COMPARE AND CONTRAST WITH THE NUTCRACKER K-1

COMPARE AND CONTRAST WITH THE NUTCRACKER

COMPARE AND CONTRAST WITH THE NUTCRACKER

Learning Description

In this lesson, students will use music to examine and explore the scores of two renowned composers by comparing and contrasting their versions of The Nutcracker.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can listen to compare and contrast different variations of The Nutcracker. 
  • I can analyze music by exploring instruments, dynamics and sound.

Essential Questions

  • How can we compare and contrast different variations of The Nutcracker?

 

Georgia Standards

Curriculum Standards

Kindergarten

ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story.

 

ELAGSEKRL9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

 

Grade 1

ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.

 

ELAGSE1RL9 Compare and contrast the adventures and experiences of characters in stories.

Arts Standards

Kindergarten

ESGMK.RE.1 Listen to, analyze, and describe music. 

  1. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form). 
  2. Describe music using appropriate vocabulary (e.g. high/low, loud/soft, fast/slow, long/short). 
  3. Identify basic classroom instruments by sight and sound.

 

ESGMK.RE.2 Evaluate music and music performances.

  1. Explain personal preferences for specific musical works using appropriate vocabulary.

 

ESGMK.CN.1 Connect music to the other fine arts and disciplines outside the arts.

  1. Describe connections between music and disciplines outside the fine arts.

 

Grade 1

ESGM1.RE.1 Listen to, analyze, and describe music. 

  1. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form). 
  2. Describe music using appropriate vocabulary (e.g. high/low, upward/downward, loud/soft, fast/slow, long/short, same/different). 

 

ESGM1.RE.2 Evaluate music and music performances.

  1. Explain personal preferences for specific musical works using appropriate vocabulary.

 

ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.

  1. Describe connections between music and disciplines outside the fine arts.

 

South Carolina Standards

Curriculum Standards

Kindergarten

READING - LITERARY TEXT

Meaning and Context (MC)

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

7.2 Read or listen closely to compare familiar texts

 

COMMUNICATION - Meaning and Context (MC)

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. 

3.1 Explore how ideas and topics are depicted in a variety of media and formats.

 

Grade 1

READING - LITERARY TEXT

Meaning and Context

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies.

 

COMMUNICATION - Meaning and Context (MC)

Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information. 

3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.

Arts Standards

Anchor Standard 6: I can analyze music. Benchmark IM.R NL.6-I can identify the elements of music in compositions that I hear.

 

Key Vocabulary

Content Vocabulary

  • Compare - To look for similarities between two different things
  • Contrast - To look for differences between two things

Arts Vocabulary

  • Composer - Someone who writes music
  • Jazz - A genre of music that originated in the African American communities of New Orleans in the late 19th and early 20th centuries; it is characterized by its use of swing and blue notes and complex chords
  • Classical - The formal music tradition of the Western world; the Romantic Period of classical music focused on emotion and expansion of the orchestra
  • Instruments - Tools used to make sound
  • Dynamic - How loud or soft something is
  • Mood - How the music makes someone feel

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Lead students in a musical warm-up to two different songs instructing them to listen carefully to the music played and move different body parts based on how they think the music sounds. 
    • This might include sharp movements like marching or smooth movements like swinging arms, etc.
    • Ask them how the two pieces were the same and how they were different.

 

Work Session

COMPARING AND CONTRASTING STORIES: THE NUTCRACKER

  • Show covers of two different versions of the story, The Nutcracker, and compare and contrast the images as a whole class.
  • Read the two different versions of The Nutcracker.
    • Have students compare and contrast the two stories using a Venn diagram. 
      • This can be done with a partner, individually, or as a whole class discussion. 
      • Remind students when they analyze stories, they look at the characters, the setting and the plot. 

 

COMPARING AND CONTRASTING MUSICAL COMPOSITIONS 

  • Tell students that they will be analyzing music by exploring the instruments, dynamics and mood. 
  • Using the Powerpoint slides, Battle of the Nutcrackers, discuss two styles of music, classical and jazz, as a whole group. 
  • Introduce students to: 
    • Instruments - Students will use pictures to help decide which instrument they hear. 
    • Dynamics - Students will use high, medium and low body levels to help decide the dynamic of the music.
    • Mood - Students will use color to help them determine how the music made them feel.
  • Connect back to The Nutcracker, and introduce composers, people who write music. 
    • Tell students that they will be listening to Tchaikovsky (classical) and Duke Ellington (jazz), who composed the music for two different variations of The Nutcracker: The Nutcracker and The Harlem Nutcracker (see “Additional Resources”).
  • Tell students that they will compare and contrast the two pieces using the Nutcracker Music Analysis Handout as they listen to the two versions of The Nutcracker. 
    • After listening to the two pieces, students will find a partner, and compare how they analyzed the piece.

 

 

Closing Reflection

  • Facilitate a class discussion around students’ responses to the music.
    • Ask students if their answers differed from their partner’s. Have students justify responses using evidence from the music. 
  • Ask students to share which composer they preferred and why. 

Students will complete the Music Analysis self-reflection checklist.

 

Assessments

Formative

Teachers will assess student understanding by observing students’ contributions to class discussion, music analysis, and ability to work with a partner to compare and contrast.

 

Summative

CHECKLIST

  • Students can compare and contrast two versions of the same story.
  • Students can compare and contrast music.
  • Students can identify mood, dynamics, and instruments in a composition.

 

DIFFERENTIATION 

Accelerated: After listening to both Tchaikovsky’s and Ellington’s versions of a piece from The Nutcracker, students will write or draw a picture (for younger students) to tell about which composer’s piece they preferred. In their writing they should describe the instruments they heard and how it made them feel. 

 

Remedial: 

  • Allow students to work with a partner during the listening analysis. 
  • Complete the Venn diagram and/or music analysis as a class. 

 ADDITIONAL RESOURCES

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Alexis Patsalos

Revised and copyright:  May 2024 @ ArtsNOW

 

Back to Modules

FRACTIONS AND BODY PERCUSSION 2-3

FRACTIONS AND BODY PERCUSSION

FRACTIONS AND BODY PERCUSSION

Learning Description

In this lesson, students will explore how they can use body percussion to learn about, represent and compare fractions through music.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: MATH & MUSIC
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can represent fractions with denominators of 4, 8, 12, and 16 in multiple ways within a framework using visual models.
  • I can compare two fractions with different numerators by flexibly using a variety of tools and strategies. 
  • I can listen to, analyze, and describe music.
  • I can compose a body percussion rhythm that represents fractions.
  • I can connect music to math.

Essential Questions

  • How can I represent fractions using body percussion?
  • How does music connect to math?

 

Georgia Standards

Curriculum Standards

Grade 3

3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models.

3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies.

3.NR.4.3 Represent fractions, including fractions greater than one, in multiple ways.

Arts Standards

Grade 3

ESGM3.RE.1 Listen to, analyze, and describe music.

 

ESGM3.CR.2 Compose and arrange music within specified guidelines.

 

ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Grade 3

3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. 

3.NSF.2 Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line; b. fraction equivalence can be represented using set, area, and linear models; c. whole numbers can be written as fractions (e.g., 4 = 4/1 and 1 = 4/4 ); d. fractions with the same numerator or same denominator can be compared by reasoning about their size based on the same whole.

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 4: I can play instruments alone and with others.

