Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic...
Transcript of Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic...
Using Children’s Literature to Teach Melodic Literacy
presented by Darla Meek Texas A&M University-Commerce
Texas Choral Directors Convention
July 20, 2017
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The Kodály Concept
Kodalytrainingisacompleteandcomprehensiveapproachtomusiceducation.Thegoalistotrainbasicmusicalskillsandteachthereadingandwritingofmusic.Thedevelopmentofmusicalskillsbeginsveryearlywithsimpletasks.Asknowledgegrows,skillsaredevelopedfurtherinasequentialmannerthroughaprocessofpreparation-presentation-practice.
Inadditiontomusicreadingandwriting,childrendevelopskillinpart-singing,part-hearing,improvisation,intonation,listening,memory,phrasing,andunderstandingofform.Thissessionwillfocusonmusicreading…specificallymelodicreadingforyoungchildren.
SOLFEGE Themoveabledosystem,highlydevelopedinEnglishchoraltraining,wasadvocatedbyKodalyasatoolforteachingmusicalliteracy.Solfegeisconsideredthebesttoolfordevelopingtheinnerear.Itisaninvaluableaidinbuildingmusicalskills:
Sightsinging Hearingandsingingharmony EartrainingDictation Parthearing Perceivingform
SEQUENCE (K-2) sol-mi MillionsofCatssol-la BrownBear,BrownBear TheElvesandtheShoemakermi-laturn It’sRaining,It’sPouringsol-mi-do RollOverdo-re-mi-sol Mortimerdo-re-mi-sol-la ATurkeyforThanksgivinglowlaandsol ListentotheRain
Choosing Excellent Literature
1. Isthebookwell-written?2. Doesthebookhavedepth?3. Doesthebookhaveanelementofsurprise?4. Willthechildrenbeabletorelatetothesubjectmatterorthecharactersinthebook?5. Whatrolewillbebookplayinthemusicaltrainingofmystudents?6. IsthisbookonethatIwantmystudentstorememberfortherestoftheirlives?
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Millions of Cats BookbyWandaGa’gLessonPlanbyDarlaMeek CONCEPTS: introductiontobarredinstruments,sol-miintervalMATERIALS: textvisual,barredinstruments,catsoundcuecardsorpowerpoint1.Introducethestory.“Onceuponatimetherewasaveryoldmanandaveryoldwoman.Theywereverylonelyandwishedtheyhadacat.Onedaytheveryoldmanwentlookingforone.Hewentupthehighhilltops(pretendtoplayabarredinstrumentmovingupwards)anddownthroughthelowvalleys(pretendtoplaymovingdownwards).Canyoudothatwithme?”(Repeat.)2.Teachthesong.
• “Hedidfinallyreachaplacethathadlotsandlotsofcats.”Displaytextvisualandsingmelodyfor“Catshere,catsthere…”
• Havestudentssingthemelody,pattingthesteadybeatontheirlaps.
3.Introducethebarredinstruments.
• “Wehavetheperfectinstrumentstoplaysoundsfortheoldmanwalkingupanddownthehills,ANDtoaccompanyoursinging!Theseinstrumentsarecalledbarredinstruments.Theyareinthepercussionfamily.Weplaythemwithmallets.Let’slearnhowtouseourmalletsfirst.”
• Distributemallets.(Rhythmsticks,popsiclesticks,orchopstickscouldalsobeused.)Havestudentsplacethemonthefloorinfrontofthem.Instructthemtomirroryou.Leadthemthroughapantomimeshowinghowtograspthemallets(andhowNOTto!),wheretoplacethefingers,thepositionofthearms,andhowtobouncethemlightly.Alsoinclude“readyposition”and“malletsatrest.”
• Holdoneglockenspielvertically,lowsidedown.“Doyouseehowthisinstrumentlookskindoflikeamountainorahill?Thelargeendiswherethegroundis,andthesmallend
& 86 .œ .œCats here,
.œ .œcats there,
œ jœ œ jœCats and kit tens
œ jœ .œev 'ry where.- - -
& œ œ œ .œHun dreds of cats,
œ œ œ .œthou sands of cats,
œ œ œ œ œ œMil lions and bil lions and
œ œ œ .œtril lions of cats!- - - - -
CATS HERE
©
Score
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iswherethesunis.”Askonechildto“walkupthehill”withhis/herfingers.Encouragethechildtoplayinthecenterofthebars,andtobouncefingerslightlyoneachbar.
