Tone is a difficult concept for students to grasp in Language Arts because it is hardly ever specifically stated in the text. Students have a much easier time uncovering emotions in classical music even though it also is never specifically stated. By studying classical music and its use of dynamics and using words that show tone in correlation with dynamics, students will be able to gain a better grasp of the idea of tone in literature. Students will have a working understanding of musical vocabulary that describes the dynamics of a piece of music and how that relates to the overall tone.
While reading and performing Shakespeare's Hamlet, students will learn about the relationship between Hamlet and Ophelia. Students will explore the idea of love further through music, specifically Richard Wagner's three-act opera, Tristan und Isolde. Students will compare and contrast the different types of love expressed (in both the opera and the play) as well as compare and contrast the way love is communicated through music and dramatic performance.
The students will have a deeper understanding of the vocabulary words: gather, exciting, cooperate, activity and exhausted. Students will be able to compare and contrast two pieces of music, distinguish between real and fantasy, fiction and non-fiction. Students will be able to sequence a story, telling about main events and using vocabulary.
Students will be able to identify "same" and "different" in sections of “Trepak” from The Nutcracker by Pyotr Tchaikovsky, while learning and practicing different kinds of locomotor and non-locomotor movements. Students will work on skipping, galloping, hopping, jumping, walking, tiptoeing as well as bending, twisting, and stretching all in time with the music. Students will be able to identify when the tempo of the music gets faster.
This lesson provides students with an opportunity to listen to music and express their feelings through describing words, as they learn how to express themselves verbally. Using Prokofiev's Peter and the Wolf, we compare the music of two characters at a time and complete a Venn diagram of describing words. Students select their favorite character, draw a picture of the character, and write a sentence or two about the character, using the descriptive language from our Venn diagrams, as they develop vocabulary and enhance their writing.
Students will learn about dynamics, tempo, acoustics and instruments in the music of Charles Ives. Students will be introduced to and learn about the literary term onomatopoeia, and how it can relate to the sounds composed by Ives in The Unanswered Question, Central Park in the Dark and Symphony No 4. Students will then relate the literary term to musical expression. Making the connection between literacy and music, students will create their own musical onomatopoeias using various media, such as watercolor, tempera paint, crayons, magazine text and markers.