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

Key Vocabulary

Content Vocabulary

  • Fractions - Equal parts of a whole          
  • Numerator - The top number in a fraction that represents how many parts of a whole are being considered
  • Denominator - The bottom number in a fraction. It represents the total number of equal parts into which the whole is divided
  • Greater than (>) - A number that is larger than another number
  • Less than (<) - A number that is smaller than another number
  • Equal to (=) - A number that has the same value as another number

Arts Vocabulary

  • Steady beat - Steady pulse
  • Body percussion - Stomping, patting, clapping, snapping, etc.)
  • Pitch - High/low sounds
  • Rhythm - Long/short sounds
  • Dynamics - Loud/soft sound
  • Tempo - Fast/slow sounds

 

Materials

  • Paper
  • Pencils
  • Teacher access to computer and Internet

 

 

Instructional Design

Opening/Activating Strategy

  • Choose a fractions song (see materials) for students to engage in a “Hear, Think, Wonder” listening routine. This listening routine is a modification of Project Zero’s “See, Think, Wonder” Thinking Routine.
  • Prepare students for the listening activity by telling students that they are going to listen to a song and answer three prompts about the song. Wait until the end of the listening activity before revealing the title and composer of the song.
      • The first prompt is “I hear”. 
        • Students should focus on the different musical sounds such as tempo (fast/slow), dynamics (loud/soft), instruments, pitch (high/low), and lyrics (words to song). They may use words or draw a quick picture to answer. 
        • Play the song audio only one time while students are listening in order to answer the prompt, “I hear”. 
        • Students turn and talk to a neighbor and share their answers.
        • Students share out to the class. Validate the answers that students give.
        • Repeat the process for “I think” and “I wonder”.
          • For “I think”, the teacher can ask clarifying questions such as, “What did you hear in the music that made you think that?”.
  • After the listening activity, encourage students to sing along with the recording. Provide a lyric sheet or turn on closed captions so that students can sing along with the video. (The font of the closed caption can be enlarged by clicking on settings, then English, finally options.)
    • Start by singing the chorus. Tell students that the chorus is the main idea of the song with repeating lyrics.
    • Lead students in finding the steady beat to the song during the verses by directing students to pat their legs or tap two fingers in a palm. 
    • Demonstrate the four basic movements of body percussion (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge). Lead students in each of these movements doing them to the steady beat of the song.Transition into the lesson about fractions.

Work Session

    • Introduce or review fractions. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of fractions.
    • Transition to the concept of representing and comparing fractions through performing rhythmic movements called body percussion.
      • Remind students of the four basic movements of body percussion used in the activator (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge).
      • Help students determine the fractions of the body movements in Body Percussion Grid 1 (ex: claps = 5/16 if using the entire board)
      • Students will then compare the fractions using greater than, less than, and equal to.
  • Divide students into small groups of three to four students and present the following group task:
    • Tell students that as a group, they will create their own body percussion rhythm using the Create Your Own Beat Body Percussion Board.
      • Predetermine how much of the board students should use (ex: the entire board, only 12 squares, only 8 squares, etc.).
      • Provide time for students to:
        • Compose their body percussion using the blank board.
        • Practice performing the body percussion rhythm to a steady beat.
        • Determine and write fractions based on the occurrence of body parts. 
        • Compare the fractions using greater than, less than, and equal to.
    • Students should repeat the process as time allows.

Closing Reflection

  • After a predetermined amount of work time, students will share their body percussion rhythms with the class. 
    • Remind performers to do their best. Remind audience members to give their attention to the performing group and applaud the group’s effort after the performance.
  • Students who are listening should choose one body part to focus on and determine the fraction of that body part in the overall rhythm.
  • Together, the teacher and students will review how students used body percussion to represent and compare fractions.
  • Students will sing the beginning fractions song as a closing to the lesson.

 

 

Assessments

Formative

Teacher will assess student learning through:

  • Observation of written responses during the listening activity.
  • Observation of “turn and talk” and “sharing out” during the listening activity.
  • Observation of students singing with a steady beat.
  • Observation of students demonstrating the steady beat during the singing activity.
  • Observation and questioning during group task.

 

Summative

CHECKLIST

  • Students can perform the body percussion to a steady beat.
  • Students can correctly identify fractions based on the body parts used to create the body percussion rhythms.
  • Students can compare fractions using body percussion rhythms.
  • Students can create a body percussion rhythm that represents fractions.