• Placetheinstrumentonthefloorinfrontofthechildandhavehim/herplayagain.ReinforcewhichdirectionisUPandwhichisDOWN.
• Displayalargevisualofabarredinstrumentandhaveallchildren“airplay”(pretendtoplay)theinstrument,movingupwardanddownward.
• Now,havechildrenmovetothebarredinstrumentstopractice.• HavechildrenplaythesteadybeatonC1andG1astheysingthesong.
4.Displayiconicnotationforeachofthefeaturedcats:
• Thestudentswillcreateshortmotifsforthefeaturedcatsthatdepictthenotation.The
studentswillplayeachmotifasthecatsareintroducedinthestory.• On“chosenthemall,”everyonepicksonemotiftoplay,sothatallmotifsarebeing
playedatthesametime.Thisalsowillhappenwhenthecatsgetintoafight.4.Assignvocalsoundeffects.
• On“Mew,mew!”everyonemeows.• On“eachcattookasipofwater,”everyoneslurps.• On“eachcatateamouthfulofgrass,”everyonenibbles.
5.Perform.
©Copyright2004DarlaMeek.Materialsmaybeusedinaclassroomsettingwithchildrenonly.Unauthorizedusewithadultteachersisprohibited.
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Brown Bear, Brown Bear, What Do You See? BookbyBillMartinJr,illustratedbyEricCarleLessonPlanbyDarlaMeekCONCEPT: singing/improvisingsol-la-sol-mipatternsMATERIALS: smallpuppets,stuffedanimals,orpicturesofcommonanimals,
oneforeachchild
• Singthebooktothestudents.• Distributestuffedanimalsorpicturesofanimals.Discusseach.• Playagamethatassessessequencing!Theteachersings,“BrownBear,
BrownBear,whatdoyousee?”andthestudentwhoisholdingthebrownbearanswers,“Iseearedbirdlookingatme.”
• Createadditionalverseswithotheranimals.Thegamecontinuesuntilallchildrenhavehadaturntosingabouttheanimalstheyareholding.
• Tomakethegamemorechallenging,havetheansweringstudentaskthenextquestion.
• Turnthisactivityintoanamegame!“Charlie,Charlie,whodoyousee?”“IseeAmylookingatme!”etc.Thisgamecanbeusedforliningthestudentsupinanorderlyfashion,fortakingturns,etc.
DarlaMeekCollection,2007
& # # 44 œ œ œ œBrown bear, brown bear,
œ œ œ œ Œwhat do you see?
œ œ œ œ œI see a red bird
œ œ œ œ Œlook ing at me.-
BROWN BEAR
©
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The Elves and the Shoemaker
RetoldfromtheBrothersGrimmandillustratedbyJimLaMarche
StoryretoldbyDarlaMeekLessonPlanbyDarlaMeek
CONCEPTS: composingmelodieswithla-sol-mi;composingrhythm
patternswitheighthnotes,quarternotes,andhalfnotes;simplechorddroneonmacrobeat;Germanfolkdance
MATERIALS: barredinstruments;templeblocks;simplecostumes,ifdesired1.Introducethecharacteroftheshoemaker.
• Discussshoemakersandthetoolstheyuse.Listsomeofthesoundsyouwouldhearcomingoutofashoemaker’sshop:snippingofscissors,tappingofthetinyhammers,pullingofthread,whirringofamachine,windingofthebobbin,etc.
• Sing“WindtheBobbin”:
• Havestudentsfindapartnerandshowhowtheycouldtogetherwindthebobbin,pullthethread,andtapfivetimes.
• Havehalfthestudentsshare,thentheotherhalf.• Takesomeofthestudents’ideastocreatemovementsfortheAsection.Singand
performthesemovements.• Havestudentsskipthroughthe“cobbler’sworkshop”for16beatsandfindanew
partnerwhilesingingtheBsection(“La,la,la…”).2.Introducethestory.
• Tellthefirsthalfofthestory.
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• InsertthePOEM“Cobbler,Cobbler”andthesoundsoftheelvesworkingatappropriatetimes.Youwillhavetoalterthetextofthebookslightly:
“Thatnight,fromtheworkshopcamethesoundsof…snipsnipsnipsniptap-atap-atap-atap-apuuuuuull--puuuuuull--puuuuuull--puuuuuull—“3.Createamelodyforthepoem.
