Transcript What is Mood? Using Mood to Aid in Pre

Moody Music
Using Mood and Music to Aid in PreWriting
“Take a music bath once or twice a week for music is
to the soul what water is to the body.” --O.W. Holmes
Colleen Graves
NTSWP
Denton ISD
[email protected]
Chalk Talk
• Silently (and one at a time) come add or
subtract comments to the statement on
the board.
What do We Want to do?
• Be actively engaged
• Respond to Reading
• Explore mood using
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music
Explore ways to
meet the needs of
multiple intelligences
Research
• “Students are attuned to song. Song lyrics and
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rhythms fill students’ heads.” - Tom Romano
“Music is the electrical soil in which the spirit
lives, thinks and invents.” - Ludwig Van
Beethoven
“Music helped Thomas Jefferson write the
Declaration of Independence….The music
helped him get words from his brain onto the
paper.” Laurence O’Donnell
More Research
• “Music helps us learn because it will-- enhance
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imagination, provide inspiration and motivation.”Chris Boyd Brewer
“(Music)helps set the scene for many important
experiences…it greatly affects and enhances
our learning and living.” - Chris Boyd Brewer
“Music is the doorway to the inner realms and
the use of music during creative and reflective
times facilitates personal expression in writing,
art, movement, and a multitude of projects.” CBB
More Moods
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“Moonlight Sonota” by Beethoven
“Hallelujah” by Jeff Buckley
“Take Five” by Dave Brubeck
“The MP” by The Album Leaf
Adagio by Barber
• Suggestions: On one half of the paper
write down a few images the song brings
to mind.
• On the other half draw the image or
images you visualize in your head.
• Continue piece as a poem, a story, or
simply work further on your drawing.
• Adapted from Laurence Baines
Student Examples
from Adagio
• Somebody is in misery
• Maybe a bad thing is
• A car crash just
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happening to an
important symbol,
person, or thing.
Somebody’s about to do
something brave
Something terrible is
happening
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happened to
somebody and that
somebody is
important
Being alive,
breathing
(There is) nobody in
the world but you.
Student Example
• A woman is really poor she doesn’t have no
money. The policemen is arresting her
because she rob something and the women’s
crying because there’s been lots of days that
she hasn’t eat so she’s crying because she
don’t want to go to jail. All she wanted was
some food. Poor women this shows that
there’s lots of cases like hers. The women
has to give food to her children so they could
survive. - Cintia
More Examples
• I see a girl cring because, her mother
and father died so she is holding them in
her arms. While she cries rain is falling.
When she puts them down gently. She
gets up takes her parents to the grave
yard, digs two holes and bury them and
then begans crying louder. -Karla
Examples from ESL Students
• I imagine that a mother is very worried because her
son is very sick. But she can’t go to the Dr. because
she does not have a lot of money to pay. But she is
crying and praying to Jesus. This is very sad story. –
Ismael
• Theas remainds me (of) Nexon send the atomic bom
to those inesent people. How diden’t involve this
disaster and oribol deth being destroid by the
strongest bom ever created -Judas
Reaching multiple
intelligences
• “The creation of music expresses inner
thoughts and feelings and envelops the
musical intelligence through understanding
of rhythm, pitch, and form.” Chris Boyd
Brewer
• “The musical intelligence involves
developing an ability to respond to musical
sound and the ability to use music
effectively in one’s life.” Chris Boyd Brewer
Extensions
• Story writing with music
• Do you have any ideas?
T.E.K.S.
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(6.1) Listening/speaking/purposes. The student listens actively and purposefully
in a variety of settings.
(6.4) Listening/speaking/culture. The student listens and speaks to gain and
share knowledge of his/her own culture, the culture of others, and the common
elements of cultures.
(6.8) Reading/variety of texts. The student reads widely for different
purposes in varied sources.
(6.10) Reading/comprehension. The student comprehends selections using a
variety of strategies.
(6.11) Reading/literary response. The student expresses and supports responses
to various types of texts.
(6.15) Writing/purposes. The student writes for a variety of audiences and
purposes and in a variety of forms.
(6.24) Viewing/representing/production. The student produces visual images,
messages, and meanings that communicate with others.
Bibliography
• Baines, L. (2000). Going Bohemian: Activities that
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Engage Adolescents in the Art of Writing Well. Newark,
Delaware: International Reading Association
Brewer, C. (1995) Music and learning: integrating music
in the classroom. Retrieved June24, 2005 from New
Horizons website:
http://www.newhorizons.org/strategies/cits/brewer.htm
O’Donnell, L. Music and the brain. Retrieved February
23, 2005 from the Brain and Mind website at :
http://www.cerebromente.org.bo/n15/mente/musica.html
Romano, T. (1995). Writing with passion. New
Hampshire: Heinemann.