According to Ms. Bazzoli’s data, the students needed more support in the area of making inferences and drawing conclusions. The teaching artist (Saalik Ziyad) and music teacher (Ms. Wyatt) decided to have the class create a project in which the students would act out the major events in the story. The students would have to make inferences as to what actions and sounds would be needed in order to convey the meaning of each event. This project corresponded to the story they were studying in their classroom “Climbing Mt. Everest”.
Using a word list to help students come up with their own descriptors.
This particular class enjoys drama exercises. It truly helped them to understand when they had to use drama to sequence the events in the story they were studying.
5th graders volunteering their inferences of the music.
Students then created words to correspond to notated symbols in order to create a soundtrack for the scenes they were creating. We reviewed notation reading symbols and practiced putting words with the notation symbols.
Students are matching syllables with rhythm notation. Many students in this class had IEPs, so this helped them comprehend vocabulary as well.
Saalik Ziyad reviewing and teaching rhythm notation to 5th grade students. The notations were later used to connect the rhythms to words.
Students learning about eighth rests with Saalik Ziyad
The students decided on the most important events in the story: Packing for the Trip, Riding the Bus, Climbing the Mountain, Reaching the Summit. The class was then split into these four groups. The students within these groups then had to decide how they were going to dramatize the events. After 10 minutes of rehearsal, the students presented their scene to the class. The precess of having to decide on the important events gave them practice on their summarizing skills. Doing an activity like made me more aware of the many literacy connections inherent in music teaching.
Reflecting on the experience. It was exciting to see how the students used what they knew about the story to create short poems about this experience.
Journal Entry Student #2: “This activitie [sic] helped me keep the beat of the mountain. Also it helped me stay on topic, not to make up my own story. I felt excited to do this activite [sic] because it seemed everyone enjoyed like working together, I really want to try it again.”
Journal Entry Student #3: “Yes, this active [sic] helped me understand the scene of the story because it showed how the groups[sic] scene was explained in time order. First they were packing for the trip. I was in the group were [sic] you were riding the bus. Next climbing the mountain. Final [sic] reaching the mountain.”