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Using Children’s Literature to Teach Melodic Literacy
presented by Darla Meek Texas A&M University-Commerce
Texas Choral Directors Convention
July 20, 2017
2
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-3) 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?
3
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
4
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.
5
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
©
Score
6
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.
7
• 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:
&&
42
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
8
• 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
9
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
©
Score
10
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
44
44
44
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
11
2.Accompanythesongwithasimpledroneonbarredinstruments.• InstructthestudentstogotobarredinstrumentsandremoveB’sandE’storevealtheF
pentatonicscale.Discussthepentatonicscaleanditsuse.• PlaythesteadybeatonFandC,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.
12
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
13
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&
42
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
14
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.