STEAMed Magazine July 2015 - Page 13

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 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. 13