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On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack

Classroom Resource Information

Title:

On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack

URL:

http://readwritethink.org/classroom-resources/lesson-plans/musical-note-exploring-reading-861.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

No matter where you teach, students are likely to listen to music. Their tastes may vary widely—pop, rap, country, classical, jazz, R & B. Regardless of their preferences, they each bring a rich knowledge of musical tunes and lyrics to the classroom. This lesson takes advantage of that interest by asking students to create a soundtrack for a novel that they have read. Students begin by analyzing how specific songs might fit with a familiar story. Students then create their own soundtracks for the movie version of a novel they have read. They select songs that match the text and fit specific events in the story. Finally, students share their projects with the class and assess their work using a rubric. Examples in this lesson focus on The Beast by Walter Dean Myers, but any piece of literature can be used as the basis of students' soundtracks.

Content Standard(s):

Arts Education ARTS (2017) Grade: 6 Music: General	15) Select music to listen to and explain the connections to interests or experiences for a specific purpose. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? Concepts & Vocabulary: Rhythm Melody Pitch set: La- centered diatonic (minor) Clef reading (diatonic) Octave Unison/ harmony Harmony Polyphonic 2-part songs 3-part songs Descant Bass clef Accompaniment Form AB form ABA form Form Canon Composer Composite forms Expression Tone Quality Articulation Other Age-appropriate audience and performer etiquette Age-appropriate pitch matching (G3-G5) Historical periods Skill Examples: Performing Sight-read rhythm patterns commonly found in middle-level literature. Sight-read eight-beat, stepwise, and unison melodic patterns. Analyze a musical score to determine formal components such as D.C. al Fine, D.S. al Coda, etc. Creating Develop criteria to evaluate the quality and effectiveness of music performances and compositions including their own. Reading/ Writing Identify stylistic elements of a piece of music based on markings in the score. Follow a musical score that contains formal components such as D.C. al Fine, D.S. al Coda, etc. Responding/ Evaluating Identify the names of the lines and spaces in the bass clef. Identify accidentals, including flats, sharps, and naturals. Reflect on a variety of live or recorded music performances.
Arts Education ARTS (2017) Grade: 7 Music: General	15) Select contrasting music to listen to and compare the connections to interests or experiences for a specific purpose. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? Concepts & Vocabulary: Rhythm Phrase Notation (standard, invented, or technological) Melody Phrase Notation (standard, invented, or technological) Harmony Phrase Accompaniment Progression Form Binary form (AB) Ternary form (ABA) Style Genre Structure (melodic, rhythmic, and harmonic) Expression Tempo Dynamics Other Age-appropriate audience and performer etiquette Skill Examples: Performing Perform music appropriate for middle level students from a variety of cultures, genres, and historical time periods. Perform music appropriate for middle level learners that represents personal interests or experiences. Compare and contrast, with guidance, context of music, selected for performance. Creating Create a playlist of music for listening that reflects personal interests, and/or a specific purpose, and/or an experience and describe how each selection is related. Compare and contrast the context of at least two pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece. Analyze at least two pieces of music created by self and peers and explain how the elements of music and expressive qualities contribute to each piece's structure. Reading/ Writing Use standard notation skills, with guidance, to analyze music to be performed. Use standard notation skills, with guidance, to explain music created by self and peers. Aurally compare and contrast, with guidance, two pieces and explain how the elements of music and expressive qualities are used to convey intent. Responding/ Evaluating Create a presentation (lecture, multimedia, etc.) that describes a composer's or performer's use of the elements of music and expressive qualities to convey intent. Develop a presentation (lecture or multimedia) that explains your personal interpretation of how the elements of music and expressive qualities were used to convey intent and meaning in specific musical pieces. Discuss how musical products are evaluated by professional musicians. Evaluate musical performances and products, with criteria provided by the teacher. Compare and contrast how cultural and societal convention influences responses to music. Develop, with guidance, personal criteria for responding to music.
Arts Education ARTS (2017) Grade: 8 Music: General	15) Select programs of music and demonstrate the connections to an interest or experience for a specific purpose. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? Concepts & Vocabulary: Rhythm Tension and release Phrase Notation (standard, iconic, technological) Melody Tension and release Phrase Notation (standard, iconic, technological) Harmony Texture Tension and release Sequence Notation (standard, iconic, technological) Form Arrangement Song structure Expanded forms Introduction Transition Coda Style Genre Structure Expression Timbre Balance Other Sound sources (instruments, voices, found sounds, & technology) Age-appropriate audience and performer etiquettes Skill Examples: Performing Perform a program of music that is for a specific purpose, interest, or experience and explain your choices. Perform music from a variety of cultures, styles, historical time periods, or genres and discuss how personal interpretation and the composer's use of the elements of music influence expressive intent. Compare and contrast the context of music selected for performance. Creating Compare and contrast the context of three or more pieces of music created by self or peers and explain how the elements of music and expressive qualities were used in each piece. Compare and contrast how the elements of music and expressive qualities are used in multiple pieces from the same time period and/or culture, and/or genre to create meaning and expression. Reading/ Writing Analyze music using standard notation and appropriate vocabulary. Compare and contrast how the elements of music and expressive qualities are used within music selected for performance to contribute to the overall structure and intent. Cite specific examples and use appropriate vocabulary. Analyze music of a variety of cultures, styles, historical time periods, and/or genres and compare the context and/or intent of the pieces. Compare common terms and how they are used in various pieces to demonstrate intent. Responding/ Evaluating Compare and contrast programs of music for connections to history and culture. Develop personal criteria based on personal knowledge and skills for including music in performance programs. Develop personal criteria based on the elements of music for including music in performance programs. Demonstrate (lecture, presentation, journal, etc.) how personal knowledge and experience contribute to enjoyment of music. Identify how criteria based on the elements of music support personal preference for specific musical works. Develop a rubric to evaluate musical performances and/or musical works based on personally developed criteria.
English Language Arts ELA2021 (2021) Grade: 7	15. Utilize digital tools and/or products to enhance meaning. Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes; social media platforms Unpacked Content Teacher Vocabulary: 15. Digital tools/products Knowledge: 15. Students know: Necessary skills to utilize digital tools. Skills: 15. Students are able to: Use digital tools or products, such as hashtags, videos, slide presentations, audio clips, GIFS, memes, and social media platforms, to strategically enhance the meaning of digital texts. Understanding: 15. Students understand that: Digital tools and products can be used to enhance the overall meaning of a text.
English Language Arts ELA2021 (2021) Grade: 8	14. Utilize digital tools and/or products to enhance meaning. Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes, clips from social media Unpacked Content Teacher Vocabulary: 14. Digital tools Digital products Knowledge: 14. Students know: Necessary skills to utilize digital tools. Skills: 14. Students are able to: Use digital tools or products, such as hashtags, videos, slide presentations, audio clips, GIFS, memes, and clips from social media, to strategically enhance the meaning of digital texts. Understanding: 14. Students understand that: Digital tools and products can be used to enhance the overall meaning of a text.

Tags:

audio clips, music, soundtrack, The Beast, Walter Dean Myers

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Author:

Cassie Raulston

ALEX Classroom Resource

On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack