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Children’s Songs Lesson

Summary: Students will analyze and critique two children's songs of their choice from http://www.KIDiddles.com. Songs will be analyzed by looking at, listening to, and reading the lyrics and the musical lines. After looking at the songs, students should be able to convey what makes the song's lyrics catchy and so memorable. This lesson is a part of a larger unit on poetry and literary devices and would ideally take place towards the middle or end of the unit.

Grade Level: 6^th grade

Time Frame: 3 40 minute periods

Subjects: Music and Language Arts

Notes and Suggestions:

Songs that would be may good to analyze include, but definitely not limited to are:
1. All Through the Night-Sir Harold Boulton
2. Bohemian Lullaby-M. Louis Baum
3. Brahms' Lullaby-Johannes Brahms
4. Come, Dreams-L.A.E. Poullson
5. Danny Boy-trad. and Fred E. Weatherly
6. Golden Slumbers-Thomas Dekker
7. Japanese Lullaby-Eugene Field
8. There's a Ship-Mary Mapes Dodge
9. Mi Chacra-trad.
10. Rozhinkes mit Mandlen-Abraham Goldfaden
11. Senor Don Gato-unknown
12. The Wearing of Green-trad.

Some possible variations include:
1. Having students analyze at least one song that is not from their background.
2. Making sure computers with internet access are available for each student.
3. Creating a way that students could get to www.kididdles.com quickly.
4. Telling students to look for music that has music notes next to the title (these are songs that the student can listen to).
5. Making sure the volume is low, but audible for the students on all the computers, or have earphones available.
6. The day before the lesson is started, review music and literary terms that might prove useful.
7. Suggest to students that closing their eyes and concentrating on the music when listening to it might help in finding the mood of the piece.

Understandings: I want my students to be able to connect music and writing together with songs that they may have heard as young children. Through their writing, students should be conveying their emotions, thoughts, and opinions in an intelligent and well-organized manner through writing.

Essential Questions:

1. When listening to the melody of the piece, what emotions play out in the student's mind? (Analysis)
2. What makes this piece memorable? (Comprehension)
3. What are some literary techniques that the composer/author uses? (Application)
4. What qualities of the piece were liked/disliked? (Comprehension)

Knowledge and Skills:

Students need to have a basic understanding and/or ability to recognize such literary and musical terms as (but not necessarily limited to):
1. Free-verse writing
2. Rhythm
3. Cacophony
4. Onomatopoeia
5. Dynamic markings
6. Rhyme
7. Metaphor
8. Simile
9. Imagery
10. Personification
11. Alliteration

Students need to also be able to convey their thoughts intelligently on the subjects presented in their chosen song.

The student’s ability to write, identify, and provide examples of where their thoughts were discovered will be evaluated. (Note: Their ability to write and explain themselves is evaluated, not their opinions.)

Performance Task: The performance task is a short paragraph on their chosen song that they listened to and read lyrics on the computer. In the paragraph they should tell what they thought of the piece using the literary styles/techniques that the composer/author used and that the student identified. After their paragraph is written, they can use the Children’s Song Analysis Rubric to evaluate how they think their paper is.

Performance Prompt: “How many of you have wondered what makes songs so memorable in your mind? Songs and their lyrics that we have grown up can stay with us for years after we haven't heard them. What this lesson has to deal with is identifying qualities of songs that have lasted ages.”

Assessments/Rubrics: There are three rubrics that will be used in this essay.

1. Children’s Song Analysis Rubric-Day 1

2. Composer Paper Rubric-Day 2

3. Role Playing Rubric-Day 3

Sequence of Events:

Day One:

1. The student should visit a variety of websites, primarily kididdles.com and listen to several different songs from the different websites.

2. Picking one of these songs, the student should then write a short paragraph (trying to use music/literary terms) and answering the following questions:

1. What do I feel while listening to this song?

2. Am I familiar with the song?

3. What do I know about the composer?

4. What does the song mean?

Day 2:

1. The student becomes one of the characters in the song or the composer of the song. Each student should draw a mental picture of their character and how she is going to act it out.

2. Based on what the student decides, the student will then write another short paragraph based on their ideas and why they decided to portray the character/composer that way.

Day 3:

1. Today is the day that each student presents their character/composer. It would also be nice if the teacher gave a presentation as well.

2. After each presentation, or at the end of the presentation, a discussion should occur covering what each student thought of the other presentations, what was learned, what different composers were like, and what they would do differently.

Differentiated Instruction: Because we are working with a variety of children's songs, different levels (easy analysis to more difficult) can be sought for students having a more difficult time trying to complete the task(s) given. Music is an excellent way to get through to a variety of students. For this reason, students are asked to listen to the songs, as well as read the song's lyrics to help identify basic writing techniques such as rhythm and rhyme. This would be especially valuable for auditory and visual learners. More advanced literary devices will be discussed as possible things to look for before this day's lesson. Also students could be trying to identify the type of meter the lyrics by clapping the rhythms, adding more tactile learners with this lesson.

Resources Needed:

Materials and resources:
Paper and Writing Utensil
Any notes on literary styles
Technology resources:
Internet Explorer, Word, Earphones-1 per student
The number of computers required is 1 per student.
Students Familiarity with Software Tool:
Students will need to know how to navigate web sites as well as know typing basics. With 6th graders, this familiarity is most likely already present.

Reservation of computer lab and ear phones, having enough for entire class to complete lesson, is necessary to complete this lesson.

