ALEX Learning Activity

  

Haiku Sound Story

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Tiffani Stricklin
System:Jefferson County
School:McAdory Elementary School
  General Activity Information  
Activity ID: 2069
Title:
Haiku Sound Story
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

Students will choose a haiku to create a sound story.  They will add rhythm instruments to represent important words in the haiku.  The students will perform their haiku and sound story accompaniment for the class.

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
6) Present the final version of personally created music to others and describe its expressive intent.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
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 rhythm instruments to represent important words in a haiku.

2.  Improvise rhythms to accompany a haiku.

3.  Perform the haiku with accompaniment for the class and describe the choice of instruments.

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

1.  Working in pairs, students will choose a haiku to add rhythm instruments for an accompaniment.

  • The teacher may print haiku from the internet or provide books of haiku for students.

2.  Students will identify important words in the haiku.

3.  Choose instruments to represent each of the important words.

  • Choose instruments that sound like the words or are associated with the words.
  • Rain - ocean drum, wind - chimes, thunder - drums or thunder tube, etc.

4.  Rehearse playing accompaniment while speaking the haiku.

5.  Perform accompaniment and haiku for class and describe why they chose each instrument to represent the important words.

Assessment Strategies:

The teacher will informally assess:

1. Students' description of why instruments were chosen for important words.

2. Students' performance of haiku and accompaniment.


Advanced Preparation:

1. The teacher will need enough haiku for each pair of students.

2.  Rhythm instruments will need to be accessible.

3.  Students need prior knowledge of rhythm instruments, how to play them, and how they sound.

Variation Tips (optional):

Students may use movement, instruments, and/or body percussion to accompany the haiku.

Students may create sound stories for books and/or longer poems. 

Notes or Recommendations (optional):

This lesson can be used with Responding to Pete the Cat: I Love My White Shoes Sound Story and Punk Farm Sound Story.  

  Keywords and Search Tags  
Keywords and Search Tags: