Haiku Sound Story

Learning Resource Type

Learning Activity

Subject Area

Arts Education

Grade(s)

3

Overview

Students will choose a haiku to create a sound story.  They will add rhythm instruments to represent important words in the haiku.  The students will perform their haiku and sound story accompaniment for the class.

This activity was created as a result of the Arts COS Resource Development Summit.

Phase

After/Explain/Elaborate
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.2

Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

UP:AE17.MU.3.2

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.6

Present the final version of personally created music to others and describe its expressive intent.

UP:AE17.MU.3.6

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

Essential Questions

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Skills Examples

Performing
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Learning Objectives

Students will:

1. Choose rhythm instruments to represent important words in a haiku.

2.  Improvise rhythms to accompany a haiku.

3.  Perform the haiku with accompaniment for the class and describe the choice of instruments.

Activity Details

1.  Working in pairs, students will choose a haiku to add rhythm instruments for an accompaniment.

  • The teacher may print haiku from the internet or provide books of haiku for students.

2.  Students will identify important words in the haiku.

3.  Choose instruments to represent each of the important words.

  • Choose instruments that sound like the words or are associated with the words.
  • Rain - ocean drum, wind - chimes, thunder - drums or thunder tube, etc.

4.  Rehearse playing accompaniment while speaking the haiku.

5.  Perform accompaniment and haiku for class and describe why they chose each instrument to represent the important words.

Assessment Strategies

The teacher will informally assess:

1. Students' description of why instruments were chosen for important words.

2. Students' performance of haiku and accompaniment.

Variation Tips

Students may use movement, instruments, and/or body percussion to accompany the haiku.

Students may create sound stories for books and/or longer poems. 

Background / Preparation

1. The teacher will need enough haiku for each pair of students.

2.  Rhythm instruments will need to be accessible.

3.  Students need prior knowledge of rhythm instruments, how to play them, and how they sound.

Approved Date

Owner (Author)

tstricklin
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