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Kimberly Ogletree MEDT 7464 Comic Life Project Fall 2010

Kimberly Ogletree MEDT 7464 Comic Life Project Fall 2010 ** What is it? ** a Music Room Mystery One day, several students came upon an object in the music room. They did not know what it was and decided to investigate. The second day, the students thought it was a mirror. But when they could not see their reflection, they decided it was not a mirror. The third day, the students thought the object could be a bowl. They pretended to eat food and stir batter, but realized that bowls were deeper than this object. The fourth day, the students thought maybe the object was everything from mouse ears to a microphone. When the ears did not stay in place, they knew they weren’t mouse ears. When they did not hear their voices amplified, they also knew it could not be a microphone. They knew that they were getting closer to the truth. On the fifth day, one student thought it would be a good idea to throw the object like a Frisbee. Some of the other students agreed, but one did not. She wondered what would happen if instead of throwing it, you hit it. On the sixth and final day, the students began hitting the instrument and discovered that it was a drum! They hit the drum with the mallet and had a great time! ** Title/Audience ** The title of the comic strip is called “What Is It?” I chose this title because I could create a small series using this title as a way of introducing classroom instruments to kindergarteners. My audience for this comic strip is kindergarten. It serves as a way to introduce the common classroom instruments to the students. It also allows the students to compare and contrast the different instruments with everyday items. In this strip, the instrument is a drum. The students in this strip compare the drum to a bowl, a hat and many other items before deciding that it is a drum. Instead of simply giving the information to the students, the strip allows them to be creative in coming up with the actual answer. ** Learning Objectives/Outcomes ** ** Music GPS Standards ** ** MKGM.6 ** – Listening to, analyzing, and describing music. c. Identify basic classroom instruments by sight and sound using visual representations. ** MKGM.10 ** – Moving, alone and with others, to a varied repertoire of music. b. Performed choreographed and non- choreographed movements. ** MKGM.2 ** – Performing on instruments, alone and with others, a varied repertoire of music. a. Echo simple rhythmic patterns using body percussion as well as classroom instruments with appropriate technique. b. Perform a steady beat using body percussion as well as classroom instruments with appropriate technique. ** Writing GPS Standards ** ** ELAKW1 ** – The student begins to understand the principles of writing. a. Writes or dictates to describe familiar persons, places, objects, or experiences. ** ELAKW2 ** – The student produces a response to literature that: a. Retells a story orally, through pictures, or in writing. ** Daily Procedures ** Day One 1. Show students a hand drum. 2. Tell students the name of the instrument. 3. Introduce the Comic Life story. “I have a story about several boys and girls that had to figure out what this instrument is.” 4. Show /Read Comic Life Day One to students. 5. Pass around the hand drums and allow students to play drums to steady beat. Day Two 1. Review Comic Life Day One with students. 2. Show/Read Comic Life Day Two with students. 3. Ask “What did they think the instrument was. “Mirror” 4. Hold up a mirror and the hand drum. Ask how they are similar and how they are different. 5. Ask “What letter does mirror start with?” “What letter does drum start with?” 6. Pass out drums and have students echo rhythms played by teacher. Day Three 1. Review Comic Life Days One and Two with students. 2. Read/Show Comic Life Day Three with students. 3. Ask “What did they think the instrument was this time?” “Bowl” 4. Hold up a bowl and a hand drum. Ask how they are similar and how they are different. 5. Ask “What letter does bowl start with?” “What letter does drum start with?” 6. Pass out drums and have students perform quarter note/eighth note patterns. Day Four 1. Review previous Comic Life stories with students. 2. Read/Show Comic Life Day Four with students. 3. Ask “ What did the students think the instrument was?” “microphone, mouse ears, hat” 4. Explain what a mallet is and how it is used. 5. Show students an actual microphone and compare that to a mallet. Compare the drum with an actual hat. 6. Ask for beginning letters for each object mentioned in the story up to that point. 7. Pass out drums and have students echo rhythms played by teacher. Day Five 1. Review previous Comic Life stories with students. 2. Read/Show Comic Life Day Five with students. 3. Ask “ What did the students think the instrument was?” “Frisbee” 4. Show students an actual Frisbee and compare that to drum. 5. Why was it not a good idea to throw the drum? “It might break.” 6. Ask for beginning letters for each object mentioned in the story up to that point. 7. Pass out drums and have students echo rhythms played by teacher, and then read quarter note/eighth note rhythms. Day Six 1. Review previous Comic Life stories with students. 2. Read/Show Comic Life Day Six with students. 3. Ask “Did the students figure out what the instrument was?” “Yes” 4. Show students hand drum and mallet. Show proper way to play the hand drum with the mallet. 5. Pass out hand drums and mallets. Assess skills on reading/playing rhythms using hand drum and mallet. ** Hand Drum Rubric **

Total ___ /12__
 * ** Elements of Project: ** ||  ** 1 **  ||  ** 2 **  ||  ** 3 **  ||
 * ** Recognize Hand Drum and Mallet by site. ** ||  Does not recognize hand drum or mallet.  ||  Recognizes either hand drum or mallet, but not both.  ||  Recognizes both hand drum and mallet by site.  ||
 * ** Repeating Two Rhythms. ** ||  Repeated 0 rhythms correctly.  ||  Repeated 1 rhythm correctly.  ||  Repeated 2 rhythms correctly.  ||
 * ** Reading two rhythms (quarter/eight notes) ** ||  Read 0 rhythms correctly.  ||  Read 1 rhythm correctly.  ||  Read 2 rhythms correctly.  ||
 * ** Proper technique ** ||  Did not hold hand drum or mallet correctly  ||  Held either hand drum or mallet correctly, but not both.  ||  Held both hand drum and mallet correctly,  ||