Cak’s Corner #2-March 21, 2011
WHO IS SHE?
Creative writing is encouraged throughout all the areas of education, and when one can combine creative writing with an activity in music, music-across-the-curriculum is once more achieved. The following project worked so well with our second graders who were learning to think creatively.
The children were taught the traditional American folk song “She’ll Be Coming Round the Mountain.” We already know a lot about “her” from the lyrics, but there is sooooo much more that we do NOT know. Brainstorming together, we came up with the following questions:
Is “she” a relative or just a good friend?
What does “she” do for a living or is “she” independently wealthy?
Is “she” someone that the children love to pieces or would they rather she would stay away? Why?
Where does “she” live?
Is “she” a career gal?
Does “she” have children? Does “she” like children?
“Grandma” snores – does “she?”
In 2011 , why does “she” choose to drive six white horses instead of a car?
Could a car go where “they” live?
Of course, there was no “right” or “wrong” answer for each question. And, the children could add other questions to the equation of “Who Is She?”
The students worked in groups of two or three. Most of the time, the students were able to operate within the groups they chose themselves. There were a few classes that I mixed them purposely so that less able children could work with more creative students.
Rule included that all ideas had to be heard and discussed. One person could not “run” the group. The students were to write about “her” and draw a picture of at least one thing in their story. The group would present their story to their class and explain their picture.
This project took about five periods to complete. It was noisy! To an outsider looking in who had no idea of the project, it may have appeared chaotic, although in reality it was productive and creative. The project was not teacher directed and only acted when called upon usually to settle simple squabbles such as “She’s not cooperating!” or “He’s being ‘bossy’!”
We scored the stories on the computer and used a very large sized font. The artwork and stories were then posted on the bulletin boards outside the music wing where all who were interested could read them. The children were encouraged to check their spelling prior to printing. The final project was also shared with the classroom teachers and the principal. We took photos of the authors and video-taped the presentations. Though not a “real” program, parents were encouraged to come in for their child’s presentation.
Cak’s Corner #2-March 21, 2011
WHO IS SHE?
Creative writing is encouraged throughout all the areas of education, and when one can combine creative writing with an activity in music, music-across-the-curriculum is once more achieved. The following project worked so well with our second graders who were learning to think creatively.
The children were taught the traditional American folk song “She’ll Be Coming Round the Mountain.” We already know a lot about “her” from the lyrics, but there is sooooo much more that we do NOT know. Brainstorming together, we came up with the following questions:
Is “she” a relative or just a good friend?
What does “she” do for a living or is “she” independently wealthy?
Is “she” someone that the children love to pieces or would they rather she would stay away? Why?
Where does “she” live?
Is “she” a career gal?
Does “she” have children? Does “she” like children?
“Grandma” snores – does “she?”
In 2011 , why does “she” choose to drive six white horses instead of a car?
Could a car go where “they” live?
Of course, there was no “right” or “wrong” answer for each question. And, the children could add other questions to the equation of “Who Is She?”
The students worked in groups of two or three. Most of the time, the students were able to operate within the groups they chose themselves. There were a few classes that I mixed them purposely so that less able children could work with more creative students.
Rule included that all ideas had to be heard and discussed. One person could not “run” the group. The students were to write about “her” and draw a picture of at least one thing in their story. The group would present their story to their class and explain their picture.
This project took about five periods to complete. It was noisy! To an outsider looking in who had no idea of the project, it may have appeared chaotic, although in reality it was productive and creative. The project was not teacher directed and only acted when called upon usually to settle simple squabbles such as “She’s not cooperating!” or “He’s being ‘bossy’!”
We scored the stories on the computer and used a very large sized font. The artwork and stories were then posted on the bulletin boards outside the music wing where all who were interested could read them. The children were encouraged to check their spelling prior to printing. The final project was also shared with the classroom teachers and the principal. We took photos of the authors and video-taped the presentations. Though not a “real” program, parents were encouraged to come in for their child’s presentation.