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Introduction to Songwriting: The Sugar Bun Song

Last changed: 05/01/2018 1:44pm
3 , 4 , 5
Music English
Grade Level Program Alignment
1 60 min
Combo In-School Performance & In-School Workshop In School Mini Residency
Martin sees each classroom for a one hour workshop writing songs with them. Martin would be happy to do an end of the day grade level performance of some of his songs with the students performing their class songs.
September, October, November, January, February, March, April
$10 60
no Phone , Email
Martin provides an electronic Study Guide and Rubric on Piggy-Back Songwriting.
Large Whiteboard/chalkboard and markers. Students should be ready with paper and pencils.
Copies of the Study Guide.
Performance space reserved if required.
Martin can travel from classroom to classroom for the workshops. He would need an auditorium or multi-purpose room for the optional end of day grade level assembly.
I can create a poem.
I can create a song.
I can brainstorm with classmates on rhyming words.
I can create a song/poem that states facts to remember.



Introduction to Songwriting: The Sugar Bun Song.
Martin sings his musical limerick construction: the Sugar Bun Song. After several verses, Martin challenges the students to guess the last word of the next verse. When they correctly guess the (very obvious) answer, a discussion is held regarding the necessity for and use of soft or hard rhyme, meter, logic, detail and follow-through with the subject to construct a successful limerick.

Martin invites students to create an original verse by proposing a new subject for an original limerick verse. The students brainstorm possible rhymes and discuss the merit of each of the many closing line choices, their effective lyrics and their effective or ineffective use of rhyme, meter, logic, detail and impact on the listener. (Alliteration, onomatopoeia, "color" words and other poetic devices may also be noted.) The students choose the most effective lyrics and they are reviewed, edited and fine tuned as needed.

Martin challenges each student to create their own limerick verse about any subject they choose. Martin, the teacher and peers are available to assist. Each student takes a turn sharing their own original verse and receives feedback from the group on how effectively they used each of the elements of limerick form to make the strongest impact on their audience. A student performance is optional.

TRANSFERABLE SKILLS:
Critical Thinking and Creativity
Problem solving
Collaboration
Communication
Responsibility
Self-Regulation
Martin travels from Maine, so we will need to block book his programs. Please call for available weeks.
Please call if less than 60 students.
A half-day may allow time for the program.
Please call.

Grade 3

Grade 3: Writing Standards: Production and Distribution of Writing #4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Grade 3: Writing Standards: Production and Distribution of Writing #5: With Guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
Grade 3: MUSIC: RESPONDING: Anchor Standard 7: Perceive and analyze artistic work. a. Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

Grade 4

Grade 4: Writing Standards: Text, Type and Purpose #1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
Grade 4: Speaking and Listening Standards: Presentation and Knowledge and Ideas #4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Grade 4: MUSIC: RESPONDING: Anchor Standard 7: Perceive and analyze artistic work. a. Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Grade 5

Grade 5: Writing Standards: Production and Distribution of Writing #4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
Grade 5: Writing Standards: Production and Distribution of Writing #5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Grade 5: MUSIC: RESPONDING: Anchor Standard 7: Perceive and analyze artistic work. a. Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
Get to Know Our Arts Provider:

Martin Swinger

http://arts-are-essential.org