Folk Literature and Folk Music Music with 6 Traits + 1

Name of Participants: Sarah McCarty, Sandra Verity

Overview/Purpose: In music class, fourth graders presently learn to sing several folk songs, however, we simply scrape the surface of the origins and meaning of each song. It would be a more thorough and meaningful study if when applicable, students link their study of folk songs to folk literature. This study could incorporate student’s knowledge of sound production, instrumentation, rhythm and music terminology to connect the musical experience and the literature component.

Odyssey ELA participants explore fables in depth in third grade. In fourth grade they expand on this by comparing and contrasting different forms of Folk Literature to Fables. In past years this comparison has not gone beyond a simple introduction and analysis. This project will challenge students to draft original tales representing the criteria of each kind.

It is our intention with this pilot to link the Odyssey ELA and the Music curriculum by jointly doing a unit on fables, fairy tales, just-so stories and tall tales. Each teacher will present fables, fairy tales, just-so stories and tall tales. Odyssey ELA students will continue their original investigation of fables, fairy tales, just-so stories and tall tales.


Their research of the literary characteristics of each will comprise only the initial piece of their assignment. The project will extend to the creation of an original tale following literary guidelines and including musical components as studied in music class. Music students will link their pre-existing rhythm unit to a tall tale lyric writing activity that will overlap the folk literature ELA project. Music students will also read a fable and add musical components through a class composition project as well as a small group composition project. Music students will use improvisation to enhance ELA students’ original fairy tales and just-so stories using their knowledge of timbre, tone production and instrumentation.

Length of instructional time: Lessons will occur from February break to late spring.

Grade/age level: Fourth grade population through Music class and Odyssey ELA.

NYS Learning Standards Addressed:
Music

  • Create and perform short pieces consisting of sounds from a variety of traditional and nontraditional instruments. 1a, 2a
  • Perform expressively through singing and on a musical instrument maintaining tone quality, pitch, rhythm, tempo, and dynamics. 1b
  • Read simple notation. 1c
  • Perform in an ensemble. 1d
  • Demonstrate appropriate audience behavior, including attentive listening. 2e
  • Identify the strengths and weaknesses of specific musical works and performances including their own and others. 3a
  • Describe music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc. 3b
  • Discuss the basic means by which instruments can alter pitch, loudness, duration and timbre. 3c
  • Identify and perform a basic repertoire of folk songs. 4a
  • Identify the primary cultural, geographical, and historical settings for the music they listen to and perform. 4d

ELA NYS Learning Standards Addressed:
Standard 1: Students will read, write, listen and speak for information and understanding.

  • Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
  • Students will write an average of 1,000 words per month across all content areas and standards.
  • Students will listen on a daily basis.
  • Students will speak on a daily basis.

Standard 2: Students will read, write, listen and speak for literary response and expression.

  • same subcategories as listed in Standard 1

Standard 3: Students will read, write, listen and speak for critical analysis and evaluation.

  • same subcategories as listed in Standard 1

Standard 4: Students will read, write, listen and speak for social interaction.

  • same subcategories as listed in Standard 1

PCSD Standards Addressed:
Lifelong Learner
Critical Thinker
Responsible Citizen
Effective Communicator

Essential Questions

  • Why do we need to research and learn about animal adaptation?
  • How have animals adapted to solve the problems of their environment?
  • How does where animals live influence their specific adaptations?
  • How has human influence changed animals’ adaptations over time?
  • How can the learner use technologies to research a specific topic (animal adaptations)

CONTENT KNOWLEDGE:
Declarative: The student will. . .

  • Students will understand the difference between main idea and detail.
  • Students will study various animal adaptations and habitats.
  • Students will be able to understand and utilize concept vocabulary: adaptation, habitat, predator, prey, characteristic, and life span.
  • Students will understand the internet is a resource to research topics.
  • Students will learn that various technologies (Smart Board and Internet) enhance the learning experience.

Procedural: The student will. . .

  • Students will identify main idea and details in informational texts.
  • Students will incorporate this information into graphic organizers.
  • Students will formulate specific inquiry questions about animal adaptations.
  • Students will develop key words related to their inquiry questions.
  • Students will perform an internet search to research their topic.
  • Students will organize and communicate information gained in a written and oral report format.
  • Students will present work using Smart Board technology.

Assessment Format

  • Written Rubric
  • Oral Presentation Rubric
  • Technology Rubric