Teacher Resource Kit

Transcription

Marcus and the
Manic Music Makers
Teacher
Resource Kit
Marcus and the Manic Music Makers
Welcome to the 2013 Teacher Resource Kit.
Artslink Queensland believes strongly in the proven outcomes of students, personally and
academically, through well-structured and relevant engagement with the arts.
The 2013 touring program provides educators with curriculum stimulus in support of the
Australian Curriculum, The Essential Learnings and Senior Syllabi. They also strongly link to the
General Capabilities and Cross-Curriculum Pirorities prevalent within the Australian Curriculum.
Teacher Resource Kits provide the novice arts educator to the expert arts educator, with
resources that challenge teaching and student learning. They support the touring product to
make performances great springboards for critical thinking. Teacher Resource Kits are great
resources to both utilise time effectively and adhere to curriculum requirements.
For further curriculum support and advice relating to the program please contact the Artslink
Queensland Youth Program on (07) 3226 4015.
For information on touring logistics (performance dates, venue requirements and
confirmation of booking) please contact the Youth Program Administrator on (07) 3846 7477.
THEATRE ETIQUETTE:
Going to the theatre or viewing a live performance might be a new experience for some of our audience
members. It is important to brief students on theatre etiquette and appropriate behaviour when viewing a live
performance. We believe through educating young people on appropriate theatre behaviour, we are preparing
them for a positive arts experiences both during this performance and performances in the future.
ARRIVING ON TIME: Please ensure that students arrive 5 minutes prior to the commencement time of the
performance. This will make sure that the production runs smoothly and that there is time at the end of the
performance for students to ask the performers any questions they might have about the production.
MOBILE PHONES: Please ensure that students have their mobile phones on silent or turned off during the
performance. Texting, taking photos or filming on mobile devises is strictly prohibited before, during and after the
performance.
TALKING: Unless the performance encourages call and response or audience interaction, please ensure that
students do not talk during the performance. This is out of respect for the performers and other audience
members.
TOILET STOPS: Please encourage your students to visit the bathroom prior to the commencement of the
performance. This ensures limited interruptions during the performance for the artists and the other audience
members.
Applause: Applause is always appreciated. Encourage your students to show their appreciation for the artists and
their performance by applauding where appropriate.
COPYRIGHT AND PHOTOCOPYING
Photocopying for classroom use is permitted by educational institutions.
Copyright protects this publication. Except for purposes permitted by the Copyright Act, reproduction by whatever means is prohibited.
INTERNET USE IN THE CLASSROOM
While all reasonable attempts have been made to confirm that suggested websites are active and appropriate for classroom
use, content relevance and quality cannot be guaranteed.
Teachers are advised to preview any sites used and provide a list of URLs to students that is tailored to the individual school curriculum.
Should you find any links that are broken or unsuitable please contact the Youth Program immediately.
TEACHER RESOURCE KIT PRODUCED BY
Teacher: Rebecca Meale
2
Artslink Queensland - Youth Program - Teacher Resource Kit - http://artslinkqld.com.au/schools
Marcus and the Manic Music Makers
CONTENTS:
Marcus and the Music Makers introduction
Synopsis, Curriculum connections, Style/Form.......................................................................................................... 3
Warm-Up Activity.................................................................................................................................................................. 4
Pre- Performance Activities........................................................................................................................................... 5-9
Post-Performance Activities..................................................................................................................................... 10-13
Handouts......................................................................................................................................................................... 14-21
Extension Activity/Homework Activity....................................................................................................................... 22
