Lesson Overview:
Students will choose a favorite poem, set it to a rhythmic meter, and assign an original melody to the rhythm.
Length of Lesson:
Four 45-minute periods
Instructional Objectives:
Students will:
- apply prior knowledge of note values and assign meter to each syllable of their poem.
- set their poems to a melody in the key of C Major, following composition guidelines.
Supplies:
Instructional Plan:
Warm Up
Display the words to the following children’s poems on an overhead projector or the blackboard:
"Peas Porridge Hot"
Peas porridge hot,
Peas porridge cold,
Peas porridge in the pot,
Nine days old.
Some like it hot,
Some like it cold,
Some like it in the pot,
Nine days old.
"Jack Be Nimble" in 3/4 meter
Jack, be nimble.
Jack, be quick.
Jack, jump over the candlestick.
Read the poems aloud with the class. Then, ask students to assign meter to the poems (“Peas Porridge Hot” in 4/4 meter and "Jack Be Nimble" in 3/4 meter).
Developmental Activity
Have each student choose a favorite poem that can be set to a meter. (Explain that they must be able to clearly feel a beat as they read the poem in order to assign meter to it.) Arrange a trip to the school library to allow students to select from a wide variety of poetry. Have the librarian speak to the students about nursery rhymes and other forms of children's simple poetry. (Using old nursery rhymes is advantageous because there are no copyright fees.) Students can also find a poem online, such as on the Web site, Poets.org.
Students may also choose to write their own poems.
Guided Practice
As a class, set the first line of each student’s poem to meter on the board. Each word must first be divided into syllables. Ask the student to read the line aloud, and have others say the same line. The more times they hear the line, the easier it will be to assign note values. After note values have been assigned to each syllable, work together to assign a time signature.
Independent Activity
Have students start their composition by writing each line of the poem, triple-spaced, on lined paper. Each student should divide his or her entire poem into syllables.
Students should write note values in the space above the words, leaving a blank space between the notes and the words above. Then, they should write the time signature at the beginning of the first line. Remind them to make sure that each measure is separated by a bar line, and that they place a double bar line at the end of the composition. At this point, the teacher should collect and grade each student’s work using the first section of the Assessment Rubric provided.
Return the work to students and instruct them to set their poems to a melody, following the guidelines on the Assignment Checklist.
Closure
Read aloud the beginning of contrasting poems and ask students which one they would rather set to meter and why. Examples of contrasting works could be a poem by Robert Frost versus a Dr. Seuss verse.
Assessment:
Use the Assessment Rubric provided. This checklist should be shared with the students.
Extensions:
Go on to Harmonic Composition, An Essay, in which students will receive an introduction to jazz or the blues by reading and writing about a jazz or blues musician.
Sources:
Web:
Authors:
-
Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
