Musik, Serious Gaming und Konzentrationsfähigkeit – mit der App entdecken die Kinder die Magie der klassischen Musik mit interaktiven Spielen.
Activity 1
Listen to music
Whole class
10 min.
Teacher:
“We are now going to listen to a piece of music from the Romantic period. The piece is called 'Gaelic Symphony' and it was written by American composer Amy Beach. Listen carefully. How would you describe the mood of the piece? Write down the words that come to your mind while you listen to the music."
Teacher:
“How did the piece affect you? What mood did it create? What emotions did it trigger in you? Let's collect mood words on the board. If you want to share a word, come forward, write it down, and explain why you think it fits with the music. We'll do this one at a time.”
Words are collected on the board.
Gaelic Symphony' mood words
Dark, sad, lament, emotional, tender, lovely, moving, comforting, calm, gentle, soulful.
Teacher:
“Amy Beach based her composition on an Irish folk song. Let me play you the melody of this folk song. First, listen, and then try to hum the melody.”
Teacher:
“And now, let’s listen to the excerpt from the 'Gaelic Symphony' again. Can you spot the folk song melody?”
Info
In this musical excerpt (beginning of the 3rd movement of the 'Gaelic Symphony'), Amy Beach uses a specific Irish folk song which praises the beauty of the Irish landscape. The name of the song is 'Paisdin Fuinne' (The Lively Child). The use of folk songs in compositions is typical of the Romantic period. Other characteristics are the focus on nature and feelings.
Activity 2
Create music
In groups
20 min.
Divide the class into groups of 4 students.
Teacher:
“In this activity we are going to create a soundscape that matches the mood that Amy Beach wanted to create in her 'Gaelic Symphony'. In your group, you will create a piece which should last approximately 30 seconds. Look around you and think of objects you could use as musical instruments. This could be a table, the floor, books, etc. You can also use your body (e.g. clapping, stamping, humming). As you create your own music, think about the mood words we collected on the board in the first activity.”
Activity 3
Performance
Whole class
10 min.
Teacher:
“Let's now stand in our groups and look at each other around the classroom. I will designate a conductor who will move around the room. When he/she wants to, the conductor will point at a group who will start playing their musical creation. The conductor will then bring more groups in if he/she wants to. The conductor will be able to mix different soundscapes by bringing groups on and off again.”
You can play multiple rounds so that several children can have a go at conducting.
Teacher:
“Let's take another look at the mood words on the board. Which group do you think was particularly successful at representing the moods with their musical creation? Why did it work? What did you find surprising?"
Activity 4
Timeline
Independently
5 min.
Folding booklet
Teacher:
“Get your folded booklet out. In the Romantic section, write down three words you've learned today about the Romantic period.”
Romantic words
e.g. Mood, nature, soundscape, Irish folk melody.
If there's still time...
... children can learn about the life of composer Amy Beach.
M6 Printout
M6: Taboo cards (cut out and sort so they are in the correct order)
Teacher:
“Let's play the Taboo game to learn about the life of composer Amy Beach. One by one, I will call a student to come forward to take a card representing a specific event which happened during Amy Beach's life. We will start with picture number 1 and carry on in order. The picture you receive is top secret. You can't show it to anyone. Your task will be to explain the picture to your classmates without saying what it is. You can give small tips, but you shouldn't reveal too much too quickly. For example, you can describe the general look or certain characteristics of the image.”
The rest of the class can call out if they think they know what the image represents. After the class guesses what's on the picture, the person describing the card can read the explanation linking to the life of Amy Beach from the teacher's iPad or laptop. Then, it's someone else turn to pick a card.
If needed, the teacher can show an example to start with.
Amy Beach Taboo cards
- Amy Beach lived between 1867 and 1944. She was born in Henniker in New Hampshire (USA).
- Amy Beach was able to sing many songs at the age of 2 and could improvise harmonies to go with the melodies.
- As a child, Amy Beach took piano lessons from her mother, but she was not allowed to study formally until she was 14. She therefore taught herself many things, including composition.
- At the age of 16, Amy Beach gave her first major public performance as a pianist, accompanied by a large orchestra.
- Amy Beach wanted to pursue a career as a concert pianist, as well as a composer. But her mother didn't agree. In her opinion, Amy should become a dutiful wife instead of making music the center of her life. This was typical of the late 19th century.
- That's why Amy Beach married a famous surgeon who was 25 years her senior.
- Her marriage meant the end of her concert career. Instead, she could only compose at home and only gave one piano performance per year.
- Unlike her mother, Amy's father, Mr Beach, supported her in her creative endeavors.
- When Amy Beach was 29 years old, she wrote a symphony. In it she used 2 old Irish folk songs that came from her ancestors in the British Isles. It was very brave of her to write a symphony because, at that time, it was almost exclusively reserved for men.
- In 1910 and 1911, Amy Beach's husband and mother died. She finally had the freedom to decide how she wanted to live her life! Amy resumed her career as a concert pianist as a 43-year-old woman, and took part in important concert tours around Europe. This made her very happy and fulfilled. She was finally independent.
... children can give Amy Beach a voice.
Teacher:
“I’m going to read a situation which happened during Amy Beach’s life. A volunteer will stand in front of the class and improvise a sentence taking on the role of Amy Beach. For example, they can speak about how Amy feels or what annoys her. Other students can then join in and improvise other sentences reprensenting Amy Beach's perspective."
Situation 1:
Amy Beach is a very talented and enthusiastic young musician. She would like to travel to Europe to give concerts. Her mother stops her doing so, and tells her that she should put a man and her family at the center of her life, not music.
Teacher:
“Imagine you are Amy Beach. What are you thinking? What would you like to say? How do you feel? Have you ever experienced a similar situation in your life?”
The same process can be repeated with the following situations.
Situation 2:
Amy Beach was the first woman composer in America to write a major symphony. She attends the dress rehearsal of the Boston Symphony Orchestra, and in the evening the performance of her symphony takes place in front of a sold-out audience.
Situation 3:
After the death of her mother and her husband, Amy Beach finally feels free to decide how she wants to live her life. She decides to pursue a career as a musician and composer. She packed her suitcase and is heading to the port where the ship that will take her to Europe is already waiting.
Skills learned in this lesson:
Students...
... express moods and feelings they experience while listening to an excerpt from the 3rd movement of the 'Gaelic Symphony' by American composer Amy Beach.
... create a soundscape representing a specific mood using objects and their own bodies as musical instruments.
... perform their soundscape in front of the class.
... play a Taboo game and learn about the life of composer Amy Beach.