Answers.................................................................................................................................................................................. 23
References/acknowledgement of sources................................................................................................................. 24
Teacher Feedback Form.................................................................................................................................................... 25
SYNOPSIS:
Ten-year-old Marcus has just given up the violin. Feeling defeated and blue, he is in need of direction and
purpose. Cue the timely arrival of music genius’ from Beethoven to Stravinsky, as they descend on Marcus’
home, inspiring him to re-enact elements of their lives and musical creations. Share their madcap world of
melody and rhythm.
Marcus and the Manic Music Makers is a comic fantasy adventure exploring the magic of music’s past masters.
Combining masks and puppetry with unusual physical and vocal techniques Marcus’ eccentric journey is
brought to a vibrant theatrical life
Zen Zen Zo is one of Australia’s leading Physical Theatre companies, and is currently run by experienced
directing, writing, and acting team, Michael Futcher and Helen Howard. Michael’s direction is known for
its breadth of appeal, humanity, and imagination – qualities gained in large part whilst creating theatre for
children. He intends to build upon Zen Zen Zo’s growing reputation for producing high quality educational
productions.
Writer: Michael Futcher and Helen Howard
AUSTRALIAN CURRICULUM:
HISTORY: GENERAL CAPABILITIES:
Historical Skills (perspectives and Personal and Social Capability, Critical
interpretations)and Creative Thinking, Intercultural Understanding
ESSENTIAL LEARNINGS:STYLE/FORM:
THE ARTS (Music, Drama)Physical Theatre
THEMES AND CONTEXTS
Music Learning & Appreciation linked to Imagination; Mentor Relationship; links of Youth & Age; Boys & Music
Please Note:
The pre and post-performance lessons aim to acknowledge and involve all subject areas highlighted above.
At the beginning of each learning experience an indication will be made as to the objective of the learning
experience and for which subject area/s it adheres to
3
Warm Up Activity
Aims and Objectives
•
•
•
•
Physical Warm-Up
Introduction to performance content
Focus when listening for musical cues
Exposure to music used within the show
Curriculum Connections:
AUSTRALIAN CURRICULUM
•
GENERAL CAPABILIITES: Personal and social capability
ESSENTIAL LEARNINGS: THE ARTS (Drama, Music), PHYSICAL EDUCATION
Appropriate Year Levels:
•
Resources:
Time:
Years 1 – 7
•
•
A large open space for second half of activity and enough chairs per student
A device capable of playing music (i.e. CD player, iPod connected to speakers)
•
Approximately 15 minutes
Manic Music Makers Musical Chairs
1.
Find a large open space and arrange the classroom chairs in a circular fashion.
Ensure that there is one chair short of the expected amount of game participants.
2.
When the game begins, students move around the circle (dancing if they wish!). When the music stops they must immediately find themselves a chair.
3.
The student who has not found a chair to sit on will be out of the next round, where a further chair is removed and so on until a winner is decided!
*If possible, use classical music (preferably those listed below) and stop the music as it crescendos Following the
game, discuss with the students whether they began to predict the game by following the musical cues*
Some of the music used in the show:
Ode to Joy – Beethoven
Beethoven’s Fifth Symphony
March to the Scaffold – Berlioz’Symphonie Fantastique
Overture to Les Francs-Juges – Berlioz
4
Pre-Performance Activity 1
Aims and Objectives:
•
An introduction to the violin
•
Comprehension skills
•
GENERAL CAPABILIITES: Literacy
•
ENGLISH: Interpreting, Analyzing, Evaluating
•
HISTORY: Chronology, Terms and Concepts
ESSENTIAL LEARNINGS: THE ARTS (Music)
•
Years 5– 7
Resources:
Time:
•
Handout One
•
This Music Business is a Tough Gig!
1.
Students are given handout one.
2.
Students may read individually, or perhaps as a whole class.
3.
Students must answer the questions provided, citing their found evidence within the text.
4.
Allow students time to complete the comprehension activity.
5.
As a class, use the answers provided to mark their responses.
5
•
•
Using memory skills to understand the technical parts of a musical instrument
Team work and peer collaboration amongst students
•
GENERAL CAPABILIITES: Personal and Social Capability
•
Resources:
Time:
Years 5 – 7
•
Handout Two
•
Approximately 15minutes
Don’t String Us Along - Take a Bow!
