Aloha Music: An Introduction to the Ukulele

by  Manhattan School of Music

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Aloha Music: An Introduction to the Ukulele
Join Manhattan School of Music teaching artist Jake Hertzog for an exciting and interactive look at Hawaii’s quintessential musical instrument. Students discover the ukulele’s unique history through live musical examples and media rich tools. Next, an overview of the instrument fundamentals and technique gives students a handful of common chord patterns and a closer look at the workings of the ukulele. Optional: Jake can instruct the students on their own classroom ukuleles, performing popular songs together over videoconference! A fun, jam-packed program on music and culture!

Program Rating

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About This Program


By Request: $200.00

A $40 fee is charged for each additional endpoint.


45 minutes or one regular class period

Target Audience

Education: Grade(s) 3, 4, 5

Minimum participants:


Maximum participants:


Primary Disciplines

International, Social Studies/History, Performing Arts Music Performance

Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, Blue Jeans, etc...)

Booking Information

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Cancellation Policy
Cancellations must be made at least two (2) business days prior to videoconference session. Failure to do so will result in a cancellation fee equivalent to the program fee.

Weather Policy
In the event of severe, inclement weather preventing a scheduled videoconference session from occurring, Manhattan School of Music and partner will reschedule the conference in a timely manner so that the educational collaboration may continue. Manhattan School of Music and partner agree to notify one another should there be a forecast for severe, inclement weather at their respective location. Please contact David at dmarsh@msmnyc.edu immediately to coordinate appropriate action.

Technical Troubleshooting Policy
In the event of technical malfunctions or disruptions that arise before or during a scheduled videoconference session due to network carrier(s) services or videoconferencing technologies on the Manhattan School of Music or partner premises, Manhattan School of Music and partner technical support services will make every effort to remedy these issues in a timely, cooperative, and efficient manner so that the scheduled conferences may proceed as scheduled. If it is determined that the session cannot proceed, Manhattan School of Music and partner agree to reschedule the conference in a timely manner so that the educational collaboration may continue.
If technical difficulties arise which prevent the class from continuing after the class has been underway for at least 30 minutes, the class will be considered complete and will not be rescheduled.
If technical difficulties arise and the class is unable to begin within 30 of the scheduled start time, Manhattan School of Music will reschedule the class at a time that is mutually convenient for all parties.

About This Provider

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Manhattan School of Music

New York, NY
United States

Manhattan School of Music

Manhattan School of Music is a preeminent international conservatory of music granting Bachelor of Music, Master of Music, and Doctor of Musical Arts degrees. Established in 1918 by pianist and philanthropist Janet Daniels Schenck, the School is dedicated to the personal, artistic, and intellectual development of each of its students, who range in age from the precollege through the postgraduate level. Offering both classical and jazz training, the School instructs students in performance and composition and provides a broad-based education in music theory, history, and humanities. Students come from all over the world, drawn by a rigorous program that reflects the highest standards of musical heritage, and by the faculty, which includes some of the world’s best-known artists. Much of the school’s strength derives from its home in cosmopolitan New York City, and the School contributes to the city’s musical life through an active program of community outreach and with its own program of concerts and performances. These are regularly recognized nationally and internationally as some of the finest events in New York’s musical calendar. Manhattan School of Music’s alumni are active in every aspect of contemporary musical life, and many are among the most distinguished artists performing in concert halls, opera houses and on jazz stages throughout the world today.

Distance Learning

In 1996, under the pioneering influence of Maestro Pinchas Zukerman and President Marta Istomin, Manhattan School of Music instituted a groundbreaking distance learning program — the first of its kind at a major conservatory — devoted to exploring the use of state-of-the-art videoconference technology for music education and performance. Since its inception, the program has connected students, educators, and distinguished artists around the globe for teaching and learning exchanges and currently reaches over 1,700 students each year from Albuquerque to New Zealand.

Through the development and creative use of broadband videoconferencing and related instructional technologies, Manhattan School of Music Distance Learning provides access to artistic and academic resources that enhance students’ education in musical performance while heightening the global community’s awareness of and participation in the musical arts.

Specifically, the program provides interactive videoconference master classes, private lessons, clinics, workshops, coachings, sectionals, colloquia, educational and community outreach, telementoring, professional development, and humanities exchanges to institutions of higher education, K–12 schools, and performing and community organizations around the world. New program areas currently under development include remote auditioning and recruitment via videoconferencing.

