental for that time. It was not appreciated by the public until he was quite old and no longer composing. Variations on "America," is the earliest known polytonal piece. Polytonality is the simultaneous use of two or more keys. Much of the dissonance in his music comes from the class of keys or large blocks of sound, as in the approach of two parade bands in Three Places in New England. In 1947, when Ives was in his 70s he was awarded the Pulitzer Prize for his Third Symphony.

Charles Ives died on May 19, 1954 in New York City. His unheard-of compositional techniques allow his music to sound inventive even after 50 years.

MATERIALS
Recording of Variations on "America" (Excerpt Tape)
Art supplies such as markers, crayons, paint
Reproducible Sheet on Theme and Variation
Reproducible Sheet on Musical Review

1. Explain to the students that dissonance is defined as a clash of sound, notes of conflict, and/or chords of unrest; dissonance is often described as unresolved harmony.
2. Divide the class into three groups. Assign a different children's or familiar a song to each group and ask them to sing these songs simultaneously. (Row, Row, Row Your Boat; Twinkle, Twinkle, Little Star; Mary Had a Little Lamb; America).
3. Play two different compositions at the same time, such as Sousa marches. Ask students to describe their listening experience in positive terms and create a word bank for use in Lesson 3.

Lesson 2
Reading/L. Arts 1.5.5-5.B
Arts and Humanities 9.1.3-5

1. Explain to students that Theme and Variations is the statement of a musical subject (melody) followed by several restatements of that same melody, varied in a number of ways. Musical variations can include changes in tempo, the additions of notes, changes in key, meter, or instrumentation, etc.
2. Ask students to sing America in different styles such as Country/Western, Rap, Operatic, Rock and Roll, etc.
3. Listen to Variations on "America". Ask students to raise their hands when a new variation is introduced.
4. Ask students to list the ways a work of art can be changed or varied, such as changes in color, shape, design, or texture.
5. Distribute the reproducible sheet, Theme and Variation of a Five-Pointed Star, and ask students to create four artistic variations while listening to the composition.

Lesson 3
Reading 1.2.3-5.A,B,C; 1.4.3-5A,B,C; 1.5.3- 5.A,B,C,D,F; 1.6.3-5.A,B,C,D,E
Arts and Humanities 9.1.3-5

1. Read and discuss several music reviews from local newspapers.
2. Invite students to imagine that they are attending the first performance of Ives' Variations on "America," on May 20, 1964. As a music critic for the New York Times, ask students to listen to the composition. Each student will use the word bank created in Lesson 1 to write a music review on the reproducible sheet in this lesson.

A classroom teacher can integrate the study of the symphony with all subjects at any part of the school year. Below are some activities listed under subject headings, from which teachers can "pick and choose" depending on grade levels and interests. They can be done as independent lessons or placed at a center within the classroom. Each year, the idea bank is adapted for the concert, however, some ideas remain from year to year because of their adaptability to any concert theme. The PA Standard addressed in each idea is listed below.

Math

1. Use the personnel list in this section to graph the number of instruments in each section. Why are there so many in some sections and hardly any in others? Math 2.6.3.A-B, 2.6.5.A
2. Use the instrument cards at the end of this section to learn instrument names. Then sort by instrument families or by using the sorting sheet that follows. Students may also order the instruments from highest to lowest pitch within each family. Remind them that smaller instruments are higher. Math 2.6.3-5.A, Science 3.4.4.C
3. Sing or play nursery rhyme songs like, "Mary had a Little Lamb," "Twinkle, Twinkle, Little Star," or "Three Blind Mice." Listen for a pattern in the music. When listening to music from the concert excerpt tape, listen for recurring lines of music. Math 2.8.3-5.A
4. Wagner's Magic Fire Music excerpt has repeating lines of music. Have students listen for the extending patterns then have students create their own patterns with numbers, shapes, clapping, etc. Math 2.8.3-5.A