Children's Songs Analysis Rubric

Levels:	1	2	3	4	Score
Criteria:	1	2	3	4	Score
Written Skills	Has difficulty with paragraph structure and simple sentences; limited vocabulary; difficulty with grammatical skills	Able to write simple sentences; understands basic grammatical concepts, vocabulary is developing; has difficulty with paragraph structure	Able to write complex sentences, understands intermediate grammatical concepts, enhanced vocabulary, ability to compose paragraphs, difficulty with standard essay form	Advanced vocabulary and grammatical skills enhance the composition of clear, focused, creative compositions
Support	Few to no solid supporting ideas or evidence for the paragraph content	Some supporting ideas and/or evidence for the paragraph content	Support lacks specificity and is loosely developed	Specific, developed details and superior support and evidence in the paragraph content
Music Literacy	Displays little to no understanding of the musical arts	Displays basic understanding of the musical arts through discussion and application	Displays good understanding of the musical arts through discussion, application, and some interpretation	Displays excellent understanding of the musical arts through discussion, application, and sound interpretation
Applied Knowledge	Is unable to put into practice skills and theories based on discussions, readings, and observations	Has little ability to put into practice skills and theories based on discussions, readings, and observations	Has some ability to put into practice skills and theories based on discussions, readings, and observations	Has excellent ability to put into practice skills and theories based on discussions, readings, and observations

Composer Paper Rubric

Levels:	1	2	3	4	Score
Criteria:	1	2	3	4	Score

Presentation	No apparent logical order of presentation, unclear focus	Content is loosely connected, transitions lack clarity	Sequence of information is well-organized for the most part; more clarity with transitions is needed	Development of thesis is clear through use of specific and appropriate examples, transitions are clear and create a succinct and even flow
Written Skills	Has difficulty with paragraph structure and simple sentences; limited vocabulary; difficulty with grammatical skills	Able to write simple sentences; understands basic grammatical concepts, vocabulary is developing; has difficulty with paragraph structure	Able to write complex sentences, understands intermediate grammatical concepts, enhanced vocabulary, ability to compose paragraphs, difficulty with standard essay form	Advanced vocabulary and grammatical skills enhance the composition of clear, focused, creative compositions
Sentence Fluency (Flow)	Repetitive sentence patterns. There are no connecting words between sentences. Many sentences run into each other.	Sentence patterns are generally repetitive, with occasional variance. There are usually connecting words between sentences, where appropriate. Some sentences should be merged; others should be made into two or more sentences.	Sentence patterns are generally varied, but sometimes variations seem forced and inappropriate. There are connecting words between sentences, where appropriate. Each sentence contains a complete thought; there are no run-on sentences.	Varied and interesting sentence patterns. There are connecting words between sentences, where appropriate. Sentences are complete thoughts, with no run-ons.
Mechanics	Frequent errors in spelling, grammar, and punctuation.	Errors in grammar and punctuation, but spelling has been proofread.	Occasional grammatical errors. Spelling has been proofread.	Nearly error-free. Reflects thorough proofreading for grammar and spelling.
Original Word Choice	Words are limited and cliche. Same words are repeated often throughout writing. Language is confusing or vague. Words do not create pictures; there is too much telling and not enough showing.	Some words are fresh and original. However, work contains cliches and over-repetitions. Much of the language us either vague or excessively flowery. Some words create pictures, but there is a great deal of telling that needs to be replaced with showing.	Words are, for the most part, original and free of cliches. Some language is either vague or excessively flowery. Words often create pictures. Writer has made clear attempt to show and not tell.	Words are exceptionally fresh and original. There are no cliches. Verbs are vivid and specific. There is no over-repetition of words. Words consistently create pictures. There is little telling, and mostly showing.

Role Playing Composer Speech and Class Discussion Rubric

Levels:	1	2	3	4	Score
Criteria:	1	2	3	4	Score

Integration of Voice and Movement	Voice and movement appear removed from each other, thus seemingly forced	Begins to make connections between voice and movement, but overall motivation is unclear, thus creating a disjointed performance	Creates a meaningful connection between voice and movement that is clearly and meaningfully motivated	Voice and movement are seamlessly integrated, thus enhancing meaning, artistic intent, emotion, and physical context
Concentration and Focus	Appears distracted; often out of character	Makes attempts to remain in character, but voice and movement are easily disrupted	Remains focused and concentrated, thus maintaining character. However, does not focus on other interactions with surrounding actors.	Remains focused and concentrated, thus maintaining character while also focusing on interactions with surrounding actors.
Voice	Monotone and/or inaudible; stumbles over words	Attempts to use variety in pitch and tone, but needs to monitor speed	Attempts to use variety in pitch and tone while monitoring speed	Near mastery of pitch, tone, and speed
Movement	Mechanical and repetitious; lacks variety	Begins to use a variety of gestures and body stances, but motivation for the movement is unclear	Uses a variety of gestures and body stances with some sense character motivation and development	Uses variety of gestures and body stances with a strong sense of character motivation and development
Creativity/ Originality	Does not express originality or creative thought	Expresses some originality or creative thought, but does not always meet requirements	Displays some originality or creative thought while keeping in mind the task at hand	Displays a lot of creativity and original thought; keeps in mind task at hand but is not afraid to experiment
Applied Knowledge	Is unable to put into practice skills and theories based on discussions, readings, and observations	Has little ability to put into practice skills and theories based on discussions, readings, and observations	Has some ability to put into practice skills and theories based on discussions, readings, and observations	Has excellent ability to put into practice skills and theories based on discussions, readings, and observations
Music History and Class Discussion	Displays little to no ability to retain information about the history of music; little interest and does not participate in class discussion	Displays some ability to retain information about the history of music; demonstrates some interest and participates in class discussions around topics of interest	Displays solid ability to retain information about history of music; interested in class discussions and activities that focus on historical knowledge	Displays excellent ability to retain information about history of music and applies it regularly in class discussion and activities

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Rachel C. Bark
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Last Updated On 12 September 2006