Madame Zeroni's Music -

Do you remember the lullaby, "If Only" that was handed down through the generations in Stanley's family? How do the lyrics of the lullaby relate to the story? Do you have a song that your family has loved for generations?  Students can share songs that have been passed down through their family or write a new one.  Taken from:

http://library.thinkquest.org/J0113061/

Read the lyrics of songs written during the time of the Underground Railroad:

(www.negrospirituals.com/news-song/index.htm) and as a class discuss how these songs represented freedom to those trying to escape slavery.  In the story, there is a ceremony each time a new slave is free.  It is customary to ring the Liberty Bell twenty times.  Plan a ceremony that happens when Elijah brings the baby Hope to Freedom.  Include poems, a speech by Elijah, and songs.

Lesson from: http://www.scholastic.com/teachers/lesson-plan/elijah-buxton-extension-activity

http://www.edutopia.org/poetry-literacy-live-technology-performance-video

http://www.edutopia.org/poetry-slam-global-writes

These sites show the power of poetry to engage young people by tapping into their own experience and passions. They are authenticating their own lives and in the process find the power to their individual identities.  Regarding the interdisciplinary dimension of IB MYP, I think it would really be neat to build units and/or lessons that incorporate music, theater* and dance*. For that, I would team with the teachers in the MYP Arts Subject group. Would look to do presentations at the school for other students and also possibly for parents. Could also be turned into a Poetry Slam Competition where the audience selected the best slam.

Not only is food an important part of the Seder feast, music is also integral to the celebration.  Students who have had the opportunity to cook the foods that are served, can now experience the music that coincides with the meal.  According to author Eric A. Kimmel, Debbie Friedman is one of America’s foremost contemporary Jewish singers and songwriters.  She has written versions of many of the songs that are sung at the Seder, including, among others, the “Kadish D’rabanan” and “Miriam’s Song.”  The famous African-American spiritual “Go Down, Moses” is also often sung at many Seders.  In music class, the teacher could download and play recordings of some of these songs and work with the students to learn to sing some of them.  Students could also do a web search for other versions of the songs to present to the class.  This might be an excellent moment to ask students to draw parallels between Moses leading the Israelites out of slavery in Egypt and Harriet Tubman (often referred to as Moses) leading African-American slaves along the Underground Railroad.  While some may shy away from studying Passover and the Seder in public schools because they are part of a religious observance, it is important that students are made aware of cultures and faiths that are different (but in many ways, very much like) what they are exposed to on a regular basis.   

Kate Hendrix 

Grade

K-2

In this mystery, the poems are presented in a multi-point of view, free verse form. There is a death and suspicions are flying high. This story connects to big topics like racism and class as well. Since the books is aimed at older students, I thought it would be great to introduce the activity by showing the students how to put different types of a poem into song. Scholastic.com had a wonderful way to do this: 

• Metaphor - My Girl by The Temptations, Bitter Sweet Symphony by The Verve
• Simile - Like a Rock by Bob Seeger, Turn Me On by Norah Jones
• Hyperbole - Ain't No Mountain High Enough by Marvin Gaye
• Allusion - Hey Leonardo by Blessed Union of Souls, 1985 by Bowling For Soup
• Persona - Beat It by Michael Jackson
• Rhyme Scheme - Can't Take My Eyes Off of You by Frankie Valli
• Alliteration, Assonance, Consonance - Dear Mamaby Tupac Shakur 

After you have practiced this with the students, you can break them into groups and have them create their own songs to the tune of some "hip" music by using snipits from "Foreign Exchange." Music is such a huge part of our students' lives these days and I think this is a natural way to help them learn.

Uncle Remus tales are folk stories written in the style of Aseop's Fables about the "Old South."  Reading selections from the book would be a great way to incorporate Appalachian music.  Students could listen to and study Appalachian music:  describe, identify, explain and analyze the conventions of the music.  Guest speakers could be brought in to play live music for the students and allow students to see firsthand the traditional Appalachian instruments.

Rap a Tap Tap 

Leo and Diane Dillon 

Mr. Bojangles is an African American man who dances through the streets of New York City, he dances with the purpose to entertain, as he says in the book, he dances to make people smile.  The story rhymes and has a nice repeated verse on every other page.  Have the students discuss what type of dance Mr. Bojangles is performing for us (tap).  The time period in which the story takes place (1930's) there weren't many performers who were African American, the students could discuss how he paved the way for other African American performers.  After the discussions, the main activity would be to divide the class in two groups, one group will learn how to tap dance by watching the youtube video:  http://www.youtube.com/watch?v=Xp9cuqSDVvI&feature=fvwrel, the next group will create a beat to the rhythm of the story with sticks while the teacher reads aloud, this won't be complicated since the story is repetitive and rhyming. Then the groups will switch so everyone gets a turn to dance and create music! 

1-3

Courtney

Hertsenberg  

Students could create a soundtrack for the major events of Sal's trip out West.  The music should come from at least five of the following genres.  In a cross-curricular connection to Language Arts, students are required to explain their music choice, why they chose, and how it fits the moment from the novel:

-Classical

-Gospel

-folk/Southern rock

-Rock 'n roll

-Country

-Bluegrass

-Rap

-Soul

-Jazz

-Blues

-Pop

-World

-Techno

In the Time of the Drums

Kim Siegelson

This book talks about African traditions and how slavery takes away the memory of some traditions.  However the main character Twi remembered the traditional music and she teaches it to Mentu.  This traditional music was accompanied by a drum beat.

Art Extension

Visit the following website to get the steps to make a homemade drum using recycled materials.

http://www.wikihow.com/Make-a-Homemade-Drum

Music Extension

Listen to an African drum rhythm at the following website; then discuss characteristics of African Drum rhythms.

http://www.paulnas.eu/wap/mp3/Kassa%20Djibo%20by%20Mamadou%20Delmundo%20Keita.mp3

Teach the students a traditional African drum rhythm. Then have students write their own version of an African drum rhythm.

4th-5th

Joanne Hicks

Arrow to the Sun 

Gerald McDermott

Students are divided into two groups.  One group plays authentic Native American instruments and the other group creates a dance to depict the story.  The dance must have elements of dance such as directions, pathways, levels, shapes and must describe loco-motor and non-loco-motor steps.  The dance and music are performed simultaneously and then the groups switch.  Classes could be broken into smaller groups and each group assigned a different Native American folktale.  Exit slip could be given as an opportunity for students to respond to other's performances and also to evaluate their own performance.

Link to Native American Folktales website: http://americanfolklore.net/folklore/native-american-myths/ 

3rd and up 

 Myra Kean

I Am The Darker Brother: An Anthology of Modern Poems by African Americans

Arnold Adoff

The poems in this anthology use a variety of literary elements to explore the African American tradition in the United States, portraying a stigmatized people who became who they are by enduring hardship and developing fortitude in the face of racism and discrimination.  This collection would work well in any music class, but it is ideally suited for one in which the curriculum is aligned with the other departments.  This activity in particular is designed to be taught when the social studies department is teaching a unit that includes the American Civil Rights Movement.
Explain to students that music and poetry are quite similar in that both contain some of the same elements, notably rhythm.  Because of this, poems are the easiest form of literature to which one can attach a melody.

Music Activity:

Watch the following video:  http://www.youtube.com/watch?v=bijxZohnQvI After watching the video, organize students into groups of no more than three.  Have each group search the anthology for two poems for which they can build a beat or cadence (rhythm) in a way similar to what Common does with the poem he performs at the White House in the video.  Avoid scrolling to read any comments, as those posted on YouTube are unregulated and may contain inappropriate content.
Create a rap or song version of one of their selected poems.  The Rap should contain a tone that appropriately conveys the content or mood in the poem.  Explain to students that a choral or cumulative choral is also appropriate.

Grades 7-8

 Derek Po

Watsons Go to Birmingham-1963, The

Christopher Paul Curtis 

As a music extension from the book, students could pick out the songs that are listened to by the Watsons on the book and research the artists that performed the songs and what those songs said about the times. Students could categorize those songs into genres and describe what elements made the song fit a particular genre. Students may also use the following link to go find the top 25 songs of 1963 and the performers of those songs: http://www.youtube.com/watch?v=OvKbxP-1s4U.
About the 1963 Birmingham Bombing
http://www.english.illinois.edu/maps/poets/m_r/randall/birmingham.htm
Facts, news stories and songs about the bombing.

5-8 

Tia Smith 

Oh, the Places You'll Go

Dr. Seuss

This song is a great activity to do with kindergarteners or other younger students after reading “Oh, the Places You’ll Go.” Have children march around the classroom while singing the first stanza of this song, and stand in place while singing the second stanza.

“The Places I Can Go” (to the tune of “The Farmer in the Dell”)

Oh, the places I can go,

The places I can go,

Hi, ho, the dairy-o,

The places I can go.

I can go up-up! (Point up at the ceiling.)

I can go down-down! (Point down at the floor.)

I choose my way, every day,

Of where I go around. (Turn around in place.)

These “Oh, the Places You’ll Go” activities are the perfect way to extend a Dr. Seuss reading for kids of all ages – preschool through high school seniors. Try one with your students to see how much it helps them to relate to the book that they’ve read.

K

Lisa Moore

Poke in the I, A

Paul B. Janeczko

This book has 30 concrete poems in it.  It is a picture poetry book.  I thought it would be a good idea to have the children assemble paints, ink, colored pencils, torn paper (either construction, tissue, wrapping paper, etc.), foil, cellophane, fabric, glue and other items.  Teach them about concrete poems and how they work.

Now have them look on the internet or in various books to find pictures of musical instruments, music notes, famous composers or musical artists, and tell the students to make a shaped poem using the pictures to make a template and then to start writing the poem, making sure they evoke the subject of their template.  Then they can start applying their artistic materials to further evoke the subject of their poems.  When their artworks have dried they can be displayed on the walls of the classroom.  Make a CD that has appropriate music for each poem and play each selection as the students each go to their own particular work, then shares it with the class.

Grade 3 and Up 

Donna Campbell