Language Arts

1. Create an ABC book of the symphony. Use the list in this unit for letter sound ideas. Share the books with younger children. Rdg/L.Arts 1.4.3-5.B, 1.5.3-5.G
2. Add symphony words to your word wall, so students may be encouraged to use them in writing assignments. These words may also be used in word building lessons. Rdg/L.Arts 1.1.3-5.E,F
3. Read aloud a story listed in the bibliography to use for discussion or a story starter. The children's section at the Allentown Public Library can be helpful in locating these books. See the bibliography in this section. Rdg/L.Arts 1.1.3-5.A-H, 1.5.3-5.A-F, 1.6.3-5.A-E
4. Tell children that surprises in music may come from unexpected loud notes. In reading and writing, we use exclamation marks to show surprise. Write about a time when you were surprised or startled. How can you make your words surprising? Rdg/L.Arts 1.5.3-5.A-G
5. Have students make a list of words that mean "surprised." Rdg/L.Arts 1.7.3-5.B
6. Play "Whisper Down the Alley." Have students note how the message changes with more people. Discuss the game results. Rdg/L.Arts 1.6.3-5.A,C,E

Science

1. Use about 8 glasses of the same size. Fill them with different amounts of water. Tap them with a spoon and then put them in order from low sounds to high sounds. Show children how to make a beautiful ringing sound by quickly running your wet finger around the top rim of the glass. Experiment with changing pitches. These are great center activities. Science 3.2.4-7.A-C, 3.4.4.C
2. Have students make a straw quacker by cutting the end of a plastic drinking straw in an inverted V shape. Students blow into the cut end to make an interesting quacking noise. Ask them what is actually making the sound? Can they find a way to change the pitch? Science 3.4.4.C
3. Have students stretch rubber bands of different lengths and widths around an empty shoebox and pluck them. Which ones make high or low pitches? Can they change the pitches? How can they alter the volume? Science 3.4.4.C

Social Studies

1. Discuss manners for orchestra audiences. See the Get on the Stick page in the EASY Concert Handbook. Have older children research the historical significance of the concert and the manners that we've come to know. History 8.1.3-5
2. Tell students that an Apprentice is someone who is learning a trade. Have students go back in history and find out some trades that kids their ages may have learned. History 8.1.3-5
3. The Dance of Terror will have Spanish dancing on the stage. Do any children in the class know Spanish dance steps they could demonstrate? Make a list of countries that speak Spanish as their primary language. History 8.4.3-5, Arts 9.1.3-5
4. Have students research where each composer was born and raised. What historical events may have influenced the music written, particularly with regard to freedom? History 8.4.3-5, Rdg/L.Arts 1.8.3- 5.A-C

Physical Education

1. Have students do stretches or exercises to music. Ask them why it may be easier and more enjoyable to do it to music than to do it in silence? Phys. Ed. 10.2.3-5, 10.4.3- 5

Art

1. Examine the idea of color in art vs. color in sound. Listen to Wagner's Magic Fire Music excerpt and listen for the different "colors." What is used to "paint a picture" in music? Have students respond orally or in a journal. Arts 9.3.3-5, 9.4.3-5, Rdg/L.Arts 1.4.3-5.A-C, 1.6.3-5.D-E
2. New instruments were introduced to the orchestra over time. Design your own creative new instrument. Write a paragraph telling what it will sound like and why the orchestra needs it. Students may enjoy creating them from item around the classroom or their homes. Rdg/L.Arts 1.43-5.A-C, Science 3.2.4-7.A-C, Arts 9.1.3-5

Music

1. Play music to relax students after an exhausting or tedious activity. Discuss why the music helps them to relax. Which types of music do they prefer to help them relax? Phys. Ed. 10.2.3, 10.2.5 Arts 9.3.3-5, 9.4.3-5

Please note that each year the teacher's manual will be different due to new repertoire for the youth concerts. Therefore, the standards that need to be addressed will change annually as well.

