EXTENSIONS TO THIS LESSON
• Play short openings of the other 4 movements from
Beethoven’s 9th Symphony, as each of these sounds like a part
of the water cycle. Students discuss at their table groups which
part of the water cycle the movement sounds like and have to
justify their reasons. (MU:Pr4.3.2a Demonstrate understanding
of expressive qualities (such as dynamics and tempo) and
how creators use them to convey expressive intent.)
David Sousa (2013) says, “Because divergent
thinking requires the brain to analyze
information and assess options, it activates
more cerebral networks that ordinary problem
solving” (p. 43).
• Create a body percussion rainstorm
• Have the children be the meteorologist
standing in front of a US map while
listening to those same opening snippets
from each movement. The kids have to
determine what the weather will be by
listening, and improvise a weather report
according to the music.
• Read “Water Dance” or “Cloud Dance”
by Thomas Locker
• Watch and listen to https://www.youtube.com/watch?
v=3SZ9QzGg95g
• Making comparisons to the different types and formations of
clouds
• Allow children to experiment with an ocean drum and rain stick
OR make these with the kids!
I have taught this lesson for 5 years now,
and when students see me in the hall of
their school years later they remember this
song!
As Jensen (2000) states, Music aids memory
because the beat, melody, and harmony
serve as “carriers” for the semantic content.
This is why it is easier to recall the words to a
song than a conversation. Put key words to
music and you will typically get better recall.
(p.73)
When I ask them who the “stormy” composer
was, invariably, they shout Beethoven! While
musicians don’t normally think of the “science”
of Beethoven this lesson is a perfect
springboard to classical art music and its’
applications.
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