THE LANGUAGE OF SONG / THE SONG OF LANGUAGE (elementary)
Last changed: 05/29/2019 9:31am
| 2 , 3 , 4 | Music |
| Music | English |
| Both Grade Level and Arts/PE Program | Access |
| 1 | other |
| 1 | other |
| 55 minutes | |
| In-School Performance | In-School Performance (intended for the entire grade level to experience together) |
| all year | |
| $10 | 50 |
| $250 | 2 |
| no | Phone |
| projector, sound system | |
| screen, table/media cart (for projector), bottled water, parking space | Performance space large enough for an entire grade level to attend at the same time - auditorium is preferable, but can also accommodate gym, cafeteria or library. |
| I can identify key language arts concepts, including: subject, setting, mood, and narrative point of view. I can demonstrate how and why the use of patterns in writing - in the form of repetition, rhyming, alliteration, and rhythm - can be effective tools for pulling in the reader. I can demonstrate how tools used by poetry and prose writers are also used by songwriters. | |
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Writing great poetry and prose takes many of the same skills it takes to write songs. In this lively, interactive performance full of singing, clapping, and dancing, Alastair Moock uses his own award-winning songs, plus songs by Woody Guthrie, Mississippi John Hurt, and others to teach key language arts concepts: subject, setting, mood, point of view, rhyme, alliteration, and rhythm in both music and speech. As the grand finale, kids put what they've learned to work, by helping to write new verses for one of Alastair's original songs. With younger grades, Moock focuses on the concepts of theme and mood, rhythm patterns, and the ways in which one can play with language to make it "pop." With older grades, he expands on these ideas, introducing more advanced concepts including rhyme schemes and verse form. |
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| See above description, as this program looks the same whether it is booked by a grade level or an arts/PE teacher. | |
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School Testimonials... “Alastair presented possibly the best multimedia program (spoken word, pictures, singing, and truly fine guitar playing) that I have ever seen in an assembly in my 35 years of teaching.” – Bill Rogers, Middle School History Teacher, Buckingham Browne & Nichols School (Cambridge, MA) “The kids are still talking about Alastair’s amazing presentation. This was one of those experiences I know our students will take with them for the rest of their lives.” – Brian Gellerstein, Music Teacher, Tobin Elementary School (Cambridge, MA) “Alastair! We can’t thank you enough for the fantastic work you did with our students. You did an unbelievable job from start to finish! They all learned so much and they have their very own school song to take away from the experience. Thank you thank you thank you!!!” – Randi Goodwin, PTO member, Glover Elementary School (Marblehead, MA) “Alastair’s time with our students was extremely productive. He comes well-planned and his inclusion of literacy components brings this experience to a whole new level.” – Mena Ciarlone, Principal, Cunniff Elementary School (Watertown, MA) “Here’s the thing about Alastair: He is really genuine, and it comes across. He cares about this music and kids, and he conveys his passion for it in an accessible and enjoyable way.” – Shelley Sommers, Library Director, Inly School (Scituate, MA) |
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Grade 2 |
| Grade 2: Reading Standards for Literature: Craft and Structure #4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. |
| Grade 2: Reading Standards for Literature: Craft and Structure #6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. |
| Grade 2: Music: Responding: Anchor Standard #7: Perceive and analyze artistic work. Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. |
| Grade 2: Music: Connecting: Anchor Standard #11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. |
Grade 3 |
| Grade 3: Reading Standards for Literature: Key Idea and Details #2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text |
| Grade 3: Speaking and Listening Standards: Comprehension and Collaboration #2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| Grade 3: Music: Responding: Anchor Standard #7: Perceive and analyze artistic work. Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, or purposes. |
| Grade 3: Music: Connecting: Anchor Standard #11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. |
Grade 4 |
| Grade 4: Reading Standards for Literature: Key Idea and Details #2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
| Grade 4: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). |
| Grade 4: Music: Responding: Anchor Standard #7: Perceive and analyze artistic work. Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. |
| Grade 4: Music: Connecting: Anchor Standard #11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. |
