Transcript Music Syllabication and Rhythm

The Literate Musicians of Room 10
Unit One
Our journey of integrating literacy with
music through poetry.
By Lianne White
Edison Bethune Charter Academy
Music Content Standard 1.1 Read, write, and perform simple patterns of
rhythm and pitch, using beat, rest, and divided beat.
OUR FIRST OBJECTIVE:
While studying our first reading unit we integrated the four characteristics of poetry with music.
Rhyming Words
Rhythm
Repeated words
Line format
Our Objective
• Our main objective for is to integrate music with all subjects to
increase engagement, build self confidence, strengthen memory.
• The other objective was to teach basic music fundamentals
through reading, listening to, and singing a music scale, and
learning rhythms.
Music Content Standard 1.1 Read, write, and perform simple patterns of
rhythm and pitch, using beat, rest, and divided beat.
After reading each of the poem selections in the first Open Court
Reading Unit, we applied the four characteristics of poetry.
We then examined the connection between our own
enjoyment of the piece and how well it encompassed these
four characteristics.
Music Content Standard 1.1 Read, write, and perform simple patterns of rhythm and
pitch, using beat, rest, and divided beat.
If a particular selection was lacking in rhythm, the students often
found the poem boring. We discovered some students’
abilities to create their own rhythm to go with the poem.
Music Content Standard 4.2 Describe how ideas or moods are
communicated through music.
Poems like “Hey Diddle Diddle” already had a familiar melody
line that was easily recognizable so we compared and
contrasted the different arrangements found on You Tube.
Poems such as “Rags” and “Firefly” had opposite rhythms and
we examined how each poem made us feel. We added our
own melody to accompany it. As the unit wrap up, we even
came up with an alternate rhyme for the ending of Firefly.
Unit One Objective
Lesson Outline
What we have completed so far
Staff, Treble Clef, Notes
Letter labels
Sound of Music’s “Do Re Mi”
Vocal scale labels
Solfege Hand Signs
Unit Two Objective
Lesson Preview
Associating rhythmic terms with syllabication when decoding
daily words during phonics “White Board Time”
Creating an original rhythmic piece
Forming a percussion rhythm band
Training a conductor to lead the band
Training a percussionist to keep the beat
Adding creative “dance” movement