• Askthestudentsiftheywouldbeabletocreateamelodyforthepoemusingthetwopitchessolandmi.Havethestudentsimprovisevocallyuntiltheycomeupwithoneidea.
• HavestudentsgotobarredinstrumentsandremoveB’sandF’storevealtheCpentatonicscale.
• Havethestudentsworkinpairstofigureouthowtoplaytheirmelodyonthebarredinstruments.
• Ifthechildrenareready,havethemcreateami-sol-lamelodyforthepoemonthebarredinstruments.Sharetheircompositions.
• Havethestudentschooseoneofthemelodiestobethe“classcomposition.”Theywillprobablychooseonethatislikethemelodyprintedbelow.Haveallthestudentsplaytheclasscomposition.Notateittogether.
• Addadroneonthemacrobeat.
4.Createworkshopsounds.
• Displaythefollowingvisuals:
&&
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42BX/BM
œ œ œ œCob bler, Cob bler,
˙̇œ œ œmend my shoe.
˙̇œ œ œ œMake it just as
˙̇œ œ œgood as new.
˙̇- -
&&
5 œ œ œ œStitch it up and
˙̇œ œ œstitch it down
˙̇œ œ œ œI will give you
˙̇œ œ œhalf a crown.
˙̇
COBBLER COBBLER
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• Chanteachpatterntwice.• Putfourstripsinarowandhavethestudentschantthepatterns.Repeat,havinga
studentarrangethefourstripsintoapatternofhis/herownchoice.• Asyourepeatthisseveraltimes,havethechildrenexperimentwithwaystomake
cutting,hammering,andpullingmotions.• Putstudentsingroupsoftwoorfour.Theywillworktogethertousethepatternsthey
madeuptocreatetheworkshopsounds.Theycanaddmovement.Theywillbeperformingfourmeasuresoffourbeats.
• Sharewiththelargegroup,thenhaveallthegroupsperformtogether.• Optionsformoreexperiencedstudents:Tellthestudentstheyhavefourbeatswith
whichtocreateapatternusingtap-a,snip,andpull--.• Goaroundthecircle,havingeachstudentchanthispatterntwice.• Divideintopartners(orevengroupsoffour)tocreatefourmeasuresoffourbeatseach.
Theycanaddmovementorunpitchedpercussion.• Theymayputthepatternsinanyformtheylike.Itwouldbefuntomaketheir
movementsrelatetoeachother—likeamachine.5.Performstorywithsongandsoundeffects.
• Havesomechildrenplaythedronewhilesingingtheclasscomposition,andsomeperformtheworkshopsounds.
• Dramatizethestory.• Haveonestudentimproviseontheglockenspielwhentheelvesmove.• Use“Shoemaker’sDance”forthebeginningandtheendofthestory.
©2000DarlaMeek.Forusewithchildreninaclassroomsettingonly
Unauthorizedusewithadultteachersisprohibited.
ã 44
Snare Drum x x x x x x x x
TAP A TAP A TAP A TAP A- - - - -
TAP-A
ã 44
Snare Drum x x x x
SNIP SNIP SNIP SNIP
SNIP
ã 44
Snare Drum X X
PUUUUUULLLL... PUUUUUULLLL....
PULL
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Roll Over, a Counting Book! BookbyMerlePeekLessonPlanbyDarlaMeekCONCEPT: preparing,presenting,orpracticingsol-mi-doMATERIALS:
• barredinstrumentsorequivalent• handpuppetsmadeofgardengloves,ifdesired
1.Teachthesong.
• Singthesongforthechildren.Youmaychoosetoread/singRollOverbyMerlePeek.• Itisfuntocreatehandpuppetsoutofgardenglovesforthissong.Youcanfindtiny
babiesoranimalstogluetothefingertipsoftheglovesatnoveltystores.• Askthechildreniftheyrecognizedthemelodicpatternsol-mi-do.• Read/singthebookagain,havingchildrensignthesol-mi-dopatternwhentheyhearit.
2.Dramatizethesong.
• Lineuptenchildrentodramatizethesong!Theylieonthefloor,rollingoveronetimeoncue,asthechildrensingeachverse.Thelastpersongoestohis/herseat.
3.Playsol-mi-doonbarredinstruments.
• Lineupseveralbarredinstrumentsinarow.RemovebarssothattheG-B-Dbarsareeasilyaccessible.
