Beginning

Student #1

Students began the unit with listening to a song, then writing first impressions and informed reflections.

Student #2

Students listened to the tone of a song, then drew pictures to reflect the mood of the song and/or a storyline to go with the song, as imagined by the student. Students presented their artwork and interpretations to the class and camera. Part of the goal of this year was to give students the opportunity to express themselves and perform, and class presentations were an important part of achieving that goal.

 

Student #3

Our “Big Idea” was conflict. Students brainstormed together about words they associate with conflict, and then as a class made a list of types of conflict. We used their list as a way to identify themes in music, art and life.

Middle

Student #1

Students analyzed works of art by identifying elements such as composition, color/texture, depth and lines.

Student #2

 

After analyzing the art, students used the information they gathered to compose music about the art. They turned the elements of art into elements of music. For example, the composition would become the genre, and the lines became the rhythm and tempo.

Student #3

Students did the same exercise by starting with music, and then creating art to match what they heard.

End

4th Grade students read Bud, Not Buddy in their classroom this year. During our PDP classroom sessions, we used the book as another way for the students to connect to music. We also used music to help the students develop a deeper understanding of the characters in the book.

Student #1

Students listened to 4 songs from the time period the book was set in, and read the lyrics. Then they chose a song and a character from the book. Each student wrote a letter to a character explaining why the song they chose reminded them of that character.

Student #2

Students then chose a different song and character. They wrote a letter to the composer or performer of the song, and told them about the book and the character the song reminded them of.

Student #3

Before writing either of the letters, students listened to the 4 songs and quickly made mood drawings. The instruction was to choose one or two colors and within 5 minutes make a quick abstract drawing that depicted the mood of the song, or the mood they felt while listening to the song. Students used the mood drawings as a way to connect the feeling of a song to the personality of the characters in the book.

Year Two
2012-2013

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