 

DIFFERENTIATION 

Acceleration: 

  • Use the entire body percussion board. 
  • Include two body percussion sounds per one square on the body percussion board.

Remediation: 

  • Reduce the number of total squares to complete on the body percussion board.

 ADDITIONAL RESOURCES

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

LISTEN, THINK, WRITE! 4-5

LISTEN, THINK, WRITE!

LISTEN, THINK, WRITE!

Learning Description

In this lesson, students will incorporate the elements of a story to create an engaging narrative inspired by a musical piece. Students will use temporal words and descriptive details to improve their writing.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use music to write narratives about real or imagined experiences.

  • I can listen and respond to music.

  • I can use sensory language and descriptive details to develop events, setting, and characters.

Essential Questions

  • How can listening to music encourage creative writing?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

 

Arts Standards

Grade 4: 

ESGM4.RE.1 Listen to, analyze, and describe music. 

ESGM4.RE.2 Evaluate music and music performances. 

ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 5: 

ESGM5.RE.1 Listen to, analyze, and describe music.

ESGM5.RE.2 Evaluate music and music performances.

ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and/or characters; c. organize a plot structure; d. use narrative techniques such as dialogue, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence events; and f. provide an ending that follows from the narrated experiences or events.

 

Grade 5: 

ELA.5.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and characters; c. establish a plot structure; d. use narrative techniques such as dialogue, precise words, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence the events; and f. provide an ending that follows logically from the narrated experiences or events.

 

 

Arts Standards

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

 

 

Key Vocabulary

Content Vocabulary

  • Narrative writing - A form of writing that tells a story or recounts a series of events

  • Exposition - Explaining or describing something in a detailed and systematic manner

  • Rising action - The series of events, conflicts, and complications that build tension and lead to the climax of the story

  • Climax - The point at which the central conflict or problem reaches its peak

  • Falling action - The part of a story's plot that occurs after the climax and leads to the resolution or conclusion

  • Conclusion - The part where the story's conflicts are resolved

  • Setting - The time, place, and environment in which the story takes place

  • Character - A person, animal, or entity depicted in a story

  • Mood - The overall emotional atmosphere or tone that a piece of writing evokes in the reader

  • Sensory language - Descriptive language that engages the five senses: sight, sound, touch, taste, and smell

  • Transitional words - Terms that help to guide readers through a piece of writing, ensuring that ideas flow smoothly from one to the next

Arts Vocabulary

  • Pitch - High/low sounds

  • Rhythm - Long/slow sounds

  • Tempo - Fast/slow sounds

  • Dynamics - Loud/soft sounds

  • Timbre - Instrument sounds

  • Form - Same/different sounds
  • Articulation - Smooth/detached

 

Materials

  • Paper
  • Pencils
  • Teacher access to computer and Internet

 

Instructional Design

Opening/Activating Strategy

  • Engage students in “Listening: Ten Times Two” thinking routine (modified to “Five Times Two”).
    • Prepare students for the listening activity by telling students they are going to listen to a musical composition and list five words or phrases that come to mind while they are listening. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
    • Wait until the end of the listening activity to tell students the title and composer. Revealing the title and composer before the activity may influence the listener.
    • During the first time listening to the music, students listen without talking and generate their first list of five words and phrases.
    • Students listen a second time without talking and add five additional words to their list.
    • Students listen a third time without talking and write the sounds they heard that inspired their list. Musical sounds can include: pitch (high/low sounds), rhythm (long/short), dynamics (loud/soft), tempo (fast/slow), timbre (instruments), form (same [repetition], different), and articulation (smooth/detached).
    • After the listening activity: 
      • Students turn and talk to a neighbor, share their words/phrases, and discuss the musical sounds and music vocabulary they heard that inspired their list. 
      • Ask students what the mood of the music is.
      • Students share out to the class. Validate the answers students give; there are no right or wrong responses.
  • Facilitate a discussion with students about how musical sounds can inspire and enhance writing and storytelling. Ask students if there is any music that they associate with stories. 
    • Remind students that songs have a structure–beginning, middle, and end, and that some songs have lyrics that tell a story that accompanies the melody of the song.
  • Transition into the lesson about narrative writing.

 

Work Session

COLLABORATIVE NARRATIVE WRITING

    • Introduce or review a lesson about narrative writing. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of narrative writing.
    • Tell the students they are going to practice writing a narrative as a whole class using the opening activity as inspiration.
      • Remind students that narratives have a setting, characters, rising action, climax, falling action, and conclusion. The narrative should fit the mood of the music.
      • Emphasize the use of descriptive details and sensory language to develop events, setting, and characters.
    • Tell students to refresh their memories of the opening music and review their list of words while the teacher plays the music again.
    • Provide students with a graphic organizer such as the Student Friendly Narrative Writing Graphic Organizer PDF to guide the students in writing a whole class story. 
    • Teacher and students read the final product and discuss possible edits.
    • Option: Students can act out the story.

    INDEPENDENT NARRATIVE WRITING

    • Tell students they are going to do another “Five Times Two” with a different composition and write their own narrative based on that composition. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
    • Students complete another round of “Five Times Two”. Remind students to think about the mood of the music. 
    • Provide students with a graphic organizer to structure their narrative. 
      • Their narrative should fit the mood of the music.
      • Remind students to:
        • Include a setting, characters, rising action, climax, falling action, and conclusion. 
        • Use descriptive language and sensory details to develop the characters and setting.
        • Use transitional words and phrases to move the reader smoothly through the story.
    • Allow students to develop their graphic organizer into a written narrative.
    • Circulate the classroom, observe student progress, and offer constructive feedback or conferencing during the writing process.
    • Allow time for students to engage in the peer review process. Provide time for students to revise their narratives.

     

     

     

    Closing Reflection

    • Allow students to volunteer to read their narratives to the class.
    • Review the concept of narrative writing facilitating a conversation around the connection between music and storytelling.

     

    Assessments

    Formative

    Teacher will assess students by:

    • Observing and listening to students’ discussions and answers.
    • Conferencing with students during the writing process.
    • Listening to students’ responses to the activity, Five Times Two.

     

     

     

    Summative

    CHECKLIST

    • Students can effectively use storytelling elements, descriptive details, sensory language, and transitional words and phrases to write a narrative.
    • Students can use music to inspire a narrative that has a beginning, middle, and end.
    • Students can use music elements to analyze and evaluate music.

     

     

    DIFFERENTIATION 

    Acceleration: 

    • Students create their own music then write a narrative.
    • Students can incorporate theatre by writing their narratives as a script with dialogue. Students can then rehearse and perform their work for the class.

    Remediation:

    • Have students work with a partner to write their narrative.
    • Use a simpler graphic organizer such as the Narrative Writing Graphic Organizer.
    • Use scribing or speech-to-text technology.

     

     ADDITIONAL RESOURCES

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

     

     

    Back to Modules

    LISTEN, THINK, WRITE! 2-3

    LISTEN, THINK, WRITE!

    LISTEN, THINK, WRITE!

    Learning Description

    n this lesson, students will incorporate the elements of a story to create an engaging narrative inspired by a musical piece. Students will use temporal words and descriptive details to improve their writing.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: MUSIC & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can use music to write narratives about real or imagined experiences.

    • I can listen and respond to music.

    Essential Questions

    • How can listening to music encourage creative writing?

     

    Georgia Standards

    Curriculum Standards

    Grade 2: 

    ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

     

    Grade 3: 

    ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

    1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

     

    Arts Standards

    Grade 2: 

    ESGM2.RE.1 Listen to, analyze, and describe music. 

    ESGM2.RE.2 Evaluate music and music performances. 

    ESGM2.CN.1 Connect music to the other fine arts and disciplines outside the arts.