• Chooseonechildtoplaysol-mi-doonthefirstinstrumentasthechildrensingthefirstverse.Chooseanewchildtotakehisplaceashemovestothesecondinstrument.Continuerotatinguntilallchildrenhavehadachancetoplayeachbarredinstrument.
©2003DarlaMeek.Forusewithchildreninaclassroomsettingonly
Unauthorizedusewithadultteachersisprohibited.
& 44 ..œ œThere were
œ œ œ œ œ œtennine
inin
thethe
bedbed,
andand
thethe
œ œ œ œ œlitlit
tletle
oneone
said,said,
"Roll"Roll
œ œ Œ œoo
ver!"ver!"
"Roll"Roll
œ œ Œ œ œoo
ver!"ver!"
SoSo
theythey
- - -- - -
& ..œ œ œ œ œallall
rolledrolled
ooverver
andand
œ œ œ œ œoneone
fellfell
out.out.
ThereThere
werewere
œ œ œ œ œ œone in the bed, and the
œ œ œ œ ¿ ¿ ¿lit tle one said, "A lone at
¿ Œ Ólast!"- - -
-
roll over
©
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Mortimer byRobertMunsch,illustratedbyMichaelMartchenkoLessonplanbyDarlaMeekCONCEPTS: simplechorddrone,do-re-mi-sol vocalimprovisation(ifdesired)MATERIALS: barredinstruments,props(ifdesired)1.Introducethestoryandteachthesong.
• “Thisisastoryaboutalittleboywhoneverwantedtogotobed.Everynighthisfamilywouldtellhimveryseverely.‘Mortimer,bequiet!’butitdidnogood.Perhapshisfamilydidn’tsayitseverelyenough.Let’sseeifyoucandobetter.Alltogether,let’ssay,‘Mortimer,bequiet!’”Practice.
• “PretendyouareMortimer’smother.Canyousay,‘Mortimer,bequiet!’inamotherlyvoice?”Practiceasafather,children,andapoliceofficer.
• “Now,I’msureyouarewonderingwhatMortimerdidtogethimselfinsuchtrouble.Afterhewastuckedintobed,hewouldsing,likethis.”Teachthesongwiththechildrenpattingthesteadybeatontheirlaps.
&&&
bbb
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44
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œ œ œ œ œ œ œ œ"Clang, clang, rat tle, bing, bang, gon na
∑œœ œœ œœ œœ
œ œ œ œ œ Œmake my noise all day!
Ó Œ œœœœœœœœ œœ œœ œœ
- -
&&&
bbb
œ œ œ œ œ œ œ œClang, clang, rat tle, bing, bang, gon na
∑œœ œœ œœ œœ
œ œ œ œ œ Œmake my noise all day!"
Ó Œ œœœœœœœœ œœ œœ œœ
- -
MORTIMER
©
Score
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2.Accompanythesongwithasimpledroneonbarredinstruments.• InstructthestudentstogotobarredinstrumentsandremoveB’sandF’storevealtheC
pentatonicscale.Discussthepentatonicscaleanditsuse.• PlaythesteadybeatonCandG,andexplainthatthisiscalledadrone,orbordun,which
isbasedonthetonicanddominant.SingMortimer’ssongwhiletheyplay.• Becausetherhythmofthedroneandtherhythmofthesongareoftenparallel,guide
thestudentstofindabetterchoiceforadrone.Itisfuntoplayadronewitharhythmicpattern.Singthesongandexploresomeoptions.Whichoptionscomplementthesongandareeasyforchildrentoplay?Atthisstage,thebestchoicesaretwohalfnotesoronehalfandtwoquarters.
• Singthesongacappella,addingasnapontherestsattheendofeachphrase.Transfertoaclusterchordonanytwonotesnexttoeachother.(Thispartisfortheglockenspiels.)
3.Addvocalimprovisationonla-sol-mi.
• Warmupvoices,echola-sol-mipatterns.• Havestudentspickoneofthepatternswepracticedandsingitfourtimes.• Havethestudentspickanotheroneofthepatternswepracticed,ORmakeuptheir
own,andpracticeitfourtimes.• Havestudentsusethosetwopatterns,arrangedinaformoftheirchoice,tocreatea
littlemelody.• Repeat,withadifferentform.• Singsongwithdrone,thenperformvocalimprovisationsforthesamelengthasthe
song(16beats),asiftheywereMortimersinginginbed.• Ifstudentsarefeelingadventurous,theycanexplorewithrhythmastheysing!
4.Addsoundeffectsandperform.