His music was very experimental for that time. It was not appreciated by the public until he was quite old and no longer composing. Variations on "America," is the earliest known polytonal piece. Polytonality is the simultaneous use of two or more keys. Much of the dissonance in his music comes from the class of keys or large blocks of sound, as in the approach of two parade bands in Three Places in New England. In 1947, when Ives was in his 70s he was awarded the Pulitzer Prize for his Third Symphony.

Charles Ives died on May 19, 1954 in New York City. His unheard-of compositional techniques allow his music to sound inventive even after 50 years.

MATERIALS
Recording of Variations on "America" (Excerpt Tape)
Art supplies such as markers, crayons, paint
Reproducible Sheet on Theme and Variation
Reproducible Sheet on Musical Review

1. Explain to the students that dissonance is defined as a clash of sound, notes of conflict, and/or chords of unrest; dissonance is often described as unresolved harmony.
2. Divide the class into three groups. Assign a different children's or familiar a song to each group and ask them to sing these songs simultaneously. (Row, Row, Row Your Boat; Twinkle, Twinkle, Little Star; Mary Had a Little Lamb; America).
3. Play two different compositions at the same time, such as Sousa marches. Ask students to describe their listening experience in positive terms and create a word bank for use in Lesson 3.

Lesson 2
Reading/L. Arts 1.5.5-5.B
Arts and Humanities 9.1.3-5

1. Explain to students that Theme and Variations is the statement of a musical subject (melody) followed by several restatements of that same melody, varied in a number of ways. Musical variations can include changes in tempo, the additions of notes, changes in key, meter, or instrumentation, etc.
2. Ask students to sing America in different styles such as Country/Western, Rap, Operatic, Rock and Roll, etc.
3. Listen to Variations on "America". Ask students to raise their hands when a new variation is introduced.
4. Ask students to list the ways a work of art can be changed or varied, such as changes in color, shape, design, or texture.
5. Distribute the reproducible sheet, Theme and Variation of a Five-Pointed Star, and ask students to create four artistic variations while listening to the composition.

Lesson 3
Reading 1.2.3-5.A,B,C; 1.4.3-5A,B,C; 1.5.3- 5.A,B,C,D,F; 1.6.3-5.A,B,C,D,E
Arts and Humanities 9.1.3-5

1. Read and discuss several music reviews from local newspapers.
2. Invite students to imagine that they are attending the first performance of Ives' Variations on "America," on May 20, 1964. As a music critic for the New York Times, ask students to listen to the composition. Each student will use the word bank created in Lesson 1 to write a music review on the reproducible sheet in this lesson.

A classroom teacher can integrate the study of the symphony with all subjects at any part of the school year. Below are some activities listed under subject headings, from which teachers can "pick and choose" depending on grade levels and interests. They can be done as independent lessons or placed at a center within the classroom. Each year, the idea bank is adapted for the concert, however, some ideas remain from year to year because of their adaptability to any concert theme. The PA Standard addressed in each idea is listed below.

Math

1. Use the personnel list in this section to graph the number of instruments in each section. Why are there so many in some sections and hardly any in others? Math 2.6.3.A-B, 2.6.5.A
2. Use the instrument cards at the end of this section to learn instrument names. Then sort by instrument families or by using the sorting sheet that follows. Students may also order the instruments from highest to lowest pitch within each family. Remind them that smaller instruments are higher. Math 2.6.3-5.A, Science 3.4.4.C
3. Sing or play nursery rhyme songs like, "Mary had a Little Lamb," "Twinkle, Twinkle, Little Star," or "Three Blind Mice." Listen for a pattern in the music. When listening to music from the concert excerpt tape, listen for recurring lines of music. Math 2.8.3-5.A
4. Wagner's Magic Fire Music excerpt has repeating lines of music. Have students listen for the extending patterns then have students create their own patterns with numbers, shapes, clapping, etc. Math 2.8.3-5.A

