ALEX Learning Activity

  

Punk Farm Sound Story

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  This learning activity provided by:  
Author: Tiffani Stricklin
System:Jefferson County
School:McAdory Elementary School
  General Activity Information  
Activity ID: 2065
Title:
Punk Farm Sound Story
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

Students will create a sound story using a children's book, Punk Farm, by Jarrett J. Krosoczka.  They will choose rhythm instruments that complement the important words in the book.

This activity was created as a result of the Arts COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 3
Music: General
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Arts Education
ARTS (2017)
Grade: 3
Music: General
3) Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?
Concepts & Vocabulary:
Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)
Skill Examples:
Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.
Learning Objectives:

Students will:

1. Choose a rhythm instrument to represent an important word.

2. Improvise a rhythm pattern to accompany an important word.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

1.  Read Punk Farm by Jarrett J. Krosoczka.

2.  Students will identify important words in the book.  The teacher will write these on the board.

  • Farmer Joe, Cow, Pig, Chicken, Goat, Sheep, Boom Crash, Ray Roo Ree Rearrrr, Beep Ba, Brum Ba Dum, Punk Farm (I usually let all instruments play here), EIEIO (all students sing).

3.  Select students to choose an unpitched instrument for each of the important words and write the name of the instrument beside the word on the board (this will help you and the students remember who plays each word).

4. Read the book again and each student plays their instrument after their important word is said.

5.  After the performance, students will describe the connection of the instrument they chose and the important word (for example, a student may choose a cowbell to represent the cow).

Assessment Strategies:

The teacher will use informal observation to assess the students' choice of instrument to represent the important words and the rhythmic improvisation for each word.   


Advanced Preparation:

1.  Acquire Punk Farm by Jarrett J. Krosoczka.

2.  Choose rhythm instruments for students to use.

3.  Students need prior knowledge of rhythm instruments and how to play each instrument.

 

Variation Tips (optional):

You may use any children's book with repetition and/or a variety of characters. I have used Tacky, the PenguinThe Little Old Lady Who Wasn't Afraid of AnythingWhere the Wild Things Are, etc.   

Notes or Recommendations (optional):
  Keywords and Search Tags  
Keywords and Search Tags: