in” a crescendo/decrescendo drawing with water drops and place
the lightning cut-out at the correct spot. This acts as a visual
reminder or music map for the classroom. Discussion could then
include which season has more rain, what the consequences are
of increased/decreased rainfall, etc.
1. Rolling hands while making a sign language “w”
2. Show #4 with sign language
3. Repeat
4. Puffy clouds above head, rain down hands, show waves,
hands move upward
5. Play a recording of “Ode to Joy” while doing the movements.
Most often, at least a few of the kids recognize the tune. So why
not just sing it straight away? Because according to Eric Jensen
(2000), “Several repeated actions or hand motions accompanying
the song further enhance the learning by providing a reflexive
response, which acts as a trigger for the associative cortex” (p.
85).
Then add the text to the motions.
I tell the students that Beethoven was a very “stormy” composer.
This leads to a short investigation of why this musical genius was
stormy. “Why do you think he would be full of thunder and
lightning?”
Then I silently show hand movements for the “Water Cycle” song
by Beethoven with an invitation to join, followed by these steps:
“Water Cycle, Water Cycle, 4 parts to our water dance (repeat)
Condensation, precipitation, accumulation, evaporate.”
Play the “Ode to Joy” melody allowing kids to sing this simple,
singable, yet incredible melody.
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