Language Arts

1. Create an ABC book of the symphony. Use the list in this unit for letter sound ideas. Share the books with younger children. Rdg/L.Arts 1.4.3-5.B, 1.5.3-5.G
2. Add symphony words to your word wall, so students may be encouraged to use them in writing assignments. These words may also be used in word building lessons. Rdg/L.Arts 1.1.3-5.E,F
3. Read aloud a story listed in the bibliography to use for discussion or a story starter. The children's section at the Allentown Public Library can be helpful in locating these books. See the bibliography in this section. Rdg/L.Arts 1.1.3-5.A-H, 1.5.3-5.A-F, 1.6.3-5.A-E
4. Tell children that surprises in music may come from unexpected loud notes. In reading and writing, we use exclamation marks to show surprise. Write about a time when you were surprised or startled. How can you make your words surprising? Rdg/L.Arts 1.5.3-5.A-G
5. Have students make a list of words that mean "surprised." Rdg/L.Arts 1.7.3-5.B
6. Play "Whisper Down the Alley." Have students note how the message changes with more people. Discuss the game results. Rdg/L.Arts 1.6.3-5.A,C,E

Science

1. Use about 8 glasses of the same size. Fill them with different amounts of water. Tap them with a spoon and then put them in order from low sounds to high sounds. Show children how to make a beautiful ringing sound by quickly running your wet finger around the top rim of the glass. Experiment with changing pitches. These are great center activities. Science 3.2.4-7.A-C, 3.4.4.C
2. Have students make a straw quacker by cutting the end of a plastic drinking straw in an inverted V shape. Students blow into the cut end to make an interesting quacking noise. Ask them what is actually making the sound? Can they find a way to change the pitch? Science 3.4.4.C
3. Have students stretch rubber bands of different lengths and widths around an empty shoebox and pluck them. Which ones make high or low pitches? Can they change the pitches? How can they alter the volume? Science 3.4.4.C

Social Studies

1. Discuss manners for orchestra audiences. See the Get on the Stick page in the EASY Concert Handbook. Have older children research the historical significance of the concert and the manners that we've come to know. History 8.1.3-5
2. Tell students that an Apprentice is someone who is learning a trade. Have students go back in history and find out some trades that kids their ages may have learned. History 8.1.3-5
3. The Dance of Terror will have Spanish dancing on the stage. Do any children in the class know Spanish dance steps they could demonstrate? Make a list of countries that speak Spanish as their primary language. History 8.4.3-5, Arts 9.1.3-5
4. Have students research where each composer was born and raised. What historical events may have influenced the music written, particularly with regard to freedom? History 8.4.3-5, Rdg/L.Arts 1.8.3- 5.A-C

Physical Education

1. Have students do stretches or exercises to music. Ask them why it may be easier and more enjoyable to do it to music than to do it in silence? Phys. Ed. 10.2.3-5, 10.4.3- 5

Art

1. Examine the idea of color in art vs. color in sound. Listen to Wagner's Magic Fire Music excerpt and listen for the different "colors." What is used to "paint a picture" in music? Have students respond orally or in a journal. Arts 9.3.3-5, 9.4.3-5, Rdg/L.Arts 1.4.3-5.A-C, 1.6.3-5.D-E
2. New instruments were introduced to the orchestra over time. Design your own creative new instrument. Write a paragraph telling what it will sound like and why the orchestra needs it. Students may enjoy creating them from item around the classroom or their homes. Rdg/L.Arts 1.43-5.A-C, Science 3.2.4-7.A-C, Arts 9.1.3-5

Music

1. Play music to relax students after an exhausting or tedious activity. Discuss why the music helps them to relax. Which types of music do they prefer to help them relax? Phys. Ed. 10.2.3, 10.2.5 Arts 9.3.3-5, 9.4.3-5