     

    Grade 3: 

    ESGM3.RE.1 Listen to, analyze, and describe music.

    ESGM3.RE.2 Evaluate music and music performances.

    ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

     

     

    South Carolina Standards

    Curriculum Standards

    Grade 2: 

    ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

    1. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

     

    Grade 3: 

    ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

    1. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

     

    Arts Standards

    Anchor Standard 6: I can analyze music.

    Anchor Standard 7: I can evaluate music.

    Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

     

     

    Key Vocabulary

    Content Vocabulary

    • Narrative writing - A form of writing that tells a story or recounts a series of events

    • Exposition - Explaining or describing something in a detailed and systematic manner

    • Rising action - The series of events, conflicts, and complications that build tension and lead to the climax of the story

    • Climax - The point at which the central conflict or problem reaches its peak

    • Falling action - The part of a story's plot that occurs after the climax and leads to the resolution or conclusion

    • Conclusion - The part where the story's conflicts are resolved

    • Setting - The time, place, and environment in which the story takes place

    • Character - A person, animal, or entity depicted in a story

    • Mood - The overall emotional atmosphere or tone that a piece of writing evokes in the reader

    Arts Vocabulary

    • Pitch - High/low sounds

    • Rhythm - Long/slow sounds

    • Tempo - Fast/slow sounds

    • Dynamics - Loud/soft sounds

    • Timbre - Instrument sounds

    • Form - Same/different sounds

    • Articulation - Smooth/detached

     

    Materials

    • Paper
    • Pencils
    • Teacher access to computer and Internet

     

    Instructional Design

    Opening/Activating Strategy

    • Engage students in “Listening: Ten Times Two” thinking routine (modified to “Five Times Two”).
      • Prepare students for the listening activity by telling students they are going to listen to a musical composition and list five words or phrases that come to mind while they are listening. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
      • Wait until the end of the listening activity to tell students the title and composer. Revealing the title and composer before the activity may influence the listener.
      • During the first time listening to the music, students listen without talking and generate their first list of five words and phrases.
      • Students listen a second time without talking and add five additional words to their list.
      • Students listen a third time without talking and write the sounds they heard that inspired their list. Musical sounds can include: pitch (high/low sounds), rhythm (long/short), dynamics (loud/soft), tempo (fast/slow), timbre (instruments), form (same [repetition], different), and articulation (smooth/detached).
      • After the listening activity:
        • Students turn and talk to a neighbor, share their words/phrases, and discuss the musical sounds and music vocabulary they heard that inspired their list. 
        • Ask students what the mood of the music is.
        • Students share out to the class. Validate the answers students give; there are no right or wrong responses.
    • Facilitate a discussion with students about how musical sounds can inspire and enhance writing and storytelling. Ask students if there is any music that they associate with stories. 
    • Transition into the lesson about narrative writing.

     

    Work Session

    COLLABORATIVE NARRATIVE WRITING

      • Introduce or review a lesson about narrative writing. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of narrative writing.
      • Tell the students they are going to practice writing a narrative as a whole class using the opening activity as inspiration.
        • Remind students that narratives have a setting, characters, rising action, climax, falling action, and conclusion. The narrative should fit the mood of the music.
        • Encourage students to use descriptions of actions, thoughts and feelings to develop the characters.
      • Tell students to refresh their memories of the opening music and review their list of words while the teacher plays the music again.
      • Provide students with a graphic organizer such as the Student Friendly Narrative Writing Graphic Organizer PDF to guide the students in writing a whole class story. 
      • Teacher and students read the final product and discuss possible edits.
      • Option: Students can act out the story.

