Category: Language Arts
Grade Level: 4th Grade
Objective:
Language Arts TEKS 4.15D
Writing/purposes.
The
student writes for a variety of audiences and purposes, and in a
variety of forms. The student is expected
to: write to entertain such as to compose humorous poems or short
stories.
Music
TEKS 4.5C
Response/evaluation.
The student responds to and evaluates music and musical performance.
The student is expected to: identify connections between music and the
other fine arts.
Behavioral Objective:
The student will write a poem or short story to entertain the class and
compare and contrast other classmates' dramatizations of movement, theatre,
music, and visual elements.
Materials:
Dry erase board, three non-tuned instruments of varying types, pencils,
paper, the book Around the World in Eighty Poems
Book: Around the World in
Eighty Poems Selected by: James Berry
Illustrated by: Katherine Lucas Published by: Chronicle Books in
2002.
Solidarity by: Amado Nervo (p.33)
Activities:
Students will first listen to the poem read aloud. Then ask the
students if they can come up with a way to read the poem differently, such
as make the sounds of the words longer. For example:
La----------------------rk. Repeat this with each line until the
students understand. Then have the students divide into small groups
and have each group come up with their own poem or short story. Have
them choose one sentence or phrase from the poem or short story, and have
them tell how they would make the sentence or phrase longer. To help
the students out, you can suggest varying the pitch of their stretched out
word instead of just one pitch. Have the students share with the class
their elongated sentence or phrase, and have them compare and contrast the
sound of several groups of sentences or phrases.
While students are still in
small groups have them get three non-tuned instruments of varying types,
example: a drum, metal, and shaker. Then have the students decide
where to place one of each sound in their elongated sentence or phrase from
their poem. Have students present their phrase with music. Have
the students compare and contrast which presentations were interesting.
Then have the students add a movement to their phrase or sentence, such as
moving from a high to low position, moving fast or slow, or moving heavy or
light. Have students give their whole presentation with or without
words for the class. Have the students then orally compare and
contrast this type of music and theatre compared to the types of theatre
that they are used to.
Example:
|
Non-tuned Instrument |
Gong |
Drum |
|
Guiro (repeat more than one scrape) |
|
Words |
La-----------------rk |
Let |
Ussssssssssssss |
Si-------------ng |
|
Movement |
Arm goes up from high to low |
Wrap arm around waist |
Walk lightly in a curvy line |
Slowly sit down on floor and raise arms
above head in a V shape |
Evaluation:
Assess students during this lesson using the following rubric:
|
Student Name: |
Date: |
| Skill |
Demonstrates
NO understanding |
Demonstrates
LITTLE
understanding |
Demonstrates
FULL
comprehension |
| Can write a poem/short story
to entertain |
|
|
|
| Can stretch out words |
|
|
|
| Can add movement |
|
|
|
| Can compare/contrast types
of theatre and musical performances |
|
|
|
| Displays various types of
movement |
|
|
|
| Chooses varying types of
instruments |
|
|
|
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the Department of Music
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Copyright ? 2002, Department
of Music at Stephen F. Austin State University
|