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Write a Song, Sing a Story (elementary)

Last changed: 05/29/2019 10:51am
2 , 3 , 4 , 5
Music Science English Math Social Studies
Grade Level Program Access
3 45 min
My songwriting residencies can be as short as 1-45 minute session or as long as 3-5 45-minute sessions, depending on the needs of the classroom and curriculum. The main curriculum focus is on Language Arts and writing, however topics from other curricular areas can be used for subject material. Areas I have addressed in past residencies include, but are not limited to, the following:
Rocks and Minerals: Grade 3
Geometric Shapes: Grade 3-4
The Power of 10: Grade 3-4
Character Building: Grades K-5
Language Arts: K-5
Our Community: K-2,
Fractured Fairytales- Re-writing stories as Ballads: Grades 3-4
In-School Short Term Residency
All year
$10 0
yes Email , Phone
• Any necessary percussion instruments
• Guitar
• Markers and Chart paper if not available from the school
•Markers, Chart Paper
•Screen and Projector are useful but not absolutely necessary.
•If interactive white boards are available, they can be integrated in the program.
A normal classroom works just fine.
I can write lyrics for songs using an existing melody, to address a particular curricular area.
I can use Songwriting to deepen my learning.
I can perform my composition with my class in front of my peers.
1) Prior to my visit, I will communicate with the teacher to determine what area of study they wish to focus on.
2) We will do warm-up games to get to know each other.
3) We will brainstorm ideas for our song and vote to choose one.
4) We will create a word list of vocabulary relevant to our topic.
5) We choose an existing melody for our song, or, in a longer residency, students will have the opportunity to create a group-made melody.
6) As a class, we write the lyrics to fit the melody
7) Perform the song(s) in class and possibly in a town meeting in school.
Depending on time constraints, we could make a PowerPoint presentation of our song, recording our singing and illustrating the lyrics. As we work on our song, we will determine a rubric for evaluating our final product, then apply it to the finished song.
This workshop is easily tailored to the developmental abilities of the grade level, by changing the complexity of the song, the vocabulary used, and the density of the material to be covered.
It is critical that teachers communicate with me BEFORE my first visit so we can determine the curricular connection for our songs.
The residency can be or up to three visits. More visits means that there will be more opportunity for the students to revise and edit their song, as they would have to do in any of their other writing. This is a valuable lesson and helps give the students true ownership of the material.
No care-givers are needed unless there are students with special needs that might need assistance.

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: Key Ideas and Details #1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Grade 2: Music: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
Grade 2: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. a. Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

Grade 3

Grade 3: Reading Standards for Literature: Craft and Structure #6: Distinguish their own point of view from that of the narrator or those of the characters.
Grade 3: Reading Standards for Literature: Key Ideas and Details #3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Grade 3: Music: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Demonstrate selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context.
Grade 3: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
 a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

Grade 4

Grade 4: Reading Standards for Literature: Key Ideas and Details #2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Grade 4: Reading Standards for Literature: Craft and Structure #4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Grade 4: Music: Creating: Anchor Standard 3: Refine and complete artistic work. a. Evaluate, refine, and document revisions to personal music, applying teacher provided and collaboratively developed criteria and feedback to show improvement over time.
Grade 4: Music: Performing: Arts Standard 5: Develop and refine artistic techniques and work for presentation. a. Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

Grade 5

Grade 5: Reading Standards for Literature: Key Ideas and Details #2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Grade 5: Reading Standards for Literature: Craft and Structure #6: Describe how a narrator’s or speaker’s point of view influences how events are described.
Grade 5: Music: Creating: Anchor Standard 3: Refine and complete artistic work. a. Evaluate, refine, and document revisions to personal music, applying teacher provided and collaboratively developed criteria and feedback, and explain rationale for changes.
Grade 5: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
 a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.
Get to Know Our Arts Provider:

Sally Rogers

https://www.sallyrogers.com