K-12 Programs

With over a decade of experience in the field of distance learning and as the first conservatory in the nation to utilize videoconferencing for K-12 music education, Manhattan School of Music has adopted the key elements of presenting successful music education programs via videoconference. In addition to giving students access to world-class musicians and stimulating artistic perspectives, Manhattan School of Music ensures that the quality of videoconference transmissions are of the highest technical standards possible.

Through the Music Bridges and Virtual Music Studio programs, Manhattan School of Music offers a wide variety of standards-based music and music-related presentations to public and private schools throughout the country. The New York State Learning Standards for the Arts are incorporated in program design, content, and assessment, as well as links to core subjects such as social studies and history.

Music Bridges is a selection of music programs that feature distinguished Manhattan School of Music artist-faculty teaching elementary, middle, and high schools students. These interactive videoconference programs are designed to engage students in areas ranging from musical performance, to instrumental and vocal coachings, to developing an understanding of the building blocks of music.

Virtual Music Studio features a variety of videoconference programs developed and presented by a roster of distinguished Manhattan School of Music young artist alumni. These teaching artists -instrumentalists and vocalists who have attained a high level of professional proficiency at their musical craft - are up-and-coming educators who also serve as role models and mentors to students within the context of the dual learning process. Each program includes pre-videoconference teaching materials, one class period–length videoconference presentation, and a post-videoconference development guide.

All of the above programs are fully on-demand. Presentations are scheduled to accommodate the timetable of the requesting school, and can even be modified to better fit certain grade levels, age groups, curriculum needs, or requirements. Please read on for testimonials from past participants on how Manhattan School of Music’s interactive videoconference music education programs have benefited their students.

NOTE: If you reside in Australia or New Zealand and would like to receive MSM content via videoconference, please contact the ANU School of Music at schoolofmusicvc@anu.edu.au.

David Marsh

Program Details


An MSM teaching artist will lead the presentation on two main topics - namely, Beijing Opera and the Lion Dance.

1. An MSM teaching artist begins with introductions and a brief performance.
2. Then students learn about the history of the ukulele in an interactive presentation.
3. The teaching artist then introduces or reviews basic ukulele playing technique and teaches several chords and patterns.
4. If possible, students learn to perform a group song on the ukulele.
5. Wrap-up and Q&A


Participants will:
- learn fun, hands-on ukulele techniques and songs
- enjoy live music and audio/video examples
- discover the ways in which the ukulele fits into Hawaiian, more broadly, and American culture

Standards Alignment

National Standards

National Learning Standards for the Arts - Music
MU:Pr4.2 - Analyze the structure and context of varied musical works and their implications for performance.
Grade 3 - a. Demonstrate understanding of the structure in music selected for performance.
Grade 4 - a. Demonstrate understanding of the structure and elements of music (such as rhythm, pitch and form) in music selected for performance.
MU:Re7.2 - Analyze how the structure and context of varied musical works inform the response.
Grade 3 - Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).
Grade 4 - Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).
Grade 5 - Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural and historical).
MU:Cn11.0 - Relate musical ideas and works with varied context to deepen understanding.
Grade 3-5 - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life.

National Standards (Common Core)
College and Career Readiness Anchor Standards for Speaking and Listening
Grade 3
Comprehension and Collaboration
1d. Explain their own ideas and understanding in light of the discussion.
3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas
6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Grade 4
Comprehension and Collaboration
1c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Grade 5
Comprehension and Collaboration
1c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

State Standards

New York State Learning Standards for the Arts
Standard 1 - Creating, Performing, and Participating in the Arts
1b. Sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs and harmonizing parts.
Standard 2 - Knowing and Using Arts Materials and Resources
2a. Use classroom and nontraditional instruments in performing and creating music.
2e. Demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school.
2f. Discuss ways that music is used by various members of the community
Standard 3 - Responding to and Analyzing Works of Art
3c Discuss the basic means by which the voice and instruments can alter pitch, loudness, duration and timbre
3d Describe the music’s context in terms related to its social and psychological functions and settings (e.g. the roles of participants, the effects of music, uses of music with other events or objects, etc.)
Standard 4 - Understanding the Cultural Dimensions and Contributions of the Arts
4c Identify the primary cultural, geographical, and historical settings for the music they listen to and perform.