Text and Music
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Text and Music
Music playing when the students walk in
Reinforce the big idea for the week
Text influences music
Poetry as a vessel of learning
Introduce the project
students write their own poem in theirEnglish class
Guidelines for the form given to them bytheir English teach, make sure we are bothon the same page with the goal of the unit
Students will pick a song from a playlistprovided for them to put their poem to
the students can record their voice overthe song or perform the song live over themusic
The students will not be forced to performor have the class listen to their project ifthey do no what to share it
I will not be grading the poem
Grading the melodic line
How well the music compliments the poemand the word choice behind the song
Short reflection on why they picked thesong that they did, not for a grade but forthem to think critically about the musicaldecisions that they made
Possible problem: Not having therecording material needed
Possible solution: If the students do nowant to perform in front of the class theycan set up a time outside of class toperform their project for us me so that Ican grade them
The song must represent the word choiceand correlate with the form of the piece
Melodic line: the students can either singthe poem or speak the poem.
ESL Learners: Can write perform theirpoem in their native language and havethe English Translation written on theboard for the other students to followalong
Still has to use the song from the list
For Life skills students: Provide them with asmaller list of songs and allow them to do ashorter poem.
2 days of in classwork time
Due 4 days after assigned, so two days ofoutside work time
Can set up time before and after school ifthe student needs more time for theassignment
All about being flexible and understandingstudents needs
Music will be playing when the studentswalk into the classroom
The song that was played for exampleyesterday will be the song that is playedwhen the students walk in
Ask the students if they remember thesong from the day before
Recap Form and Word Choice for a fewminutes
Answer any questions that the studentshave
Reinforce the idea of how the textinfluences the music.
Natural speaking voice flows with amelodic line
Inflection is everything
Melody is the main musical line with thepiece
Possible problem: the students don&#39;t havea ton of musical background
Possible solution: Allow more time toexplain melody, play more examples ofmelodic line so that students get a betterunderstanding of the idea
The artist has a specific purpose
Give them a work sheet on Melodic Line
Use it as an exit sheet, have the studentsturn it in so that they can use it to help thestudents with the project
Under their name on the exit sheet havethem write an &quot;I am good at...&quot; phrase tohelp get to know them better but also tohave them think about themselves and whythey are important.
Activity for the day
Short activity to show melodic line
Students will get into small groups of 34
Bring in short poems (around one stanzaeach) and assign them to each group
Give each group different notecards withdifferent emotions
Have the students read their poem out loudbased on the notecard within their groups
Fun activity to show how vocal inflectionschange based on emotions/purpose of thepoem
Introduce the project if time allows
Students walk in with another song playing
Student can own up to the song beingtheirs or it can stay a secret
Hand back students their Form Worksheetfrom the day before
Answer the questions that students hadfrom the day before
Students create their definition of wordchoice
Explain why artists pick the words they doto evoke emotion
Small explanation of emotion within music
Explain that the artist has a purposebehind the words that they picked
Remind students to bring their poemsthey&#39;ve been working on in class to musictomorrow
Possible problem: The students may haveto write a poem outside of class because Ican&#39;t work with the English Teacher
Solution: Give the students more time towork on the poem in class but have themthink of it as a song. Give them detailedguidelines for the poem but more freedomfor the song choice
Music playing when the students walk intothe classroom
It will be a students song written downfrom the day before
Students are able to own up to their orkeep it to them self
Build off of the idea of text and music
Have students create their own definitionand put it up in the classroom
Work sheet on Form
Will turn in as their exit slip (will use duringthe week to write more notes)
Exit sheet has a space for questions thatwill be answered anonymously the nextday so no one is call out
&quot;I am good at...&quot; phrase under their name
bring in a poems as examples
Have students work in groups
Have them decide on the form as a groupand
ESL students: will be in a group withpeople who speak the same language asthem and with some people who areprimary English speakers. The poem givento them will have both their nativelanguage and the English translation.
Life skills students: Give the poem aheadof time to their aide. Mix the students inwith the other students and have themhighlight the poem in different colors torepresent the different forms.
Correlate: A Pink Highlighter, B BlueHighlighter, A&#39; Pink Highlighter.
Visual reprersentation of the poem.
How this form works within both music andpoetry
Two separate main ideas
A One Idea
B Second Idea
A First idea comes back and ends thesong/poem
Just a musical idea
Explain how this form works within bothmusic and poetry
Three Separate main Idea
A First Idea
B Second Idea
C Third Idea
Text can influence the music that is written
Composers will use poems and composesongs around that
Music playing when students walk in (myfavorite song)
Explain to the students why the song Ipicked is important
Have students write down their favoritesong on a piece of paper and have themturn it in
Introduce myself to the students so theystart to know who I am
Introduction: Human Bingo
Students walk around and get to knowtheir peers by having them fill out a humanbingo card
Introduce the idea of text and music
Big idea: How text influences music
Explain how the unit will work concurrentlywith their English Class
End of the unit project will be with theirEnglish class
Possible Problem: not being able to workwith their English Teacher
Possible Solution: Expand the unit over alonger period of time to expand their
How music and other subjects worktogether is very important. Shows thatmusic and other subjects work together
Ideal classroom: this will be a continuationof the music class that the students had theyear before
If not, the unit is abstract enough that theycan follow along
Give a few more worksheets forunderstanding
Activity for the day
Put lyrics of a popular song up on theboard
Have students take a moment to look atthe words on the board
Questions to think about during this time
What is the form?
What do you think the meaning of thesong is?
How do the words influence the meaning?
Possible Examples of the song
Joy to The World
Any Holiday song
Explain how the text influences the musicthat is being composed
For ESL students, put the translation on theboard for them so that they can stillparticipate even if they have a hard timewith the song.
For Life Skills students: Meet with theiraide, if they have one, and give the aidethe questions and have them be multiplechoice so that the concepts aren&#39;t asabstract for the students.
After the students look at the lyrics withoutmusic, play the song
Allow the students to listen to the songtwice
The first time to just listen to the song
Give the students questions to think aboutwhen listening
Questions to think about
Was the meaning of the song differentwhen the music was played?
What are some other examples that youcan think of?
Listen to the song a second time throughand have them think about the questions