Interpreting Vivaldi's Spring through Movement

Notes:

Using Movement to Interpret Vivaldi’s Spring

Subject: Physical Education/Music Education

Grade Level: 1-2

Time Needed: one (60 minute) lesson

Previous Knowledge: Students will have already had exposure to

Vivaldi’s The Four Seasons, and will have

already studied Spring.

General Outcomes and Curriculum Connections:

New Brunswick Physical Education Curriculum

• Demonstrate space and body awareness
• Move through a general space in a safe and controlled manner
• Plan and perform simple movement tasks and sequences
• Describe movement by using simple terminology
• Respond to a variety of stimuli, creating a movement sequence
• Interpret and respond to a variety of stimuli in creating a movement sequence
• Cooperatively link movement and rhythmical patterns for the purpose of performing a dance

New Brunswick Music Curriculum

• GCO 2: Students will be expected to create and/or present, collaboratively and independently, expressive products in the arts for a range of audiences and purposes

• GCO 5: Students will be expected to examine the relationship among the arts, societies, and environments

• GCO 8: Students will be expected to analyse the relationship between artistic intent and the expressive work

Specific Outcomes:

• To listen to and be able to discriminate different sections of interpret Vivaldi’s Spring form his Four Seasons.
• To move to music (using interpretive dance and gymnast like streamers)
• Students should use movements that represent each section
• To cooperate as a team

Rationale:

This lesson is to make students familiar with Vivaldi’s Spring and the various sections and what they represent (thunder storms, dog barking, etc).

It is also an activity to get students moving to music

Materials and Resources:

• Copy of Vivaldi’s Spring form the Four Seasons
• Coloured scarves, ribbons, or streamers (enough for each group of students, preferably each a different colour)

Introduction/Procedures:

• Have students brainstorm what the different sections in the musical piece are by labeling them as the signs of Spring. (first section is the trees, when music changes, it is the birds, then the trees again, then the river, then the trees, then the thunder storm, then the trees, then the sun, then the trees, then the sun, and the song ends with the trees)
• Writ e these in a large piece of paper (or the chalk board) in the front of the classroom so that all the students can see it.

Body

• Students will be divided into five groups of four or five.
• Each group will choose what section they want to be
• Explain the activity to students
• Each group will be given a coloured streamer
• Students will then discuss a series of movements that represent the section of music which they will perform while their section of music is playing (for example trees are tall so they should use their high spaces)
• When the music starts each group will perform when their section is playing
• If a group performs at the wrong time then they must move to the other side of the classroom and face the other groups, but continue to move when their section is played
• Do this two times. The first time is a practice run. The second time students will be more familiar with the sections and when they start. This one will be slightly more competitive. The last group on the original side of the classroom is the winner
• Give the groups their streamers

• Give the groups time to discuss their movement
• Start the music

Conclusion

Students will sit in a circle and talk about the experience. What did they like or not like about the activity. Why did they use certain movements. Can they think of any other music that is divided into different sections (doesn’t have to be only classical, can be modern music and how there is the main theme of the song and a chorus). Try to have students apply the lesson to modern music.

Evaluation and Assessment:

• Observation (checklist)

• Did students follow-directions
• Do students have an understanding of how musical pieces are divided into sections
• Can the students explain why they did the movements they did to interpret the sections of music

Reflection: