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Want to know what your primary students are hearing in the music you share and open their ears to even more? Listening glyphs allow K-3 students to express what they hear by choosing one crayon or the other, and allow teachers to assess the understanding of an entire class at a glance.
Glyphs are pictures of facts. A listening glyph asks students to identify the "facts" about a musical selection, and then express what they are hearing by choosing one crayon or another.
Example: Students are asked to listen for "steady beat." If they hear a steady beat in the music they color the nutcracker's hair brown. If they don't hear a steady beat they color the nutcracker's hair gray.
General Listening Glyph - The first listening glyph is set up for general use with any piece of music. Students will listen for amplitude (volume), if they hear repeated music, if they hear dynamic contrast (soft and loud), a steady beat, the tempo of the music, if there are tempo changes, if there are percussion instruments, and if it's a small or large music group.
Listening Glyph for March from Tchaikovsky's 'The Nutcracker' - This listening glyph asks students to assess a selection from Tchaikovsky's 'The Nutcracker' with a recording or video.
Blank Listening Glyph - This version of the glyph gives the greatest freedom. Blanks are provided so you can choose the things that you'd like your students to listen for.
About This Activity - This page includes instructions and lesson extension ideas.
Unlimited copies for you and your students. However, you may not distribute additional copies to friends and fellow teachers.
Peter Ilyich Tchaikovsky was born in 1840 in present-day Udmurtia, Russia. His father was a Ukrainian mining engineer. Peter began piano lessons at the age of five, and within three years he could read music as well as his teacher. In 1850, Peter's father was appointed as the Director of the St. Petersburg Technological Institute. It was there that Peter received his education at the School of Jurisprudence. The only music instruction he received was piano lessons from a piano manufacturer who occasionally made visits to the school. He also attended the opera and theater with his classmates. It was the works of Rossini, Bellini, Verdi and Mozart that he enjoyed the most. Read more...