Feelings in a Music Poster

  Source/Reference:   Branden  Listh     Description  of  Strategy:   Have  the  students  listen  to  a  piece  of  music  then  have  them  write  about  their   feelings  about  the  music  during  class.  Have  the  students  take  their  descriptions  of   their  feelings  and  come  up  with  one  sentence  to  describe  the  piece  of  music.  With   this  done  have  the  students  make  a  poster  that  would  fully  represent  their  feelings   and  what  they  believe  this  piece  of  music  represents.  Have  them  share  their  posters   within  the  next  couple  days  of  class.     Suggested  Application:   This  strategy  would  be  great  way  to  change  things  up  and  get  students  to  think   about  music  in  a  new  way.     Adjustment:   Student  can  write  down  single  words  that  represent  their  feelings  not  full  sentences.      

Halloween Music Door
  Source/Reference:   "Music  with  Mrs.  Dennis:  October  2012."  Music  with  Mrs.  Dennis:  October  2012.  N.p.,   n.d.  Web.  11  Nov.  2012.   <http://musicwithmrsdennis.blogspot.com/2012_10_01_archive.html>.     Description  of  Strategy:   Students  hear  a  piece  of  music  (for  these  lessons  have  it  be  Halloween,  but  it  could   be  during  any  time  of  the  year)  then  have  the  students  try  to  explain  what  made  this   song  a  “Halloween”  song.  We  talk  about  it  as  a  class  and  this  gets  them  to  talk  about   minor  keys  as  well  as  other  emphasis  in  the  music.  Then  have  them  listen  to  another   piece  of  music  that  is  scary  or  spooky.  Have  the  students  write  up  a  short  paragraph   on  why  this  music  is  what  it  is  using  the  terms  and  styles  that  we  just  talked  about.   The  teacher  who  made  the  original  lesson  posted  them  outside  the  door  for   Halloween  but  for  a  high  school  setting  I  might  not  suggest  this.     Suggested  Application:   This  strategy  would  be  a  great  way  to  incorporate  the  holidays  into  the  classroom.     Adjustment:   Instead  of  writing  a  paragraph  students  write  one  sentence.  

Read-Alouds
  Source/Reference:   http://www.pbs.org/teacherline/courses/rdla220/docs/fisher.pdf     Description  of  Strategy:   Teachers  read  to  their  students  every  day  in  every  class  for  at  least  five  minutes.   Some  teachers  read  the  text  aloud  while  students  listen;  other  teachers  read  the  text   aloud  while  students  read  along.  Most  often,  the  selections  are  not  from  the   textbook;  instead,  teachers  select  other  materials  that  build  students'  background   knowledge,  provide  them  with  interesting  vocabulary  words,  and  ensure  they  are   hearing  fluent  reading.     Suggested  Application:   This  strategy  could  be  implemented  in  any  classroom  as  often  as  everyday.     Adjustment:   Student  could  read  on  their  own  or  listen  to  smaller  portions  of  a  book  on  tape.            

  Source/Reference:   http://www.lpb.org/education/classroom/itv/litlearn/strategies/strat_sq3r.pdf       Description  of  Strategy:   1.  Survey   Survey  title,  key  signature  and  changes  in  key,  tempo  changes  in  tempo  and   dynamics.     2.  Question   What  parts  of  the  piece  look  like  they  are  going  to  present  a  problem  and  what   might  be  the  best  way  fix  them?     3.  Read   The  student  is  to  read  through  the  piece.     4.  Review   Were  the  problems  in  the  places  that  they  were  expected  to  be  in  and  what  might  be   the  best  way  to  work  on  them     5.  Reflect   What  were  the  issues  with  the  piece  and  what  strategies  were  beneficial  and  which   ones  weren’t.         Suggested  Application:   This  strategy  could  be  used  any  time  the  group  is  about  to  sight  read  a  new  piece   and  is  a  great  way  to  incorporate  literacy  and  music.  It  could  also  be  used  when   students  are  going  to  read  through  a  solo  or  chamber  ensemble  piece.     Adjustment:   Students  requirements  for  the  amount  of  writing  for  this  assignment  can  be   adjusted  to  be  less  then  the  other  students.      

SQ3R

Story in the music
  Source/Reference:   Hannah  Livingston     Description  of  Strategy:   Students  listen  to  a  piece  of  music  either  without  words  or  in  a  different  language.   The  students  then  write  the  story  that  they  hear  happening  in  the  music.     Suggested  Application:   This  strategy  would  work  well  when  working  with  the  English  teacher  to  help  the   students  polish  their  work.     Adjustment:   Students  would  write  sentences  describing  the  story  but  connect  them  all  in  a  story   format.    

Write to Learn
  Source/Reference:   Hannah  LIvingston     Description  of  Strategy:   Students  write  a  detailed  description  of  a  new  concept  they  just  learned  as  if  they   were  explaining  it  to  someone  including  strategies  they  used  to  understand  the   concept.     Suggested  Application:   This  strategy  could  be  used  in  any  subject  area  and  would  be  very  helpful  to   students  as  the  best  way  to  learn  is  to  teach  what  you  are  learning.     Adjustment:   Students  with  difficulties  describing  the  whole  process  could  dictate  it  to  the  teacher   or  only  describe  a  portion  of  the  process.