      INDEPENDENT NARRATIVE WRITING

      • Tell students they are going to do another “Five Times Two” with a different composition and write their own narrative based on that composition. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
      • Students complete another round of “Five Times Two”. Remind students to think about the mood of the music. 
      • Provide students with a graphic organizer to structure their narrative. 
        • Their narrative should fit the mood of the music.
        • Remind students to:
          • Use descriptions of actions, thoughts and feelings to develop the characters.
          • Include a setting, characters, rising action, climax, falling action, and conclusion. 
          • Use temporal words and phrases such as, “today, yesterday, next, meanwhile, finally, later, suddenly”, to develop the plot.
      • Allow students to develop their graphic organizer into a written narrative.
      • Circulate the classroom, observe student progress, and offer constructive feedback or conferencing during the writing process.
      • Allow students to present their narratives to a partner. Model how partners should provide a “grow” and a “glow”. 
      • Provide time for students to revise their narratives.

       

       

      Closing Reflection

      • Allow students to volunteer to read their narratives to the class.
      • Review the concept of narrative writing facilitating a conversation around the connection between music and storytelling.

       

       

      Assessments

      Formative

      Teacher will assess students by:

      • Observing and listening to students’ discussions and answers.
      • Conferencing with students during the writing process.
      • Listening to students’ responses to the activity, Five Times Two.

       

       

      Summative

      CHECKLIST

      • Students can effectively use storytelling elements, such as character development, establishing a setting, use of temporal words to indicate sequencing, logical plot progression, etc., to write a narrative.
      • Students can use music to inspire a narrative that has a beginning, middle, and end.
      • Students can use music elements to analyze and evaluate music.

       

       

      DIFFERENTIATION 

      Acceleration: Students create their own music then write a narrative.

      Remediation:

      • Make a list of three words or phrases instead of five during the listening activity.
      • Younger students can use illustrations to show the beginning, middle, and end of the narrative.
      • Use a simpler graphic organizer such as the Narrative Writing Graphic Organizer.
      • Use scribing or speech-to-text technology.

       

       ADDITIONAL RESOURCES

      *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

      Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

      Revised and copyright:  July 2024 @ ArtsNOW

       

       

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      LISTEN, THINK, WRITE! K-1

      LISTEN, THINK, WRITE!

      LISTEN, THINK, WRITE!

      Learning Description

      In this lesson, students will incorporate the elements of a story to create an engaging narrative inspired by a musical piece. Students will use temporal words and descriptive details to improve their writing.

       

      Learning Targets

      GRADE BAND: K-1
      CONTENT FOCUS: MUSIC & ELA
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can use music to write narratives about real or imagined experiences.

      • I can listen and respond to music.

      Essential Questions

      • How can listening to music encourage creative writing?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten: 

      ELAGSEKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

       

      Grade 1: 

      ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

      Arts Standards

      Kindergarten: 

      ESGMK.RE.1 Listen to, analyze, and describe music. 

      ESGMK.RE.2 Evaluate music and music performances. 

      ESGMK.CN.1 Connect music to the other fine arts and disciplines outside the arts.

       

      Grade 1: 

      ESGM1.RE.1 Listen to, analyze, and describe music.

      ESGM1.RE.2 Evaluate music and music performances.

      ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten: 

      ELA.K.C.3.1 Use a combination of drawing, dictating, and writing to narrate a single event or linked events in a logical order. 

       

      Grade 1: 

      ELA.1.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

      1. detail events in a logical order using temporal words to signal event order (e.g., before, after); b. include details that describe actions, thoughts, and feelings; and c. provide a sense of ending.

      Arts Standards

      Anchor Standard 6: I can analyze music.

       

      Anchor Standard 7: I can evaluate music.

      Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths. 

