What Am I Seeing and Feeling?
Standards:
National Standards
This is an important lesson because it will allow students to see how something they hear can be represented by a picture. They will be able to take what they hear and put it into words and pictures. First the students will draw what they are hearing and feeling, then they will be able to put it into words. It is important for students to develop an understanding of how all the arts (music, visual, and creative writing) are connected and can be developed together. This lesson could be connected to history, if you are talking about the 1700’s. It can also be connected to language arts, because you can ask the students to write the story of this piece of music.
This lesson has the students listen to Vivaldi’s “The Four Seasons”, after listening to the piece they will be asked to draw a picture, they can either pick one specific part of the song or tell the whole story of the song. They then will be asked to write their feelings about the piece; they will be expected to use terminology that they have learned in previous music classes to back up their opinions.
Materials
Teachers should make sure that they do not give away the title of the piece until after students have had time to reflect on their own feelings about it, this could influence their pictures and reflections. Teachers should be prepared to give examples when students are sharing their stories and ideas.
Steps in Lesson:
Baroque means “deformed”
Composers were not trying to express their own emotions, but the range of human emotions
Meter and rhythm were tied to the affection the composer wishedto evoke.
One mood throughout the piece
Energetic rhythms
Talk about great composers Vivaldi, Bach, and Handel.
I would make a worksheet with more space for writing for the students who need more space. I would also make a sheet with each separate question on it so that students can focus on each question one at a time. Another modification I would make is that I would bring in headphones and allow some students listen to piece as many times as they need at a computer in the room.
Next Steps:
The next step for this lesson is to connect it to language arts and have the students write a creative story telling their ideas of this piece. Then ask them to pick another piece of classical music listen to it and write a short paragraph of what they think is going on in the music.
Standards:
National Standards
- 8.a Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes or ideas into works of art.
- 6.a Students describe specific music events in a given aural example, using appropriate terminology.
- 7.a Students identify theme and variations aurally and visually.
- Students will be able to identify the mood and theme of the music and make a visual representation of what they are hearing.
- Students will be able to write why they like/dislike the piece using terminology we learned in class to explain their reasoning.
- Students will be able to draw a visual representation of the music they are listening to.
This is an important lesson because it will allow students to see how something they hear can be represented by a picture. They will be able to take what they hear and put it into words and pictures. First the students will draw what they are hearing and feeling, then they will be able to put it into words. It is important for students to develop an understanding of how all the arts (music, visual, and creative writing) are connected and can be developed together. This lesson could be connected to history, if you are talking about the 1700’s. It can also be connected to language arts, because you can ask the students to write the story of this piece of music.
This lesson has the students listen to Vivaldi’s “The Four Seasons”, after listening to the piece they will be asked to draw a picture, they can either pick one specific part of the song or tell the whole story of the song. They then will be asked to write their feelings about the piece; they will be expected to use terminology that they have learned in previous music classes to back up their opinions.
Materials
- Vivaldi’s “The Four Season’s”
- Speakers
- “What am I Seeing and Feeling” worksheet
Teachers should make sure that they do not give away the title of the piece until after students have had time to reflect on their own feelings about it, this could influence their pictures and reflections. Teachers should be prepared to give examples when students are sharing their stories and ideas.
Steps in Lesson:
- Introduction: Explain to the students that they will be listening to a piece of music composed my Vivaldi during the Baroque period of the arts. Ask if anyone knows any characteristics of music composed during the baroque period and discuss them.
Baroque means “deformed”
Composers were not trying to express their own emotions, but the range of human emotions
Meter and rhythm were tied to the affection the composer wishedto evoke.
One mood throughout the piece
Energetic rhythms
Talk about great composers Vivaldi, Bach, and Handel.
- Body:
- Today we will be listening to a piece of music by Vivaldi. Do not share the name of the piece because this might influence students’ ideas.
- Pass out the worksheet, and go over it with the students.
- Tell the students to just listen for the first time.
- Then play it again while they work on filling out the sheet.
- Share ideas with the students if they are having a hard time or need help getting started.
- Give the students time to fill out the whole worksheet.
- Closure: Allow students time to share in small groups their ideas and pictures. After students have had enough time to share with their group bring the class back together and tell them the name of the piece, “The Four Seasons” and talk about how he represented the different seasons. ask for students to share their ideas with the whole class. Make sure that you, as the teacher, share your ideas too.
- Assessment: Students will turn in their worksheet and I will read over their paragraphs regarding their feelings towards the music. They will be assessed not on how they feel but the support they give their opinion. Students should include at least two musical terms. Also will look at picture, again not assessed on how well they draw, but on their ability to get their ideas across.
I would make a worksheet with more space for writing for the students who need more space. I would also make a sheet with each separate question on it so that students can focus on each question one at a time. Another modification I would make is that I would bring in headphones and allow some students listen to piece as many times as they need at a computer in the room.
Next Steps:
The next step for this lesson is to connect it to language arts and have the students write a creative story telling their ideas of this piece. Then ask them to pick another piece of classical music listen to it and write a short paragraph of what they think is going on in the music.
