Selected Poems of Joy Harjo - Music Center

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Step-by-Step Sequence of Learning – use these cognitive processes: experience, inquiry, creation, performance, reflection, assessment Model Lesson Six – Theatre: Choral Reading of the Found Poem ASSESS PRIOR KNOWLEDGE What does “projecting your voice” mean? What is choral reading? What is “reading with expression?” EXPERIENCE - Getting Smarter: Add Choral Reading of the Found Poem and Expressive Movement to the Walk/Freeze While in their seats, the entire class memorizes, out loud, selected phrases from, or all of an entire Found Poem: o Example: “Remember the wind/That you can’t see, can’t hear/--a name with power to thread us through the dark to dawn.” Experiment with putting an accent on various single syllables of each phrase and analyze the slight changes of meanings with changing the accented syllable. o Examples: o “Remember the wind/That you can’t see, can’t hear/--a name with power to thread us through the dark to dawn.” o OR: “Remember the wind/That you can’t see, can’t hear/--a name with power to thread us through the dark to dawn.” o OR: “Remember the wind/That you can’t see, can’t hear/--a name with power to thread us through the dark to dawn.” Side coaching: Choral reading is when a group of people speaks the same words, sounding as one voice. Listen to each other to sound like “one voice” speaking. Divide class into two groups, as in Lesson Two (performers and audience). Directions for adding the Focus Point to the Walk/Freeze: Do the Walk/Freeze. Add these qualities from the poem: Flowing like wind; circular movements, like the stars revolving Practice using the stage space: Moving in line from Stage Left to Stage Right and vice versa; moving from Upstage to Down Stage and vice versa On the freeze, the actors look at the focus point. Side coaching: The focus point is a spot (use a post-it with a red X written on it) in the center of the wall behind the audience. In moving your Shadow Puppet, going from US to DS means the image goes from blurry to sharp and vice versa. Shadow Play puppet moves can also include flowing motion and circular motion. Directions for adding the selected Found Poem phrase to the Walk/Freeze Do the Walk/Freeze, using Poetic qualities and Shadow Play puppet moves. On the Freeze, the group speaks the phrase to the focus point. Experiment with various accented single syllables as chosen by the teachers . Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. 24
INQUIRE For the audience: How does movement that uses Poetic Qualities and Shadow Play puppet moves look as opposed to regular walking? How does choral reading add power to the spoken word? How does changing the accented syllable influence the meaning or feeling of the phrase? CREATE & PERFORM – Becoming an Expert: Preparation: A selected Found Poem in large print is posted on the center of the wall on the designated Focus Point, or the students memorize an entire Found Poem while in their seats. Task Students perform the Walk/Freeze, incorporating qualities of the poem with expressive Choral Reading. Criteria Students will be able to: Use movements that reflect the qualities of the poem. Look at the focus point when freezing and speaking. Speak as “one voice.” Accent the chosen single syllable to communicate clearer meaning and feeling. Clearly articulate the words. Speak with a dynamic range. Teacher takes video or photographs to document the first creative task, then labels with task or outcomes that the students are performing. REFLECT - Making Connections How will you use the way you learned to move today with your puppets in your Shadow Play How does it feel to speak “as a team” compared to by yourself? What did you learn about the different “moods” or meanings created by the different ways of speaking? How does the way you speak communicate meaning? ASSESS In their journals, students: Describe how they felt when they spoke the Found Poem in unison. Enduring Understanding Every culture has used choral reading to project a more powerful spoken word. Are there examples of how we do it today? Teacher: Notes how the class progresses from imprecise Choral Reading to “sounding as if one voice is speaking” and uses video or sound recording to document progress and listen to assess performance based on the criteria. VOCABULARY project (as in “throw forward”), Choral Reading, unison, accented and unaccented syllable, circular motion, speaking with expression Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. 25
Page 1 and 2: 2011 Institute for Educators Culver
Page 3 and 4: Remember by Joy Harjo Remember the
Page 5 and 6: Model Lesson One - Puppetry Arts: I
Page 7 and 8: Teacher guides group in focusing on
Page 9 and 10: Step-by-Step Sequence of Learning -
Page 11 and 12: Model Lesson Three - Theatre: The F
Page 13 and 14: INQUIRE Can you find another - mayb
Page 15 and 16: Model Lesson Four - Puppetry Arts:
Page 17 and 18: Sharp Shapes: o Look at some of the
Page 19 and 20: ASSESS Explain concepts of design f
Page 21 and 22: Model Lesson Five - Puppetry Arts:
Page 23 and 24: INQUIRE What size is ideal for the
Page 25: Model Lesson Six - Theatre: Choral
Page 29 and 30: Materials: Chart paper and markers,
Page 31 and 32: CREATE & PERFORM - Becoming an Expe
Page 35 and 36: Demonstrate a few possibilities (e.
Page 37 and 38: MODEL LESSON 8 / ASSESSMENT RUBRIC
Page 41 and 42: ASSESS In their journals, have stud
Page 45 and 46: MODEL LESSON 10 / ASSESSMENT RUBRIC
Page 47 and 48: o Online Educator Network http://ww
Page 49 and 50: New Horizons for Learning website H
Page 51 and 52: Historical and Cultural Context 3.1
Page 53 and 54: Puppetry Arts Content Standards, St
Page 55 and 56: Music Center Arts Learning Sequence
Page 57 and 58: Beyond Year One AIP Logic Model - B
Page 59 and 60: Sequence of 10 Support Visits & Tea

Selected Poems of Joy Harjo - Music Center

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