My Arts Bridge Experience

Lesson 7 This lesson we analyzed songs in lots of different ways! We started by analyzing the perspective of the song because they're learning about first, second, and third person in Language Arts. I played several songs and had them raise their hand when they had identified what the songs perspective was. First person example: "We were both young when I first saw you. I closed my eyes..." (Love story by Taylor Swift) Third person example: "Once there was a mermaid, swimming gracefully. When a spaceship started sinking deep into the sea..." (The astronaut and the mermaid by Cheri Call) Second person example: "You ain't nothing but a hound dog. Crying all the time." (Hound dog by Elvis Presley) After that we compared and contrasted Elvis Presley's version of Hound dog to Big Mama Thornton's version. We watched the video with Elvis dancing and Big Mama Thornton with all her attitude. They brought up how the key seemed different

Lesson 6 This was one of my personal favorite lessons. I thought of a game that would help me get a refresher on the student's names but would be fun for them even if I made a mistake. I called the game "hiding in plain sight." All of the students names are in a can on popsicle sticks. I pulled out a stick, read the name out loud, and they had to say "one Mississippi, two Mississippi, three Mississippi" before I pointed to the student. (They had an extra advantage because they had changed their desks and their seating chart around.) If they were faster than me than I got a strike. I had told them that if I got three strikes I would be out, but that happened faster than I was expecting! They were having a great time. They were hiding their name tags and saying "don't smile if she says your name guys, it'll give it away!" They decided that for each one I got right I could erase a strike. One of the students eagerly volunteered to be in charge

Lesson 5 First we did the Division Game and since the students have started to do that in their math lessons, they really seemed to be connecting the dots and understanding what the activity was representing. It was also funny to see several kids really going for it when it was their turn to do "The Remainder Dance." After that I explained to them that there are lots of ways that we can divide music. I played 3 or 4 snippets from different songs and we found different ways to subdivide it. We sat in a circle and found different beats we could tap. I introduced them to syncopation on a Johnny Cash song with a strong cowbell sound on (1) AND (2) AND (3) AND (4) AND which they seemed to think was fun. I showed them that if I conducted in 4/4 that the "and" was half way in between me swinging to the next beat in the 4/4 pattern. I told them that "syncopation" happens when we emphasize a beat/note NOT on the normal strong Beats 1, 2, 3, and 4. A student