Kate+&+Melanie


 * Kate & Melanie[[image:http://lydiamusic.com/wp-content/uploads/2010/04/music-notes.jpg width="144" height="95"]]**


 * This is a brief overview of a lesson plan we designed for an Arts Literacy lesson. To view the complete lesson plan:**

This lesson is designed for a fourth to fifth grade general music level, and the purpose is to enhance musical vocabulary comprehension. Students will participate in groups, searching for and identifying musical sight words, using //Zin Zin Zin A Violin!// by Lloyd Moss. Students will then participate in "Musical MadLibs" and create their own imaginative narratives using some of the musical terms they identified in the book.
 * I. "Musical MadLibs" Lesson Overview:**

After completing this lesson, students will be able to:
 * II. Learning Objectives:**
 * Identify musical terms in everyday reading
 * Understand meanings of fundamental musical terms
 * Demonstrate that they understand how to use musical terms in a sentence

8. Understanding relationships between music, the other arts, and disciplines outside of the arts
 * III. Standards Addressed:**

__**To view examples of the "Musical MadLibs," explore the links below!**__


 * [[file:Musical MadLibs Example 1.docx]]
 * [[file:Original Musical MadLibs Example 10001.pdf]]
 * [[file:Musical MadLibs Example II.docx]]
 * [[file:Original Musical MadLibs Example II0001.pdf]]


 * Lesson Extension:**

This lesson could easily be extended by having students create their own comic strip of one of the stories that their group composed. You could also collaborate with the Art teacher, to help guide students through the process of designing a comic strip. If you wanted to reach out to other core subject teachers, you could collaborate with the ELA teacher, and he/she could discuss the process of story boarding, and how to write effective dialogue, with students.

**Teaching Reviews of Music Related Texts:**
**//Zin Zin Zin A Violin!//** **By:** **Lloyd Moss**

[|//ZinZin Zin A Violin!// Publishing Info]



This book proved a wonderful resource for Tier 2 vocabulary. The book describes some the different instruments played in an orchestra, and what they sound like, including: the trombone, trumpet, horn, cello, violin, flute, clarinet, oboe, bassoon, and harp. It introduces students to musical vocabulary words, which describe the different chamber groups, including: solo, duo, trio, quartet, quintet, sextet, septet, octet and nonet. The book also uses descriptive adjectives, and musical vocabulary words including: tone, notes, bright, brassy, orchestra, concerts, and brasses. There are many rhyming words, as well, and the book could easily be adapted for a fluency lesson. The text is engaging and the pictures are colorful. Wonderful resource!

//**Handel Who Knew What He Liked**// **Written By M.T. Anderson Illustrated By Kevin Hawkes**

[|Handel //Who Knew What He Liked// Publishing Info]



This book is a good tool for building students' general vocabulary, as well as their musical vocabulary. Through this book, students learn about the history of Handel while learning vocabulary in a fun way. This book could be easily used with the activities that we described in our lesson, or students could also make it into a play. Students could incorporate the vocabulary words that they learned from the book in a completely different show/play, or they could simply turn the book into a script and act it out. Another advantage of this book is that it simplifies the concept of opera, in a manner that students can easily understand. Once the students know what an opera is they could then create their own operas individually, or as a class using the vocabulary words from the book.

**//The Worst Band in the Universe: A Totally Musical Adventure//** **By: Graeme Base**

[|//The Worst Band in the Universe// Publishing Info]



Wow! Where to begin? This book is fabulous! It's has beautifully colorful, detailed and engaging illustrations. There are character sketches and portraits in the beginning, informing the reader of what to look for. Throughout the entire book Base uses rhyming words with adjacent lines in each stanza rhyming. The text is creative, and original, as is the unique, fun vocabulary that's specific to the story. The book also comes with a CD in the back, with tracks that corresponds with the "Worst Band in the Universe" Competition.

//The Worst Band in the Universe//, takes us on an intergalactic journey to Planet Blipp, where the hero, Sprocc, is fighting to play his music on his futuristic Splingtwanger, which goes against the law. When the Musical Inquisitor gets word of Sprocc's atrocities, he banishes him and his band to Wastedump B19. Sprocc and his friends escape, rebuilding a spaceship that's powered by music, and they return to their home planet to battle the Inquisitor.

The message the book is trying to get across is that it's okay to have diversity in music, and to juxtapose old styles with new. The book also illustrates the significance, and extraordinary quality of coming together, and working to create music.

There's so much that you could do with this book. You could have the students:

1) write their own creative intergalactic music adventure, using some new vocabulary words, and/or make a comic strip out of it 2) storyboard the book 3) create a play or reenact one scene from the book 4) listen to the CD included with the book and: compose their own intergalactic music, publish a class book of music and perform it at a concert 5) create their own space instruments to play the music that they composed

If you have other ideas, feel free to comment!



[|ToonDoo] This is an exciting and interactive web tool for students. With Toondoo, students can create their own comic strips, books, characters, and draw and manipulate pictures. Again, this would be a perfect opportunity to collaborate with the Art teacher, on how to create a comic strip, and what kinds of artistic qualities students should include. You could also work with the ELA teacher to cover dialogue with students, and what kinds of things we look for when we write dialogue (advancing the plot, exclamations etc...) If your school had a technology teacher, this would be a perfect opportunity for them to work with students with the tool and help them navigate and use the software. The only drawback with this tool is that it requires an account. It's free, however, this would be something you would need to obtain parental permission for with students.

[|StudentPublishing] This tool offers a variety of programs. Using StudentPublishing, you can apply to participate in creating a collaborative classbook, with your classroom. Your students if eighth grade or younger can also participate in creating and publishing their own books, which they will receive a free paperback copy of as well. In using this tool, students narrate and illustrate their own books. Wonderful resource for bringing students creations to life.

__**Additional Resources:**__
[|Creating Opera] This is a link to a lesson plan that teaches students how to create their own operas. Using this lesson plan, you can incorporate what students have learned from previous readings, including what they learned from //Handel Who Knew What He Liked//. This lesson plan could easily be used with any book or dialogue that the students wish to create an opera from.

[|TeacherVision] This source provides you with excellent lesson plans that allow you to connect music to other disciplines. With these lessons you can build students' vocabulary, as well as other skills.

[|Nursery Rhymes: Foundation for Learning.] This article talks about the benefits of teaching Nursery Rhymes to younger students. It provides ample vocabulary and sets the foundation for learning music. This article talks about one creative way that teachers can develop students' vocabulary, which they will enjoy at the younger ages.

[|Engaged Music Learning Through Children's Literature] This is a great source if you are questioning the benefits of teaching music through literature. It also discusses the benefits of teaching with this learning method. It provides tips on how to select books to use in your classroom, including: //Is there a repeating phrase or refrain? Can ostinatos be created from the text? Can rhythm be added? Can a melody be added?// The list goes on to ask many more questions that are key to selecting a book to use in a class to teach vocabulary comprehension through literature. This is a great tool for the initial planing stage of a lesson.

[|Handel //Water Music//] This is a link to a YouTube recording of Handel's //Water Music//. This could be used in connection with the book //Handel Who Knew What He Liked//. The recording can give students the opportunity to hear the style of Handel's music and to get a deeper understanding of him as a composer.

[|Handel's //Messiah// "Hallelujah Chorus"] This is a great link to a YouTube video that can provide students with a sample of Handel's infamous "Hallelujah Chorus" from his Oratorio, //Messiah//. It can demonstrate Handel's musical style to students, while they read //Handel Who Knew What He Liked//. It will provide your students with a greater understanding of Handel as a composer and musician.