Contribuido por Janet Onyenucheya

Descripción

This activity gets students thinking about how tempo and dynamics connect to mood. 

Direcciones

• Student volunteer reads a narration out loud.
• Ask students what emotions they felt when listening to the opening narration, and ask them what “underscoring” means.
• Explain that the two main components of music are tempo and dynamics.
• “We will use these ideas to create music that matches the mood of the narration.”
• Clap a slow four-beat measure and ask the students:
  • “What mood does this tempo (speed) evoke?”

• Demonstrate a fast four-beat measure and ask the class to clap it back. Ask the students:
  • “What mood does this tempo evoke?”
  • “What dynamics (how loud or soft) would best fit this mood?”

• Now have the students think back to the opening narration and ask:
  • “What tempo would you use to underscore this story?”
  • “What dynamics would you use to underscore this story?”

• Encourage some text analysis by getting students to think about which part of the narration is louder or softer than another part and scribe this on the posted narration.
• Have students choose underscoring for different parts of the narration.

• The Classroom Teacher reads the narration while you and the students do their underscoring choices.
• Reflexión: Students can reflect on how they made specific musical choices, using tempo and dynamics, to underscore a narration. What emotions are they trying to convey? How do they want the listener to feel as a result of their musical choices?

Transición a la actividad

Ask students to establish a steady tempo/beat using their feet (stomping in place—left, right, left, right, etc.). “Now walk back to your seat using the established tempo/beat as a guide for the movement of your body.”

Transición fuera de actividad

Ask students to establish a steady tempo/beat using their feet (stomping in place – left, right, left, right, etc.). Now, walk back to your seat using the established tempo/beat as a guide for the movement of your body back to your desk. 

Arreglo del aula

Audience/rug spots

Soportes / Materiales adaptables / Herramientas

• Provide a printed or digital copy of the narration displayed in large font for all to see.
• Alongside verbal analysis of the text, give students the opportunity to create a pose or gesture that represents their emotional response to the narration.
• Students who are sensitive to sound (recorded music, claps, stomps, etc.) are welcome to use noise-reducing devices (e.g., headphones).
• Students can also draw their responses to the questions posed.
• Provide a visual timer for transitions and activities that require a set amount of time.

Posibles funciones de los profesionales de las aulas

• Participate as the scribe during the underscore activity.
• Model music-based demonstrations alongside you (clapping tempos, using sounds to explore dynamics). 
• Support decision-making by adding tempo and/or dynamic markings to the text.

Ajustes para la instrucción a distancia

You can share your screen and use Google Docs for “live” scribing of the underscore. Prepare the document in advance so you can easily scribe on it.