       

      Key Vocabulary

      Content Vocabulary

      • Narrative writing - A form of writing that tells a story or recounts a series of events

      • Setting - The time, place, and environment in which the story takes place

      • Character - A person, animal, or entity depicted in a story

      • Temporal words - Terms that indicate time and help to sequence events, making it clear when something happens in relation to other events

      Arts Vocabulary

      • Pitch - High/low sounds

      • Rhythm - Long/slow sounds

      • Tempo - Fast/slow sounds

      • Dynamics - Loud/soft sounds

      • Timbre - Instrument sounds

      • Form - Same/different sounds

      • Articulation - Smooth/detached

       

      Materials

      • Paper
      • Pencils
      • Teacher access to computer and Internet

       

      Instructional Design

      Opening/Activating Strategy

      • Engage students in “Listening: Ten Times Two” thinking routine (modified to “Three Times Two”).
        • Prepare students for the listening activity by telling students they are going to listen to a musical composition and list three words or phrases that come to mind while they are listening. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
        • Wait until the end of the listening activity to tell students the title and composer. Revealing the title and composer before the activity may influence the listener.
        • During the first time listening to the music, students listen without talking and generate their first list of three words and phrases.  
        • Ask students to share what came to their minds. Record students’ answers on the board. 
        • Students listen a second time without talking and generate three additional words to add to the list.
        • Ask students to share what came to their minds. Record students’ answers on the board. 
        • Choose one or two of the words or phrases that students listed. Ask students what sounds they heard in the music that made them think of the words that they shared. Play the music a third time so that students can listen again. 
          • Musical sounds can include: pitch (high/low sounds), rhythm (long/short), dynamics (loud/soft), tempo (fast/slow), timbre (instruments), form (same [repetition], different), and articulation (smooth/detached).
      • Facilitate a discussion with students about how musical sounds can inspire and enhance writing and storytelling. Ask students if there is any music that they associate with stories. 
        • Remind students that songs have a structure–beginning, middle, and end, and that some songs have lyrics that tell a story that accompanies the melody of the song.
      • Transition into the lesson about narrative writing.

       

      Work Session

      COLLABORATIVE NARRATIVE WRITING

        • Introduce or review a lesson about narrative writing. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of narrative writing.
        • Tell the students they are going to practice writing a narrative as a whole class using the opening activity as inspiration.
            • Tell students to refresh their memories of the opening music and review their list of words while the teacher plays the music again.
            • Ask students how the music they listened to made them feel. The feelings that the music generated should match the feeling of the story.
            • Project a graphic organizer such as the Narrative Writing Graphic Organizer to guide students in writing a whole class story. 
            • Teacher and students will read the final product and discuss possible edits.
            • Option: Students can act out the story.

            INDEPENDENT NARRATIVE WRITING

            • Tell students they are going to do another “Three Times Two” with a different composition and write their own narrative based on that composition. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
            • Students complete another round of “Three Times Two”. Remind students to think about how the music makes them feel. 
            • Allow time for students to share ideas for narratives as a class.
            • Remind students that their narratives should have characters, a setting, and a beginning, middle, and end. Grade 1 students should include temporal words to show sequence.
              • Allow time for students to plan using a graphic organizer, sentence starters, and/or drawings.
            • Circulate the classroom, observe student progress, and offer constructive feedback or conferencing during the writing process.

             

            Closing Reflection

            • Allow students to volunteer to share their narratives with the class. Ask the class to identify the beginning, middle, and end of the story.
            • Review the concept of narrative writing facilitating a conversation around the connection between music and storytelling.

             

             

            Assessments

            Formative

            Teacher will assess students by:

            • Observing and listening to students’ discussions and answers.
            • Conferencing with students during the writing process.
            • Listening to students’ responses to the activity, Three Times Two.

             

            Summative

            CHECKLIST

            • Students can write a narrative with characters, setting, and a beginning, middle, and end.
            • Students can use music to inspire narrative writing.
            • Students can use music elements to analyze and evaluate music.

             

            DIFFERENTIATION 

            Acceleration: Have students write and illustrate their stories. Students should focus on including descriptive details in their writing.

            Remediation:

            • Reduce the number of words from three to one or two during the listening activity.
            • Younger students can use illustrations to show the beginning, middle, and end of the narrative.
            • Use scribing or speech-to-text technology.

             ADDITIONAL RESOURCES

            *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

            Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

            Revised and copyright:  July 2024 @ ArtsNOW

             

            Back to Modules