1.
Inform students that they need to put their memory caps on as they’ll be putting their mind to the test. Ask students to work in pairs in a competition to find out which pair has the greatest combined memory. Allow students time to find a partner and be seated.
6
2.
Students receive Handout Two (A) and are given 5 minutes to try and memorise each technical element of a violin.
3.
Once their time is up, students are allowed a further 7 minutes to attempt to recall as many parts of the violin as possible as a team. They will need to speak quietly to one another, to avoid giving their opposition answers! If they are able to complete the entire sheet before the time is up, they may call out and have their answers checked.
4.
Once the 7 minutes is complete, use Handout Two (B) to mark their responses. Determine a winning team!
•
•
•
Analysis of visual media
An appreciation for musical skill
Exposure to performance content through multiple contexts
•
GENERAL CAPABILIITES: Literacy, Information and Communication Technology (ICT),Critical and Creative Thinking
•
•
Resources:
Time:
Years 4 – 7
•
Access to computer/projector/YouTube
•
Approximately 30mins
Nuttin But Stringz
•
If possible, allow students to use develop their ICT skills, using a computer to access the video themselves (internet access required). If not, a whole class viewing via projector/teacher laptop is also possible.
The link for the clip is: http://www.youtube.com/watch?v=MphdRo5_7Us or alternatively, www.youtube.com.au – search ‘Nuttin But Stringz’
•
•
Ask the students to remain critical throughout their viewing of the video (so they are aware they will be quizzed on this clip afterwards)
•
After the students have watched ‘Nuttin But Stringz’, students recieve Handout Three (or alternatively, copy the questions to the board).
Students are given 15 minutes to complete their answers.
•
•
Students mark their responses, using the answers provided in the answer section of this booklet.
7
•
•
•
•
Considering their own personal talents and ambitions
Follow on activity from Activity Three
Converting written text to dramatic form
Team building, group work
•
GENERAL CAPABILIITES: Personal and social capability, critical and creative thinking
ESSENTIAL LEARNINGS: THE ARTS (Drama)
•
Resources:
Time:
Years 3 – 7
•
•
Handout Four
A large open space for second half of activity
•
You’ve got the Music in You!
1.
Students are informed that they have been accepted in to Australia’s Got Talent’s first round of auditions (cue cheers and applause!)
2.
Teacher gives students Handout Four to complete for the panel judges and the show’s producers (there is an example attached). Allow students 15 minutes to complete.
8
3.
Ask students to find 2 – 3 other peers to create a performance group.
4.
Allow students 5minutes to compare their responses to the application form.
5.
Inform students that they will be conducting a short role play, whereby one of the submissions will be broadcasted live on television. Whoever in the group wishes to bring their audition to life will do so, with the remaining group members acting as the judges in the role-play. If need be, students can pick a number between 1– 10 if they cannot decide who gets to be a star!
6.
Students have 20 minutes to devise their scene and rehearse.
7.
Students present their short role-play to the class. (10mins)
•
•
•
•
Using poetry to inspire dramatic work
Explore the theme of persistence – a habit of mind
Considering performance content across various mediums
Team building, collaborative work.
•
GENERAL CAPABILIITES: Personal and social capability, critical and creative thinking
•
Resources:
Time:
Years 5 – 7
•
•
A large open space
Handout Five
•
Approximately 20 – 30 minutes
The Power of Persistence
1.
Students are asked to find themselves in a group of 3 – 5.
2.
Students receive one copy per group of Handout Five, the poem entitled ‘Don’t Give up’.
3.
Class reads through poem together and discuss what messages the poem is trying to convey. Also challenge the students to question a time in their own lives that they’ve faced personal obstacles, keeping them from achieving their short term or long term goals (can be as simple as saving pocket money for a toy they wanted, and the obstacle of temptation to spend it on other smaller insignificant items).
4.
In their groups, students create a frozen image that best represent each stanza of the poem (so there should be four frozen images in total). Allow students approximately 20 minutes to devise and rehearse their images, with teacher advice and support offered in the initial stages of development.
5.
Some groups may wish to present to their peers. It is suggested that the poem be read in conjunction with their performance, as the students change frames at the beginning of each stanza read.
9
Post-Performance Activity 1
•
•
Comparing and contrasting skill development
Recall from the show
•
GENERAL CAPABILIITES: Literacy, Critical and Creative Thinking
•
ESSENTIAL LEARNINGS: THE ARTS (music)
•
Resources:
Time:
Years 6 – 7
•
Handout Six
•
Straight from the Musical Horse’s Mouth
10
1.
Have a classroom discussion about the performance. Did the students recognise any of the music? Did the students recognise any of the famous musicians?
2.
Discuss the different opinions and advice each musician offered Marcus – was this confusing/conflicting or helpful?
3.
Ask students to draw a Venn diagram in their books (or alternatively use Handout Six) and use this to brainstorm two of the musicians in terms of their similarities and differences. This activity can be completed as a class or individually.
•
•
•
•
Post show reflecting
Exploring and developing understanding of character
Building confidence and public speaking
Improvisation development
•
GENERAL CAPABILIITES: Critical and Creative Thinking, personal and social capability
•
ENGLISH: Interacting with Others
•
Resources:
Time:
Years 2 – 7
•
An open space with a chair
•
You, Me and Marcus
1.
Ask the students to be seated in a circle in the middle of the classroom, placing a chair in the centre of the circle.
2.
Nominate (or ask for a confident volunteer) one person to sit themselves in the seat. Reassure any other hands that may be up, that more than one person may have a turn.
3.
Inform the student in the seat that this exercise is called ‘hotseating’whereby members of the class will ask them questions and they must respond in character. The character they must respond as is Marcus, from the play they’ve viewed, ‘’Marcus and the Manic Music Makers’’
4.
Encourage students to raise their hand to ask questions to ‘Marcus’, relevant to what they’ve seen in the show. Some example questions may be: What did Pop say when you were accepted into the Beethoven Society? Where do you keep your medal? Who was your favourite manic musician and why? Do you wish your Mum could have been there to see you perform successfully in your audition?
5.
If time permits, allow other students to take turns becoming ‘Marcus’ and answering questions in character.
11
•
•
•
•
Examining a character in greater detail
Deeper understanding of the protagonist ,‘Marcus’
Structure of a basic character profile
Opportunity for group/paired work
•
GENERAL CAPABILIITES: Literacy, Critical and Creative Thinking, Personal and Social Capabilities
•
ENGLISH: Text Structure and Organisation,
•
Resources:
Time:
Years 6 – 7
•
Handout Seven
•
Marcus Mayhem
1.
Classroom discussion about the protagonist in Marcus and the Manic Music Makers - Marcus. Who is he? What do we know about him? What kind of person is he?
2.
Explain the function of a character profile – examining and writing what we know about them as a snapshot to gain a whole picture and greater understanding of their character.
12
3.
Distribute Handout Six to students.
4.
Students are to complete their character profile on ‘Marcus’ either individually, in pairs or as a class.
5.
Pending on time restrictions, students may like to spend a greater amount of time on their artwork of Marcus. Encourage students to think of the literal and symbolic images they could draw in his thought bubble (for example, a dark storm cloud could symbolise Marcus’ anxiety towards his upcoming audition or a literal representation may be a violin)
Post-Performance - Activity 4
•
•
Developing letter writing skills
Understanding audience and context
•
•
•
GENERAL CAPABILIITES: Literacy, Critical and Creative Thinking ENGLISH : Examining Literature
•
Resources:
Time:
Years 5 – 7
•
Lined paper
•
Stop... Letter Time
1.
Students are to explore their own manic visitors lying dormant in their subconscious. Ask students to consider their greatest talent or their highest ambition. Then, ask them to consider a single icon within their chosen topic. Give them examples to build on, i.e. if they have a talent for singing – they may address their letter to Pink or Taylor Swift. Perhaps they have an oral presentation looming and would like to personally ask Barack Obama how to deliver an effective speech.
2.
Instruct students to consider their audience (the recipient of the letter) and write to them as though they were actually going to deliver it (if possible, perhaps they actually can ‘fan mail ‘it!). Their letter should include any questions the students would like to ask their chosen recipient, focusing on their talent/ambition.
3.
The students are required to include the following in their letter to their manic visitor, in line with the generic structure of a letter:
a)
An address (can be fictitious or real) and date
b)
Attention (Dear…)
c)
Greeting, reason for writing
d)
Body (featuring their outlined questions)
e)
Closing
f )
Signature
13
Handout 1
Comprehension English Activity – This music business is a touch gig! (pun intended)
The violin is considered one of the most difficult instruments to master. The difference between a
guitar and a violin for example, is quite profound. When a player plucks a note on a guitar string, the
single note will come always deliver the expected pitch. When a player attempts to play a violin, it is
not always easy to deliver an expected pitch – the difference between plucked and bowed strings.
The violin belongs to the string instrument family or more specifically, the violin family – which also
includes the viola, cello and double bass.
The violin creates sound mostly through the act of drawing the bow across one or multiple strings,
plucking the strings. Traditionally, the violin is created using a variety of woods; however, has also
been alternate materials used for a contemporary electric sound. A violin can be used in multiple
music genres, from classical music to modern rock – its sound and use has transformed over time.
Question 1. True or False?
A violin is easier to learn to play than a guitar.
Where can evidence be found in the text above?
The violin belongs to the string instrument family.
Using a bow or plucking the strings of a violin are the only two ways of playing it.
The violin is played in a wide range of musical genres.
Where can evidence be found in the above text?
The violin is made from both wood and man made fibres.
Where can evidence be found in the above text?
14
Handout 2 (a)
15
Handout 2 (b)
16
Handout 3
1.
What instrument do these brothers play?
2.
Why did the judges seem surprised with this act?
3.
What two genres of music did ‘Nuttin But Stringz’ mix?
4.
Who were they hoping to make proud with their audition?
5.
The brothers have been playing the violin for many years, what is the key to their success?
6.
Why do you think these two brothers decided to audition for a talent show?
7.
If you were one of the judges, what would your comment to the brothers be?
8.
How do you think these brothers felt walking on to the audition stage?
9.
If you could meet ‘Nuttin’ But Stringz’ in person, what would you ask them?
17
Handout 4
Congratulations! Your application has been accepted to audition for Australia’s Got Talent 2013! Please
complete the below form and return to:
Australia’s Got Talent
PO Box 100
Sydney, Australia 2000
EXAMPLE
Name: Bradley Johnson
Talent: Drawing/Art
Professionals/Stars in this field: Vincent Van Gogh, Andy Warhol
What I love about my talent: Relaxing, endless painting opportunities, creation.
What I don’t enjoy about my talent: Making mistakes, frustration with my painting not turning out as I
expected.
Supporting people in my life: My art teacher, my father
How I hope to achieve my goals: Practise my painting, expand my painting style
Occupations in this field: Artist, Cartoonist, Illustrator, Designer
Name:
Talent:
Professionals/Stars in this field:
What I love about my talent:
What I don’t enjoy about my talent:
Supporting people in my life:
How I hope to achieve my goals:
Occupations in this field:
18
Handout 5
Don’t Give Up
Don’t let today’s troubles
Bring you down,
Or allow you to question
Your ability
Don’t let life’s little obstacles
Keep you from trying,
Or become the reason
For defeat
Don’t let your fears
Keep you from dreaming,
Or from chasing
your dream
Don’t give up for any reason
Believe in yourself,
And in yourself
You’ll find strength
19
Handout 6
As seen in the performance Marcus and the Manic Music Makers, Marcus had difficulty paving his own
way to successfully playing the violin. When he was visited by multiple famous past musicians, he was
left more confused than ever! Each had their own unique approach to music and it was important for
Marcus to find his own too. Using the Venn diagram below, choose two of the iconic musicians and
consider the similarities and differences in the advice these musicians were sharing with Marcus.
Musician A:________
20
Similarities
Musician B:____________
Handout 7
NAME:
AGE:
GENDER:
RELATIONSHIPS WITH OTHER CHARACTERS:
LIKES:
DISLIKES:
HOBBIES:
Draw a picture of Marcus. Fill in the thought bubble with words or images that best associate
with his character.
21
Extension/Homework Task
The following table contains the four Manic Musicians from Zen Zen Zo’s
performance, Marcus and the Manic Music Makers. Using your research
skills (via online or literary texts), determine which portrait, name and
fact belong together. Indicate your findings with an arrow linking each
column correctly.
