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Nova Scotia Music Conference

Nova Scotia Music Conference. Dr. Ruth Morrison Oct. 25, 2013 A Creative Act

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Nova Scotia Music Conference

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  1. Nova Scotia Music Conference Dr. Ruth Morrison Oct. 25, 2013 A Creative Act Come spend an hour where we will play with fusing children’s literature, music, theatre, improvisation and composition and your imagination to create a performance piece. The intent of this workshop is to inspire you so that you can transpose some of these ideas into your own professional practice. Bring a recorder with you.

  2. Why are we here? • As teachers we concerned with motivation -- how to move ourselves and our students to be engaged in learning. • Traditionally we have attempted to use external factors such as reward systems, grades, evaluations, or the opinions that our students fear that others might have of them.   • Yet we see that some students are motivated from within, by interests, curiosity, care or abiding values.  • While these intrinsic motivations are not necessarily externally rewarded or supported, they can sustain passions, creativity, and sustained efforts. • It is the interplay between the extrinsic forces acting on persons and the intrinsic motives and needs inherent in human nature is addressed in the work of Deci and Ryan (1995) in Self-Determination Theory.

  3. Underlying Philosophy Essentially, Self-determination theory proposes that children are motivated to learn when their three basic needs are met – Autonomy Competence Belonging Can that happen when we use integrated arts education in our classrooms?

  4. Written by Robert Munsch. Illustrated by Michael Martchenko. Mortimer

  5. One night Mortimer’s mother took him upstairs to go to bed – thump, thump, thump, thump, thump, Thump When they got upstairs, Mortimer’s mother opened the door to his room. She threw him on the bed and said, “MORTIMER BE QUIET”. Mortimer shook his head, “YES”.

  6. She went back down the stairs. Thump, thump, thump, thump, thump, thump As soon as she got back downstairs, Mortimer started to sing – “Clang, clang, rattle bing bang Gonna make my noise all day. Clang, clang, rattle bing bang Gonna make my noise all day”.

  7. Mortimer’s father heard all the noise. He came up the stairs. thump, thump, thump, thump, thump, Thump He opened the door and yelled, “MORTIMER BE QUIET”. Mortimer shook his head, “YES”.

  8. His father shut the door. He went back down the stairs. Thump, thump, thump, thump, thump, thump As soon as she got back downstairs, Mortimer started to sing – “Clang, clang, rattle bing bang Gonna make my noise all day. Clang, clang, rattle bing bang Gonna make my noise all day.”

  9. All of Mortimer’s seventeen brothers and sisters heard the noise and they all came up the stairs. thump, thump, thump, thump, thump, Thump They opened the door and yelled, “MORTIMER BE QUIET”. Mortimer shook his head, “YES”.

  10. They shut the door. They went back down the stairs. Thump, thump, thump, thump, thump, thump As soon as they got back downstairs, Mortimer started to sing – “Clang, clang, rattle bing bang Gonna make my noise all day. Clang, clang, rattle bing bang Gonna make my noise all day”.

  11. They got so upset that they called the police. Two policemen went very slowly up the stairs. thump, thump, thump, thump, thump, Thump They opened the door and said in very deep policemen like voices, “MORTIMER BE QUIET”. Mortimer shook his head, “YES”.

  12. They shut the door. They went very slowly back down the stairs. Thump, thump, thump, thump, thump, thump As soon as they got back downstairs, Mortimer started to sing – “Clang, clang, rattle bing bang Gonna make my noise all day. Clang, clang, rattle bing bang Gonna make my noise all day”.

  13. Well downstairs no one knew what to do. The mother got into a fight with the policemen. The father got into a fight with the seventeen brothers and sisters.

  14. Upstairs Mortimer got so tired waiting for someone to come up that he fell asleep.

  15. Lesson Plans Robert MunschOffical Website http://robertmunsch.com/book/mortimer • Reading by Robert Munsch on youtube https://www.youtube.com/watch?v=P1q7sJUkLck • Mortimer illustrated and sound effects by children https://www.youtube.com/watch?v=oDjhQYeMbG0 • Mortimer as a video presentation https://www.youtube.com/watch?v=DvzUgW1Yv94

  16. Musical Concepts

  17. Beat and Rhythm Clang clang rattle bing bang Gonna’ make my noise all day Clang clang rattle bing baing Gonna’ make my noise all day

  18. Beat and Rhythm

  19. Literacy Activities – Character Sketch and Dialogue • Who are the characters? • What dialogue might be in the book? What is the backstory? Example of Mother “I am so tired. I had to be up at 5:30 am to take Mortimer to hockey and I am exhausted. I wonder what he is doing anyway. Mortimer, I have told you three times to get ready for bed. Your have just been procrastinating for the past 45 minutes. Come here right now and I will take you upstairs to bed.”

  20. Musical Activities Composition for Clang Clang Using recorder and notes from F pentatonic write a melody for the chorus “Clang Clang” . Create rhythmic and melodic ostinati and an Orff accompaniment if time permits. (F, G, A, C, D) Sound effects Make a list of the sound effects in the story; for example “going up and coming down stairs”; opening and closing the door; Prelude Composition Using ukulele/guitar/piano – write a song that introduces the book. Use at least two chords that you have just learned. Soundscape 1 (fight) Create a soundscape to accompany the fight at the end of the book. Soundscape 2 (sleep) Create a sound scape to finish the book when Mortimer is asleep. How might these two soundscapes differ in mood? What kinds of decisions did you have to make when composing the soundscapes? If time permits, create a non-traditional scores. Drama Become the character, write the backstory and improvise the dialogue in the retelling of the story.

  21. Soundscape - Non traditional Score

  22. Extending Ideas Write the dialogue that was created for the retelling. Write a story that uses Mortimer as a model! Study a number of illustrators by looking at different read aloud books. Create the illustrations using one of the illustrators as a model. Choose another Read Aloud Book. Divide the class into groups and allow them to transform the book into a musical. Perform it for several classes in the school.

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