Major Art Modality Utilized: Music, Artistic Language, Drama

1. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Artistic Language & Music/Drama- Dramatizing Song Lyrics (9th Grade) Page 1 of 2 Standards Addressed in this Lesson: observe, listen critically to, and respond to written and oral communication in a variety of genres and media (GPS, HSGT) (LA09_A2005-2) present information through reports, demonstrations, and projects (GPS, HSGT, CE) (LA09_A2005-8) analyze and evaluate elements in dramatic literature (QCC) (FAIT_B2005-12) collaborate with others effectively to produce and evaluate theatre (QCC, CE) (FATP_A2005-2) Major Art Modality Utilized: Music, Artistic Language, Drama Multiple Intelligences Addressed: Musical, Linguistic, Interpersonal Lesson Abstract: Using song lyrics that are relevant to the topic of study, students will create short scenes to illustrate the plot-line of the song. They will also connect their scene with other genres or styles of music that are applicable to the period of history the song Materials Needed: Copies of song lyrics and a way to listen to the music (CD players, mp3 players, etc). Procedures: 1. Play the song “Dust Bowl Blues” by Woody Guthrie and ask the students to just listen to the words of the song. Play it through a second time, but this time let the students write down words or images that they think of when listening to the song. If you wish, you may use the YouTube link that applies pictures from the Dust Bowl and lines from The Grapes of Wrath while the song plays underneath. 2. Ask the students to share some of their words or images and compile a list on the board for everyone to see. Talk about common themes or ideas that appear multiple times and ask for students to come up with three or four “big ideas” that the song was trying to convey to an audience. 3. Using these “big ideas,” ask the students to brainstorm a character that is having to deal with one of these “big ideas” in a short situation the student creates. The scene they write down does not have to be related to the content of the song other than through this “big idea.”

2. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Artistic Language & Music/Drama- Dramatizing Song Lyrics (9th Grade) Page 2 of 2 Area for Teacher Notes: Procedures: (Continued) 4. After a few minutes of quiet writing time, break the students into small groups and have them share their writings with their groups. Ask the students to share their favorite from their group with the whole class. 5. Discuss with the students what elements are necessary to have an interesting scene (Strong characters, clear conflict, interesting dialogue, etc). 6. Working within the same groups, have the students develop a plot outline for a longer scene. They can use one of their short scenes as a jumping-off point or they can create something completely new. The theme of the scene should still relate back to the central “big idea” from the original song. 7. Over the course of several class periods the students can work to develop the scenes and perform them for the class. They should incorporate another song of their choosing into their scene that connects in some way to the content or theme of their scene. The music can be background or incidental music or it can be a central part of the scene or dialogue. Assessment: The student performances will be assessed using the attached rubric. Students will also use the self-assessment to gauge their own growth. Resources/ Links: Music-Based Scene Rubric Self-Assessment Rubric Woody Guthrie Song “Dust Bowl Blues”- http://www.youtube.com/watch?v=jQYKJaWuj0Y