Identifying the hook, Read-a-Loud
After the reading of “A Long Walk to Water” (ALWTW), I thought of the connections that a student could identify and link to Music Education; however, music is not a topic that a person generally links with literature.
There is a connection I would like to introduce. Starting on page 1 in the first paragraph, I invite you to stop and read- a-loud. After completing reading this aloud through page 5, think about the introduction, how did it capture your attention and why?
Now that you have taken the time to think about the literature, please follow the link to “The Star Wars Suite — The Danish National Symphony Orchestra (Live)”. Please listen to the recording, at least one of the available timestamps (found in video description), I leave this open because the pattern that relates to the reading of ALWTW can be compared to a variation of different musical selections.
I selected the “The Star Wars” because it a sound that is familiar to many people who participate in the music and literature communities. The song plays and has a way to “hook” the listener, similar to the way that an author has to “hook” their readers into the literature. In the reading of ALWTW, I realized that the introduction in the first few pages relates to the concept of a musical introduction quite well; in addition, for a student who has a preference of music rather than literature, this could be a great comparison to engage the student.
Having the students read the introduction of a story aloud, allows for them to hear the dramatic build similar to that of which you would hear in a performance for music.
As an activity, I would try to integrate a variation of different subjects (Music, Literature, and Visual Arts) with the following.
Materials:
- Poster Boards
- Markers, crayons, and paints (Students may use the medium of their choice)
- Audio devices with pre-selected audio files
- Students will complete a reading of the introduction, students may read using the style that helps them the most. There are options that can be provided to aide each of the students abilities.
- After reading up to page 5 in ALWTW, the students will pick up materials to create an image that they feel properly demonstrates how the introduction “hooks” them into the reading.
- Students may not have time to complete the entire activity in one day, depending on their interpretation of the “hooks”.
3. Students will then, in groups of 3–4, listen to one of the selections available from the link above. Indicating which recording their group had selected. This provides the students the option of variation, which will allow them to see that it is not just one song that this pattern occurs with.
4. Students will repeat Step 2 in regards to the audio.
5. Students after both have been completed will have a fish bowl conversation to complete and demonstrate their understanding of the similarities between literature and music.
OPI Montana:
Anchor Standard #7: Perceive and Analyze artistic work.
Grade 4: Explain connections to responses, musical structure, and elements.
Anchor Standard #8: Construct meaningful interpretations of artistic work.
Grade 4: Explain how expressive qualities help performers interpret music.
Anchor Standard #11: Relate Artistic ideas and works with societal, cultural and historical context to deepen understanding, including artistic ideas and works by American Indians.
Grade 4: Demonstrate understanding of the connection between music and its historical and cultural context.