Portrait
22
Name
Fact
Ludwig Van Beethoven
... was a deaf German
composer and the
predominant musical
figure in the transitional
period between the
Classical and Romantic
eras.
Igor Stravinsky
... is responsible for
Fireworks, The Faun and
the Shepherdess, and the
major ballet Firebird
Hector Berlioz
... learnt the piano at three
years old by watching his
older sister learn. He was
considered a child prodigy.
Wolfgang Amadeus
Mozart
... Excelled in fields other
than music composition.
Answers
Pre-Performance Activity 1:
1. False. A guitar string can be plucked and appropriate sound made, whereas a violin can be plucked and not always receive the correct pitch.
2. True – The violin belongs to the string instrument family.
3. False – Using a bow or plucking the strings are mostly the methods used when playing.
4. True - A violin can be used in multiple music genres, from classical music to modern rock
5. True - the violin is created using a variety of woods however has also been alternate materials used
1.
2.
3.
4.
5.
6.
7.
8.
9.
The violin
The judges were expecting older, bald men to come on stage – a stereotype of usual violinists
Classical with Hip Hop – the perfect marriage of rock and R’n’b
Their mother
The brothers have practised tirelessly to reach their level of excellence.
They are extremely talented and as an unusual style of violinist, they may not be able to reach success through more traditional avenues.
*personal response*
*personal response*
*personal response*
Homework/Extension Task:
Image One – Wolfgang Armadeus Mozart – learnt the piano at three years old by watching his older
sister learn. He was considered a child prodigy.
Image Two – Hector Berlioz – Excelled in fields other than music composition
Image Three – Ludwig Van Beethoven – was a deaf German composer and the predominant musical
figure in the transitional period between the Classical and Romantic eras.
Image Four – Igor Stravinsky – is responsible for Fireworks, The Faun and the Shepherdess, and other
major ballet Firebird.
23
References/Bibliography
Information on violin & image retrieved from:
http://plus.maths.org/content/why-violin-so-hard-play
Image and information retrieved from:
http://thebirdfeednyc.com/2013/04/08/music-activity-sheets-parts-of-the-violin-and-bow/
Handout 3:
Nuttin But Stringz image retrieved from:
http://www.last.fm/music/Nuttin’+But+Stringz/+images/48395399
Handout 5:
Author Unknown, poem retrieved from:
http://www.thepoetrypad.com/inspirational-poems/dont-give-up
24
Teacher Resource Kit Feedback Form
Name of School: _________________________________________ Today’s Date: ______________
Performance Name: ______________________________________
Your Name: ___________________________________
Position:___________________________
Your email address: _______________________________
In which class/es/year level/s did you utilise the TRK? ___________________________________
What parts of the TRK did you use? (Please Circle)
All of it! Script Excerpt One Activity Pre-Performance Lesson
Black-line Masters Assessment Task
Post-Performance Lesson
Other: __________________
Over what duration did you integrate this TRK? (Please Circle)
1 Session
1 Day
1 Week
1 Term
1 Semester 1 Year 1 Unit Other: ______________________
Did the Artslink Queensland Youth Program performance align with your planning? Yes
No
If you answered no, how did you modify your planning to accommodate the performance?
___________________________________________________________________________________
___________________________________________________________________________________
Please make any specific comments or suggestions about the TRK, either positive or negative.
Page #
Comment or Suggestion
What benefits do the TRKs provide for your teaching practice? _______________________________
___________________________________________________________________________________
___________________________________________________________________________________
The TRKs are currently available as a downloadable PDF file from www.artslinkqld.com.au/schools
Thank you for your time and valuable feedback!
Please fax this form to the Artslink Queensland Youth Program on (07) 3255 2666
Your comments will inform the ongoing work of the Program
Artslink Queensland is a not-for-profit organisation
25

Teacher Resource Kit

Transcription

Similar documents

Where you come to know.

Sat. March 5th, 2016

Sensory Friendly Screenings

Johnny Tremain by Esther Forbes Objectives

official press kit 2015

ckc- St. LOUIS EXHIBITOR COUPONS 2016

45 Plateau Incentive Program

82Mercer - MondoMusica New York

Euro-Diagnostic Resources, Inc. Euro Auto Training

LiveXchange 2013 opened with a Queensland style welcome drinks