• “WhenMortimerwouldmakeallthatracket,hisfamilywouldwalkupthestairstocheckonhim.”Reviewwalkingupanddownthe“stairs.”
• Performthestorywithallspeakingparts,song,andsoundeffects.• Havesomestudentsdramatizethestorywithapillowandblankey,andotherprops.
©Copyright2004DarlaMeek.Materialsmaybeusedinaclassroomsettingwithchildrenonly.Unauthorizedusewithadultteachersisprohibited.
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A Turkey for Thanksgiving BookbyEveBunting,illustratedbyDianedeGroatLessonPlanbyDarlaMeekCONCEPTS: drmsl,simpledrone,unpitchedtechniqueMATERIALS: unpitchedpercussioninstrumentsofchoice1. Introducethecharactersandthestory.
• “OneThanksgivingmorning,Mr.andMrs.Moosewerebusymakingspecialpreparationsfordinnerwiththeirfriends.”Readthefirsttwopagesofthebook.
• Teachthefollowingsong:
• Ifdesired,havethestudentsplayasimpledroneonthemacrobeatastheysingthe
song.
2. Addsoundeffects.• Displayavarietyofinstrumentsandreviewthename,sound,andtechniqueforplaying
each.• Guidethestudentstochoosesoundeffectsforthestory,includingonesoundto
representeachofthecharacters.Someideas:
Moose: drum Rabbit: templeblocksGoat: guiro Turkey: flexitoneSheep: shaker Porcupine: triangle
3. Practiceandperformwhilereadingthestory.Havethestudentsexchangeresponsibilities
andperformagain!
©2003DarlaMeek.Forusewithchildreninaclassroomsettingonly.Unauthorizedusewithadultteachersisprohibited.
&&
bb
44
44œ œ œ œ œ œ Œ"Al most time for din ner!"
˙̇ ˙̇œ œ œ Œ
Moose did say.
˙̇ ˙̇- -
&&
bb
œ œ œ œ œ œ ‰ œ"I will find a tur key for
˙̇ ˙̇œ œ œ œ Œ
Thanks giv ing Day!"
˙̇ ˙̇- - -
A TURKEY FOR THANKSGIVING
©
Score
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Listen to the Rain BookbyBillMartinJrandJohnArchambault
PoembyRobertLouisStevenson,adaptedbyDarlaMeekLessonPlanbyDarlaMeek
CONCEPTS: lowsolandla,crescendo/decrescendo,form,composition(ifdesired)MATERIALS: barredinstruments,windchime,rainstick,scarves,textofthepoemdisplayed
Rainydaysarelovelydays,eachdropissoftandlight. Therainperfumesthecityair,andglistensinthenight.
&
&
V&
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42
42
42
Voice
SG
AM
BX/BM
œ œ œ œRain is rain ing
˙mi
˙˙̇˙(̇splash)
œ œ
œ œ .œ œall a round, it
˙sol
˙˙̇˙˙œ œ
œ œ œ œfalls on field and
˙mi
∑
œ œ
œ ‰ jœtree. It
œ œ œ œla sol mi re
∑
œ œ
- -
&
&
V&
..
..
..
..
V
SG
AM
BX?BM
œ œ œ œrains on the um
˙mi
˙˙̇˙(̇splash)
œ œ
œ œ œ œbrel las here and
˙sol
˙˙̇˙˙œ œ
œ œ œ œ œrains on the ships at
˙mi
∑
œ œ
˙sea.
œ œ œ œla sol mi re
∑
œ œ
- -
rainisraining
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1.Introducetheconcept.• “Don’tyoujustloverainydays?BillMartin,Jr.wroteabookaboutthesoundsofrain
calledListentotheRain.Todaywegettocreateathunderstormtogether.• “Whenthere’sathunderstorm,doesitusuallystartsuddenly,orgradually?Usuallyit
startswithalittlepitter-patter(fingertipsonlap),andthenalittlemorewater(patlap),andthentheraincomesintorrentsandlightningflashes(clapsforlightning).Thenitstartstodiedown….andfinallythestormisgone.”Practicethiswiththestudents.
• “Somusically,thesoundstartssoftlyandgraduallygetslouder,thengraduallygetssofteragain.Herearethesymbolsthatrepresentthat:crescendoanddecrescendo.”
• Readthebooktothestudents,insertingthesong(orpoemonly)atintervals.2.OPTION:Guidestudentstocreateamelodyforthepoem.
• Pattherhythmofthepoem,firstwithwords,thenwithout.• HavethestudentsimprovisewiththerhythmofthepoeminFpentatonic(takeofftheir
“bacon”and“eggs”).• TellthestudentsthattheyaregoingtocreateanabacmelodyindopentatoniconF.
Havethemcomeupwithamelodyfora.• Haveseveralstudentssharetheirideas.Pickthreeandhavethosestudentsplaytheir
melodiesagain.Labelthem1,2,and3.• Havetherestofthestudentsclosetheireyesandholduptheirfingersshowingthe
numberofthemelodytheyprefer.Teachthemostfavoredmelodytotheclass.• Continuewithbandc.Playtheentiremelody.Tweakasdesired.
3.Teachthebasspart.
• “Let’sstartwithsomedripdrops.”(Alternatepatsonyourlap.)• Studentspatthepatternandsing.• Transfertoinstruments
4.Teachthemetallophonepart.
• “Ilovetosplashinpuddles!Whathappenstothewaterwhenyoustickyourfootinit?Thewaterrippleslikethis:Splaaash…”
• “Canyoucounthowmanybeatsmysplashlasts?”(4)• Singthesong,addingaclapontheword“rain.”• Havestudentsperformtheclapwithyouastheysing,thenwithouthelp.• Transfertoinstruments—removeB’sandE’s.Playanytwonotesthatarenext-door
neighbors.• Playandsing.
5.Teachtheglockenspielpart.
• Instructstudentstosnapfivetimes.Demonstratesnappingfivetimes(theSGpart)asyousingthesong.
• “Whenyouwatchraindropslandingonthewindow,itmightlooklikethis:‘Rainisfal-lingdown.’”(lsmrm)
• Studentssingandpracticewithhandssnappingwhilemovingdownward.
15
• Transfertoinstruments.Startwithlaandwalkdownward.Thenchangethelastnotetomi.
• Addmi-sol-mi,thenplayandsingtogether.6.Addmovement.
• Explain:“Ascientificwordforrainstormisprecipitation.PrecipitationisoneofthefourpartsofwhatscientistscalltheWATERCYCLE.Haveyoueverwonderedwherethewatercomesfrom?Let’sexplorethewatercyclewithourbodies.Youarenowadropofwaterintheocean.”
• Studentslieonthefloorasifabodyofwater.Theinstructorleadsthemthroughthestagesofthewatercycle:
• Evaporationoccurswhenthesunheatsupwaterinriversorlakesortheoceanandturnsitintovapororsteam.Thewatervapororsteamrisesintotheatmosphere.(Studentsriseslowly,liftinglightlyashighastheycanreach.)
• Condensationoccurswhenwatervaporintheairgetscoldandchangesbackintoliquid,formingclouds.(Studentsgathertogetherintoagroup.)
• Precipitationoccurswhensomuchwaterhascondensedthattheaircannotholditanymore.Thecloudsgetheavyandwaterfallsbacktotheearthintheformofrain,hail,sleet,orsnow.(Studentsfallgracefullybacktotheground.)
• Collection:Whenwaterfallsbacktoearthasprecipitation,itmayfallbackintheoceans,lakesorriversoritmayenduponland.Whenitendsuponland,itwilleithersoakintotheearthandbecomepartofthe“groundwater”thatplantsandanimalsusetodrink,oritmayrunoverthesoilandcollectintheoceans,lakes,orriverswherethecyclestartsalloveragain.
• Distributescarves.“Ineedseveralpeopletocreateavisualrainstorm.Thinkabouttheformofourrainpiece:poem-song-poem-song-poem-song-poem.Youwillcreateashortdancetogowiththesong.Createmovementforthepoemthatreflectsthefourstagesofthewatercycle.Pretendthatyouareasingledropofwater.Howwillyoushowthefourstages?”
• Guidestudentstocreateavisualrainstorm,followingtheformofthepiece.7.Addsoundeffects.
• Addrainstickorwaddedupnewspaperthroughout.• Addthunderwithtimpani,shakingapieceofposterboard.• Itisalsofuntoturnthelightsoffandonquicklyforlightning!• Addwindchimeforarainbowattheend.
8.Readthebook,addingtheorchestrationandmovementthroughoutasdesired.
©Copyright1998DarlaMeek.Materialsmaybeusedinaclassroomsettingwithchildrenonly.Unauthorizedusewithadultteachersisprohibited.