Promoting Literacy through Promoting Literacy through Technology and the Technology and the

Performing ArtsPerforming Arts

By: Caroline Barnes, Gianna By: Caroline Barnes, Gianna Limone, and Wei-Ju ChenLimone, and Wei-Ju Chen

Choose a PoemChoose a Poem

STRANGER, if you passing meet me STRANGER, if you passing meet me and desire to speak to me, why and desire to speak to me, why

should you not speak to me? And should you not speak to me? And why should I not speak to you?why should I not speak to you?

-Walt Whitman (1819-1892)-Walt Whitman (1819-1892)

Observations and QuestionsObservations and Questions

• The first word is capitalizedThe first word is capitalized

• Written to someone Written to someone specificspecific

• Why is this poem in the Why is this poem in the New York City subway?New York City subway?

• What is the point of this What is the point of this poem?poem?

• Is this poem relevant to Is this poem relevant to society today?society today?

• How does this poem reflect How does this poem reflect society when it was society when it was written? Now?written? Now?

STRANGER, if you passing STRANGER, if you passing meet me and desire to meet me and desire to

speak to me, why should speak to me, why should you not speak to me? And you not speak to me? And why should I not speak to why should I not speak to

you?you?

-Walt Whitman (1819-1892)-Walt Whitman (1819-1892)

Still Life Representation of Still Life Representation of PoetryPoetry

AnimationAnimation

Many still shots played in sequenceMany still shots played in sequence

Music and PoetryMusic and Poetry

To YouTo You

Music, Film, and PoetryMusic, Film, and Poetry

Arts EducationArts Education StandardsStandardsi.i. Perform set dance forms in formal and Perform set dance forms in formal and

informal contexts and will improvise, informal contexts and will improvise, create, and perform dances based on create, and perform dances based on their own movement ideas. They will their own movement ideas. They will demonstrate an understanding of demonstrate an understanding of choreographic principles, processes, and choreographic principles, processes, and structures and of the roles of various structures and of the roles of various participants in dance productions. participants in dance productions.

ii.ii. Know how to access dance and dance-Know how to access dance and dance-related material from libraries, resource related material from libraries, resource centers, museums, studios, and centers, museums, studios, and performance spaces. Students will know performance spaces. Students will know various career possibilities in dance and various career possibilities in dance and recreational opportunities to dance. recreational opportunities to dance. Students will attend dance events and Students will attend dance events and participate as appropriate within each participate as appropriate within each setting. setting.

iii.iii. Express through written and oral Express through written and oral language their understanding, language their understanding, interpretation, and evaluation of dances interpretation, and evaluation of dances they see, do, and read about. Students they see, do, and read about. Students will acquire the critical vocabulary to will acquire the critical vocabulary to talk and write about a variety of dance talk and write about a variety of dance forms. forms.

iv.iv. Know dances from many cultures and Know dances from many cultures and times and recognize their relationship to times and recognize their relationship to various cultural, social, and historic various cultural, social, and historic contexts. Students will recognize that contexts. Students will recognize that dance is performed in many different dance is performed in many different cultural settings and serves many cultural settings and serves many functions in diverse societies.functions in diverse societies.

i.i. Compose original music and perform music written by Compose original music and perform music written by others. They will understand and use the basic others. They will understand and use the basic elements of music in their performances and elements of music in their performances and compositions. Students will engage in individual and compositions. Students will engage in individual and group musical and music-related tasks, and will group musical and music-related tasks, and will describe the various roles and means of creating, describe the various roles and means of creating, performing, recording, and producing music.performing, recording, and producing music.

ii.ii. Use traditional instruments, electronic instruments, Use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to and a variety of nontraditional sound sources to create and perform music. They will use various create and perform music. They will use various resources to expand their knowledge of listening resources to expand their knowledge of listening experiences, performance opportunities, and/or experiences, performance opportunities, and/or information about music. Students will identify information about music. Students will identify opportunities to contribute to their communities’ opportunities to contribute to their communities’ music institutions, including those embedded in other music institutions, including those embedded in other institutions (church choirs, industrial music institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations ensembles, etc.). Students will know the vocations and avocations available to them in music. and avocations available to them in music.

iii.iii. Demonstrate the capacity to listen to and comment Demonstrate the capacity to listen to and comment on music. They will relate their critical assertions on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts psychological qualities. Students will use concepts based on the structure of music’s content and context based on the structure of music’s content and context to relate music to other broad areas of knowledge. to relate music to other broad areas of knowledge. They will use concepts from other disciplines to They will use concepts from other disciplines to enhance their understanding of music. enhance their understanding of music.

iv.iv. Develop a performing and listening repertoire of Develop a performing and listening repertoire of music of various genres, styles, and cultures that music of various genres, styles, and cultures that represent the peoples of the world and their represent the peoples of the world and their manifestations in the United States. Students will manifestations in the United States. Students will recognize the cultural features of a variety of musical recognize the cultural features of a variety of musical compositions and performances and understand the compositions and performances and understand the functions of music within the culture.functions of music within the culture.

Options for future studyOptions for future study

• Students compose or pick musicStudents compose or pick music

• Create movies through still shotsCreate movies through still shots

• Create a moving movieCreate a moving movie

• Music variationsMusic variations

• AnimationsAnimations

• Choose different poemsChoose different poems

• Groups or individualsGroups or individuals