An Arts Infused Lesson : Integrating Music Across the Curriculum Jr./Int.

. Assignment #2 : Three Part Lesson Design By: Beverly Hestick Subject areas that are integrated: Music + Science, Dance Grade Level: Five Length of period: 70 min Number of periods: 1 Students will be able to demonstrate an understanding of the properties of matter, change of state, and physical and chemical changes. Learning Goal/s Students will apply the creative process to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas Student will apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music Music Curriculum Expectation links Specific Subject Curriculum expectation links C 1.2: Apply the elements of music when singing and or/playing, composing, and arranging music to create a specific effect C 1.3: Create musical compositions for specific purposes and audiences Subject: Science 3.2: Identify properties of solids, liquids, and gases, and state examples of each 3.3: Explain changes of state in matter and give examples of each Subject: Arts Dance A 1.1: Translate into movement sequences a variety of images and ideas from other classroom subjects, including the arts A 1.4: Use the element of relationship in short dance pieces to communicate an idea Teaching Strategies to be used Placemat Students discuss in their group about the different elements (timbre, rhythm, body movement) from the STOMP video and then share with the whole class. Mind Map/Brainstorming to generate ideas for creating a STOMP routine Think-Pair-Share to facilitate student discussions about the STOMP video Co-operative learning Planning, creating and practicing their STOMP routine STOMP Youtube Video as a visual exemplar Two stars and a wish peer and teacher descriptive feedback Student assessment for and as Learning Worksheet Creative Process and/or Critical Thinking Process stages used (specify stage and during what activity) Challenge and Inspire (The presentation of the STOMP video challenges and inspires students to create a STOMP routine of their own) Imagine and Generate (Students imagine and generate ideas to create a STOMP routine that depicts changes of state in matter) Plan and Focus (Students plan by creating mind maps and discussing examples of changes of states in matter)

Explore and Experiment (In order to represent changes of states in matter, students explore and experiment the various elements of music such as rhythm, timbre and texture. Students explore and experiment the elements of dance as well for their STOMP routine) Revise and Refine (Students practice their routines and seek feedback from the teacher and other peers to improve themselves) Present, Perform and Share (Students perform their STOMP routine to their teacher and classmates) Reflect and Evaluate (Students reflect on their STOMP routine and evaluate their classmates STOMP routine as well through descriptive feedback two stars and a wish) Multiple Intelligences used Musical (using the unconventional objects to create sound), VisualSpatial (watching the STOMP youtube video), Bodily/Kinesthetic (physically moving and having tactile experiences with the objects), Interpersonal (organizing and planning a STOMP routine with group members). Share and play a clip of a STOMP performance from Youtube in which the performers use unconventional objects (brooms, garbage cans, paper bags, newspapers, tins and bins) Think-Pair-Share Questions: What are the qualities that make this an interesting, unique and successful performance? What objects do they use to create sound? **Be sure to write students responses on the board/chart paper** On a placemat, have groups (4 per group) of students respond to the questions and discuss their answers in their group: What are the different timbres (the musical element of tone colour) that makes this performance unique? (voices, body percussion, environmental /found sounds, non-pitched percussion such as sticks) (Dynamics loud, soft, getting louder/softer) What are the different rhythmic patterns that can be repetitive yet interesting (the musical element of rhythm)? (no/steady/strong/weak beat, fast/slow tempo, repeated rhythmic patterns (ostinato)) Divide students into groups of 4. Introduce activity Students will have to compose a STOMP-like performance using unconventional objects as instruments to tell a story that involves the changes of states in matter. (**NOTE: Students were informed to bring objects the day before) Mini-Review lesson: What are the changes of state in matter? Provide examples Evaporation (liquid->gas) a pot of water boiling on a stovetop Solidification (liquid->solid) magma/lava cooling to become rock Condensation (gas->liquid) moisture that appears on a water bottle Fusion (solid->liquid) frozen treat melts outside on a hot, summer day Sublimation (solid->gas) - a moth ball sublimates in the closet Objects (brooms, garbage cans, paper bags, tins, etc)

Minds On Activity 15 minutes

Materials Computer Video projector IWB Chart Paper Marker Chalk board Chalk

Action/Activity

Plan and Practice, 30 - 35 mins + All groups

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perform, 10 - 15 mins = 45 minutes

Have students create a mind map to brainstorm other everyday examples of changes of state in matter. Tell students to choose one example and create a STOMP performance depicting the changes of state in matter. Remind and support students as they are practicing their routines, to use timbre and rhythm to represent the flow and movement of substances as they change state in matter. In addition, encourage students to focus on the movement of their bodies and the space they use. Which parts of your body are being used? (Head, legs, hands, chest) What shapes are your bodies doing? (symmetrical, curved, angular) Where are your bodies in space? (size, direction) Have students continue practicing their STOMP routine inside the classroom (or in another empty classroom). Once all groups have finished practicing their routines, they will present their routine in front of their peers. Be sure to have all the students observe and analyze what change of state in matter is represented in each groups STOMP routine. At the end of all performances, ask students what they observed from each performance and to identity what change of state in matter was represented. What was the story that expressed the change of state in matter for this STOMP routine? What types of rhythm were used in this performance? What types of timbre were used from the objects in this performance? What types of body movements/timbre/rhythm were used to express the flow, transition and changes of state in matter? (e.g. fast tempo to slow tempo represents a liquid freezing to a solid) Invite students to share two stars and a wish about each groups performance Hand out the Student assessment for and as Learning Worksheet and have the students fill out the worksheet If students are finding trouble with rhythm, encourage them to work with a partner who has a strong grasp of the rhythm in their routine.

Chart Paper Marker

Consolidation/ Debrief

Provide open space for groups to perform their STOMP routine

Pencils Assessment worksheet

10 minutes

Accommodations /Modifications

Have students create visual, graphic notation that notate all the rhythmic patterns of their routine in order to help students follow the cues and timing. Provide other video exemplars of STOMP performances

Assessment/ Evaluation

Please refer to the Student assessment for and as Learning Worksheet attached to this lesson plan.