Classics Into the Classroom: How to Enhance Authentic
Listening and Extended Literature Response in Middle
School Through Music|
by Daisy T. Lu, Ph.D.
Music Specialist, Cascade View Elementary School, Tukwila School District, WA
Adjunct Faculty Member, Seattle Pacific University, Seattle, WA
RationaleListening is the very first sense that develops in a young fetus. It is also the very last sense to leave the body of a dying person. My recent article on Music Education Beyond the Mozart Effect explains that all music has rhythm which can be felt and seen as well as heard. Complex elements of rhythm provide cohesion by embodying beat, pulse, accent, meter, duration, tempo, density, texture, form, and patterns.
The brain is stimulated by musical qualities including rhythm, melody, harmony, timbre, style, dynamics, meaning and emotion. This unit on the sounds of water is designed to increase the long term effects of attentive listening through the engagement of musical activities. It is intended to lead students to perceive and respond to the expressiveness of music as it moves out of the realm of affect to the realm of cognition.
Unit Theme: Water
Selected Music 1
Selected Music 2
"Twas in eighteen hundred and fifty-three|
And on June the 13th day,
That our gallant ship her anchor weighed,
And for Greenland bore away, brave boys,
And for Greenland bore away."
Source (five verses): The Music Connection 4, Silver Burdett
Selected Music 3
by Woody Guthrie
Green douglas fir where the waters cut through,|
Down her wild mountains and canyons she flew.
Canadian Northwest to the ocean so blue,
Roll on, Columbia, roll on.
Source (four verses): The Music Connection 6, Silver Burdett
Selected Music 4
Words by Kokei Hayashi, Music by Tamezo Narita, English words by
|I love to roam alone along the beach at break of day,|
My old sweet memories return in my heart to stay.
The sighing of the sea wind, the clouds in the sky,
The rolling waves that dance and leap.
My heart for joy does cry!
Ashita hamabe o samayoeba
Source (with two additional verses in Japanese): The Music Connection 8, Silver Burdett
Selected Music 5
Words by Alice Firgau - from Chile
How wide and deep is the river?|
How swiftly it flows to the sea?
If my tears should meet its water,
Oh, how deep it then would be.
If my tears should meet its waters,
Oh, how deep it then would be.
Que grande, que viene el rio?
Source (with a Spanish verse): The Music Connection 8, Silver Burdett
What instruments do you hear? What emotions do they provoke?
(guitar, tambourine, triangle)
Emphasize both solo and group performance. Can you sing and accompany yourself? Try a simple arrangement using rhythm or an ostinato.
Other suggested music on the theme of "water:"Over the Sea to Skye - music by Annie McLeod, words by Robert L. Stevenson - Source: Music and You, Grade 8, MacMillan
Fifty Percent Chance of Rain - music and words by Carl Nygard, Jr. - Source: Music and You, Grade 7, MacMillan
Wade in the Water - An African-American spiritual - Source: Music Connection 8, Silver Burdett
Appalachian Spring Suite, "Theme and Variations" - A native-American piece by Aaron Copland
La Mer - A symphony by Claude Debussy
Under the Sea - from Disney's Little Mermaid; music by Alan Menken, words by Howard Ashman.
Ol' Man River - From Broadway musical, Showboat, by Kern and Hammerstein.
Song of the Water (Canto del Agua) - By Joropo from Venezuela, English words by Alice Firgau, Source: Music connection 8, Silver Burdett.
Each piece has its own focus and specific learning objectives. All relate to the sense of hearing/listening and specific music elements, in addition to highlighting cognitive and metacognitive functions.
|GO TO:||Music and the Brain||Explore the Nervous System|
|Experiments and Activities||Table of Contents|
Fill out survey