Musik, Serious Gaming und Konzentrationsfähigkeit – mit der App entdecken die Kinder die Magie der klassischen Musik mit interaktiven Spielen.
Activity 1
Act to music
In pairs
10 min.
Teacher:
“We are going to work in pairs. I'll give you ideas for mini-dialogues which you will act out without using language. You will only be allowed to use made-up sounds and show big emotions. Make sure you react to your acting partner!
1. One person is very enthusiastic about nature and the landscape of the Vltava, the other person is unimpressed. The more enthusiastic one acting partner is, the more apathetic the other becomes.”
A3: Vltava's main theme (play)
All children improvise dialogues using invented sounds.
Teacher:
2. "One acting partner talks about their heartbreak and is heartbroken, the other comforts them.”
A21: E. Morricone: The Mission (play)
All children improvise dialogues using invented sounds.
Teacher:
3. "Both acting partners have won a match or played/heard a great concert. They are happily sharing stories about their experience!”
A22: W. A. Mozart: Jupiter Symphony in C major, KV 551 (play)
All children improvise dialogues using invented sounds.
Info
The dialogues do not have to last longer than 20-30 seconds. After each round the roles can be swapped.
Teacher:
“What did you notice while acting? What was it like to act to the music? Do you think the music had an influence on your acting?”
Answer:
Music enhances expression! Sounds penetrate deep into the depths of the human soul and evoke many different moods. All over the world, music triggers feelings such as joy, sadness or threat. In the Romantic era, the expression of feelings in art became very important. Smetana was also a representative of the Romantic style.
Activity 2
Move to music
Whole class
15 min.
Teacher:
“I'm now going to play music by Smetana and we'll act to the music together. Our stage is at the front of the class in the centre. Let's divide the class into two groups. Group 1 stands on the left side of the stage, group 2 on the right side. When I start playing the music, one person at a time from each group will walk or dance to the stage area following the music. Once on stage they will assume a rigid pose to create a still image. You can place your 'statue' (your body) next to the other people and interact with them before finishing in in a 'freeze' pose (e.g. looking into the eyes, scolding, consoling, kneeling, smiling, crying)."
A4: Forest hunt (play)
One after the other, children walk onto the stage and take their positions. Once they are all on stage, stop the music.
Teacher:
“What did you try to depict? What did the music sound like? What emotions do you associate with the music?"
Students go back to the sides and the exercise can be repeated with the following pieces of music instead.
A5 Peasant wedding (play to create a new still image)
A6 Nymphs (play to create a new still image)
Activity 3
Meet the composers
Independently
15 min.
M9 - M10 printouts
M9: Smetana's life excerpts (hand out one per pupil)
M10: Smetana's life chapters (hand out one per pupil)
Teacher:
“Can you remember any details about the life of composer Smetana? Anything you can remember from the 'Journey along the river' level on the Fortissimo app?"
Teacher:
“Read the different excerpts about Smetana’s life and place them in the correct order. Then stick the correct text under each window. The first window represents Smetana's childhood, the second represents the time when he was a young man and enjoyed playing and composing dance music, the third represents Smetana at the age of 30 with his family, and the last one represents Smetana at the age of 50 at the highlight of his career.”
A1: 'Vltava' (play in the background)
Solution:
If there's still time...
... children can improvise more dialogues by repeating activity 1.
Skills learned in this lesson...
Students...
... act to music and improvise sound dialogues.
... create freeeze frames inspired by Smetana's music.
... learn more about the life of composer Smetana.