贡献者 珍妮特·奥涅努切亚

说明

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

路线

• 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.
• 反射： 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?

过渡到活动

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.”

转出活动

要求学生用他们的脚建立一个稳定的节奏/节拍（跺脚——左、右、左、右等）。现在，使用既定的节奏/节拍走回您的座位，作为您的身体运动回到办公桌的指南。 

课堂布置

Audience/rug spots

支持/自适应材料/工具

• 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.

课堂专业人员可能扮演的角色

• 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.

远程教学的调整

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.