Team-+Kate+and+Sally

=Kate Smith and Sally Gilbride- Central Elementary School, South Berwick, ME=

Contact us:
Sally Gilbride, Second grade teacher sgilbride@msad35.net Kate Smith, preK-3rd grade Music Teacher ksmith@msad35.net

=The Tall Tales of South Berwick=

Overview-
====Second grade students will research key people of South Berwick's past and write tall tales about them. In the music room, they will transform these tall tales into ballads. These will be shared with the community at the second grade concert in May.====

Who: A collaboration between the second Grade Students in Mrs. Gilbride's and Mrs. Bousquet's Classes When: mid-January through March with a performance for the community on May 3rd Duration: 4-5 weeks in classroom, 6 weeks in music room (50 minute periods)

Music Objectives: Students will identify key components of a ballad, focusing on form (verse and refrain) Students will demonstrate an understanding of form through dance (movement). Students will write lyrics for a ballad, piggybacking on an existing melody. Students will sing and perform using proper posture and technique.

Maine Learning Results Addressed (Music, PreK-2): A1 Students will perform a short musical selection vocally and/or instrumentally, while modeling proper posture and technique. B1 Students create or perform short musical selections of various styles and genres accurately applying selected knowledge and skills of: proper posture and technique, notation, form and terminology of dynamics. C1 Students identify and demonstrate creative problem-solving skills. D1 Students observe, listen to, describe and ask questions about art forms.

Maine Learning Results Addressed (History, PreK-2): E1 Students understand the nature of history as well as key foundation ideas. a. Describe history as stories of the past. b. Identify a few key figures and events from personal history. and the history of the community, Maine and the United States, especially those associated with historically based traditions. c. Identify past, present and future in stories, pictures, poems, songs, videos. d. Apply terms such as "before" and "after" in sequencing events. e. Create a brief historical account about the community using artifacts, photographs or stories from the past.

Pre-Assessment-

In the Music Room- Students completed a two part pre-assessment. First, students listened to simple and complex melodies played on the piano, identifying whether they were in AB, ABA or ABC pattern.

Second, using a Promethean board, students completed a KWL chart on songwriting. Here is the Know page from Bousquet's KWL chart:



In the Classroom: Sally Introduces the story of Beet and Turnip: media type="youtube" key="KLuUOwlR_MY?rel=0" height="279" width="448" Students brainstorm exaggerations for their stories: media type="youtube" key="xskAtNeMjqY?rel=0" height="279" width="448" Lesson #1 in the Music Room- Objective- To introduce ballads to the students, identifying their form through sound and movement.

Students listened to the ballad of Johnny Appleseed, identifying two alternating sections- one that told a story and one that repeated (Verse and Refrain) They also identified the characteristics that made this ballad similar to a tall tale.

Students listened to Old Dan Tucker, following along with a copy that is projected via a document camera. After identifying the two sections, students learned a dance that emphasizes the form.

Students evaluated three different music selections to determine if they were in AB form and whether or not they were ballads.

Lesson #2 in the Music Room- Objective- Students demonstrate an understanding of patterns through movement and manipulatives. Students are introduced to the instruments that will be added to the ballad (spoons and the lumberjack man.)

Introduction- patterns are all around us and can be seen in the world around us, heard in the music around us and experienced in the dance around us. Students identify patterns in the classroom- simple patterns such as blue, white, blue, white and more complex patterns like 6 white tiles, blue, green, six white tiles.... Station 1: Create complex AB patterns using percussion instruments (rhythm sticks, hand drum, maracas, wood blocks) Station2: Create complex AB patterns through movement. (Before rotating, the movement group was encouraged to share their choreography with the class.) Station 3: Create complex patterns using colored squares. Pattern Example Station 4: Learn how to play spoons and the lumberjack man and create musical patterns

Lesson #3 in the Music Room- Objective- To learn basic dance elements to prepare for creating our own dance. Objective- To share exemplars of the bones, spoons, limberjack and contra dancing.

Students listen/view videos of instruments and dances common in 1880, the time period of the tall tale of Beet and Turnip. Students are introduced to various dance elements-two hand turn, do-si-do, longways dance, sashay, etc.) They are then taught Alabama Gal, a dance with connections to the Underground Railroad (and a dance Beet and Turnip may have been familiar with.) Students can share the videos and new vocabulary with their families by sharing [|this link.]

Lesson #4-5 in the Music Room and Classroom: Transforming the tall tales to ballads. Objective- To write the verses and refrain.

Students review main idea and details, deciding what information from their tall tales is essential for the ballad to make sense. They refine the verses, until the number of syllables match the melody and it has a rhyming scheme. (Note: We used the accompaniment track of "The Ballad of Johnny Appleseed" by Plank Publishing for our piggyback songwriting and contacted Plank Publishing ahead of time for copyright permission.)

Lesson #6 in the Music Room- Objective- To add instruments to the song, with different orchestration and/or rhythms for the A and B sections of their ballad. Objective- To choreograph movement for the A and B sections of their ballad.

Students combine known dance elements to create a dance that compliments their ballad. A small group of students adds an accompaniment to the refrain.

Post Assessment and Reflection: Students record their ballad in Garageband and self-assess/reflect on the process. Students perform Beet and Turnip for the school community, parents and administrators. Students review their KWL chart to update what they have learned. media type="youtube" key="ynsYXzodiy4?rel=0" height="349" width="425"

“The Ballad Of Johnny Appleseed” by John Riggio (ASCAP)/altered lyrics by Central School © 1998 Plank Road Publishing, Inc. • All Rights Reserved • Used by permission