Making Music Visible Pilot 1

These are samples from the collaborative circle drawing done with two groups of colleagues at Harvard Graduate School of Education.

Immediate insights from these focus groups were that learners might need support in “translating” music into art.  At the moment there is a second stage of research going on to better understand the learning going on in the situation through grounded theory and/or discourse analysis.

More information will be published, with permission and credit given to my collaborators, at the end of April.

The lesson was as follows:

Lesson 1: Suggested Script

  • Read Story: John Coltrane’s Giant Steps by Chris Raschka
  1. Engage sound and motion on raindrops, box, snowflakes, and Kitten. Start Giant Steps muisic while reading, pausing after each page turn to engage the sounds and motions.
    • Ask questions about illustrations
    • What do you see, think, wonder? (pick one picture) How do you think the Kitten feels (pick three pictures)
  2. Introduce Materials
    • Think about the motions we made when we started the story and let that help you decide how to use your pencils, and brushes Grease pencils will resist the paint like crayon Water-soluble Pastels will blend when wet Watercolor Flows Tempera is thicker and holds its shape
  3. Creating a narrative with the thinking routine and the music
    • Rotate drawings, (Turn and Draw) Rhythm and Pattern (2 min)
    • Moods and Colors (2.5 min)
    • Story and Character (remainder ~ 3 min)
  4. Let the group decide on the order of their pictures (beginning, middle, and end).
    • If ELA is part of your goals, you can have them write a narrative
  5. EXTEA: Bind the book [coming soon, Japanese Binding Instructions]:
    • Design covers on thicker paper (front and back, collaborate while listening to the song.  Color Turns [see appendix] if conflicted; free collaboration if people are employing good teamwork strategies.  
    • Punch holes (hole-punch with younger kids, awl with older kids)
    • Sew it (yarn and free-form is ok, or needle and linen with Japanese binding chart if there is time to teach this knowledge-based skill [see secondary instructions])
      • The pilot lesson was steps 1-4, except we did not write the story.  One assumes Graduate Students have literacy enough to write a story, so the pilot was meant to test what they learned about just the music and art portions.  

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