Read while listening.
Listen and move.
Nora’s Stars, Satomi Ichikawa (ISBN: 0‐399‐21616‐2)
Arabesque 1, Claude Debussy (“Piano Works Vol. 1” Francoise‐Joel Thiollier & Weill)
The Falling Star, by Sara Teasdale
I saw a star slide down the sky,
Blinding the north as it went by,
Too burning and too quick to hold,
Too lovely to be bought or sold,
Good only to make wishes on
And then forever to be gone.
Movement exploration - Beth Nelson
• Sit in self‐ space, with eyes closed (turning off some lights will set the mood)
• Listen to the finger cymbals, open eyes only when the sound stops
• Listen again, walk freely around room, freezing when the sound stops
• Teacher recites poem. What time of day would this poem be said?
• Today is a special day! We get to have music class in the middle of the night!
• Brainstorm goodnight wishes (sweet dreams, I love you, etc)
• Walk freely around room, listening to the poem. After the phrase… “Good only to
make wishes on” walk to a neighbor and whisper a wish
• Freeze when all wishes are complete and recite final phrase in unison
• With sound cue on barred percussion, explore ways to create a high star shape
• With sound cue explore ways to create a low star shape
• Choose a favorite high and low shape, respond to sound cues to direct shape
• Discover visual map that illustrates high‐low‐high pattern
• Add text, using sound cues to direct movement for first two phrases
• Explore movements for remaining icons:
“hot” movements
“wiggle” movements
• Teacher recites poem using sound cues to direct movements for poem
• Practice with sound cues and without sound cues
* An idea to help students remember right from left while discovering high/low: add
a little dry body glitter to the back of their right hand, so it can be used as “wishing
magic” during movement exploration
Instrument exploration:
• Find the biggest bar on their instrument and the smallest bar on their instrument
• Practice sliding stars: glissando from high to low and then from low to high.
• Practice playing their wish on any notes they choose. Were our wishes fast or slow?
Long or short? Try to find a way to play your wish the same way you whispered it.
Add to poem
• Practice playing “hot” sounds, playing any notes they choose until given a signal to
stop
• Find a favorite bar, and a next‐door neighbor. Play a tremolo or “wiggle” sound
• Add all sounds to poem, direct using the icon map. Continue to speak the last
phrase together, when the wishes have all floated away.
What other types of stars can we play?
Shooting stars – falling stars – twinkling stars – big stars – small stars
We might create a movement and speech piece using unpitched percussion
accompaniment.
Star Dance - Feierabend
Hand with white gloves move to the music. Dance alone, together, apart, high, low, etc. To the music of Chip Davis
Listen and move.
Nora’s Stars, Satomi Ichikawa (ISBN: 0‐399‐21616‐2)
Arabesque 1, Claude Debussy (“Piano Works Vol. 1” Francoise‐Joel Thiollier & Weill)
The Falling Star, by Sara Teasdale
I saw a star slide down the sky,
Blinding the north as it went by,
Too burning and too quick to hold,
Too lovely to be bought or sold,
Good only to make wishes on
And then forever to be gone.
Movement exploration - Beth Nelson
• Sit in self‐ space, with eyes closed (turning off some lights will set the mood)
• Listen to the finger cymbals, open eyes only when the sound stops
• Listen again, walk freely around room, freezing when the sound stops
• Teacher recites poem. What time of day would this poem be said?
• Today is a special day! We get to have music class in the middle of the night!
• Brainstorm goodnight wishes (sweet dreams, I love you, etc)
• Walk freely around room, listening to the poem. After the phrase… “Good only to
make wishes on” walk to a neighbor and whisper a wish
• Freeze when all wishes are complete and recite final phrase in unison
• With sound cue on barred percussion, explore ways to create a high star shape
• With sound cue explore ways to create a low star shape
• Choose a favorite high and low shape, respond to sound cues to direct shape
• Discover visual map that illustrates high‐low‐high pattern
• Add text, using sound cues to direct movement for first two phrases
• Explore movements for remaining icons:
“hot” movements
“wiggle” movements
• Teacher recites poem using sound cues to direct movements for poem
• Practice with sound cues and without sound cues
* An idea to help students remember right from left while discovering high/low: add
a little dry body glitter to the back of their right hand, so it can be used as “wishing
magic” during movement exploration
Instrument exploration:
• Find the biggest bar on their instrument and the smallest bar on their instrument
• Practice sliding stars: glissando from high to low and then from low to high.
• Practice playing their wish on any notes they choose. Were our wishes fast or slow?
Long or short? Try to find a way to play your wish the same way you whispered it.
Add to poem
• Practice playing “hot” sounds, playing any notes they choose until given a signal to
stop
• Find a favorite bar, and a next‐door neighbor. Play a tremolo or “wiggle” sound
• Add all sounds to poem, direct using the icon map. Continue to speak the last
phrase together, when the wishes have all floated away.
What other types of stars can we play?
Shooting stars – falling stars – twinkling stars – big stars – small stars
We might create a movement and speech piece using unpitched percussion
accompaniment.
Star Dance - Feierabend
Hand with white gloves move to the music. Dance alone, together, apart, high, low, etc. To the music of Chip Davis
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