Text and Music

Text and Music
Day 5
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 their
English class
Guidelines for the form given to them by
their English teach, make sure we are both
on the same page with the goal of the unit
Students will pick a song from a playlist
provided for them to put their poem to
the students can record their voice over
the song or perform the song live over the
music
The students will not be forced to perform
or have the class listen to their project if
they do no what to share it
Grading guidelines
I will not be grading the poem
Grading the melodic line
How well the music compliments the poem
and the word choice behind the song
Short reflection on why they picked the
song that they did, not for a grade but for
them to think critically about the musical
decisions that they made
Possible problem: Not having the
recording material needed
Possible solution: If the students do no
want to perform in front of the class they
can set up a time outside of class to
perform their project for us me so that I
can grade them
The song must represent the word choice
and correlate with the form of the piece
Melodic line: the students can either sing
the poem or speak the poem.
ESL Learners: Can write perform their
poem in their native language and have
the English Translation written on the
board for the other students to follow
along
Still has to use the song from the list
For Life skills students: Provide them with a
smaller list of songs and allow them to do a
shorter poem.
Project timeline
2 days of in classwork time
Due 4 days after assigned, so two days of
outside work time
Can set up time before and after school if
the student needs more time for the
assignment
All about being flexible and understanding
students needs
Day 4
Music will be playing when the students
walk into the classroom
The song that was played for example
yesterday will be the song that is played
when the students walk in
Ask the students if they remember the
song from the day before
Recap Form and Word Choice for a few
minutes
Answer any questions that the students
have
Reinforce the idea of how the text
influences the music.
Melodic Line
Natural speaking voice flows with a
melodic line
Inflection is everything
Melody is the main musical line with the
piece
Possible problem: the students don't have
a ton of musical background
Possible solution: Allow more time to
explain melody, play more examples of
melodic line so that students get a better
understanding 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 students
turn it in so that they can use it to help the
students with the project
Under their name on the exit sheet have
them write an "I am good at..." phrase to
help get to know them better but also to
have them think about themselves and why
they 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 stanza
each) and assign them to each group
Give each group different notecards with
different emotions
Have the students read their poem out loud
based on the notecard within their groups
Fun activity to show how vocal inflections
change based on emotions/purpose of the
poem
Introduce the project if time allows
Day 3
Students walk in with another song playing
Student can own up to the song being
theirs or it can stay a secret
Hand back students their Form Worksheet
from the day before
Answer the questions that students had
from the day before
Word Choice
Students create their definition of word
choice
Explain why artists pick the words they do
to evoke emotion
Small explanation of emotion within music
Explain that the artist has a purpose
behind the words that they picked
Remind students to bring their poems
they've been working on in class to music
tomorrow
Possible problem: The students may have
to write a poem outside of class because I
can't work with the English Teacher
Solution: Give the students more time to
work on the poem in class but have them
think of it as a song. Give them detailed
guidelines for the poem but more freedom
for the song choice
Day 2
Music playing when the students walk into
the classroom
It will be a students song written down
from the day before
Students are able to own up to their or
keep it to them self
Build off of the idea of text and music
Form
Have students create their own definition
and put it up in the classroom
Work sheet on Form
Will turn in as their exit slip (will use during
the week to write more notes)
Exit sheet has a space for questions that
will be answered anonymously the next
day so no one is call out
"I am good at..." phrase under their name
bring in a poems as examples
Have students work in groups
Have them decide on the form as a group
and
ESL students: will be in a group with
people who speak the same language as
them and with some people who are
primary English speakers. The poem given
to them will have both their native
language and the English translation.
Life skills students: Give the poem ahead
of time to their aide. Mix the students in
with the other students and have them
highlight the poem in different colors to
represent the different forms.
Correlate: A Pink Highlighter, B Blue
Highlighter, A' Pink Highlighter.
Visual reprersentation of the poem.
ABA
How this form works within both music and
poetry
Two separate main ideas
A One Idea
B Second Idea
A First idea comes back and ends the
song/poem
Verse Chorus
Just a musical idea
ABC
Explain how this form works within both
music 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 compose
songs around that
Day 1
Music playing when students walk in (my
favorite song)
Explain to the students why the song I
picked is important
Have students write down their favorite
song on a piece of paper and have them
turn it in
Introduce myself to the students so they
start to know who I am
Introduction: Human Bingo
Students walk around and get to know
their peers by having them fill out a human
bingo card
Introduce the idea of text and music
Big idea: How text influences music
Explain how the unit will work concurrently
with their English Class
End of the unit project will be with their
English class
Possible Problem: not being able to work
with their English Teacher
Possible Solution: Expand the unit over a
longer period of time to expand their
How music and other subjects work
together is very important. Shows that
music and other subjects work together
Ideal classroom: this will be a continuation
of the music class that the students had the
year before
If not, the unit is abstract enough that they
can follow along
Give a few more worksheets for
understanding
Activity for the day
Put lyrics of a popular song up on the
board
Have students take a moment to look at
the words on the board
Questions to think about during this time
What is the form?
What do you think the meaning of the
song is?
How do the words influence the meaning?
Possible Examples of the song
Happy
Joy to The World
Any Holiday song
Explain how the text influences the music
that is being composed
For ESL students, put the translation on the
board for them so that they can still
participate even if they have a hard time
with the song.
For Life Skills students: Meet with their
aide, if they have one, and give the aide
the questions and have them be multiple
choice so that the concepts aren't as
abstract for the students.
After the students look at the lyrics without
music, play the song
Allow the students to listen to the song
twice
The first time to just listen to the song
Give the students questions to think about
when listening
Questions to think about
Was the meaning of the song different
when the music was played?
What are some other examples that you
can think of?
Listen to the song a second time through
and have them think about the questions
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