Students will demonstrate their understanding of Topography and Architecture by participating movement-based activities to express mood and theme.
They will also demonstrate an understanding of the impact of music on a performance by participating selecting options for the song they will use in final performances.
Prior to Step 1: Introduce that this is a silent activity and if they are talking, they won’t hear the instruction that’s given throughout the activity.
Hook: Watch the first 45 seconds of this clip. https://www.youtube.com/watch?v=XgJiEcF2Y7Y
Transition: We are going to be learning about the last two viewpoints today, and we are starting with topography. Take out your notes if you would like the definition today.
Topography: It is the floor pattern, or landscape we create throughout the space as we move through it. (Write on the board: Topography: landscape, floor pattern)
Step 1: Ask students to stand up and find their own space in the room. Have everyone close their eyes for a moment and breathe for a few moments in complete silence. Have them open their eyes and imagine their feet are dipped in red paint and every step they take and move they make paints a picture on the floor. Ask the students to start “painting” on the floor and to concentrate on making circles and curves as they move around the space. To further prompt them as they move around, you might say the following:
Step 2: Have everyone freeze where they are for a minute and comment on their progress understanding the floor pattern aspect of topography. Now, we are going to explore the landscape.
Step 3: Have students gather in a circle and discuss their experiences. Make sure they understand topography and evaluate their progress through this discussion. Some questions you might ask are:
Transition to Architecture
This time they will imagine that their entire bodies are dipped in endless red paint and begin to move around the room. They must consider the floor pattern they leave with their feet (topography) but also the marks they leave behind on the solid objects in the room, on the air around them as they play with light and react to sound, on the textured wall they ran their hands over, etc.
Step 1: Have the class gather in a circle. What we just did as we imagined our entire bodies dipped in red paint, has a lot to do with a viewpoint called Architecture. What might architecture as a viewpoint mean?
Explain that in viewpoints the word architecture refers to five different aspects of the design or makeup of our physical surroundings: solid mass (or objects), texture, light, color, and sound (Write these on the board). Invite them to take notes as we discuss what each facet of architecture is so they will be prepared for the final quiz.
Step 2: SOLID MASS. Ask for a volunteer from the class. Have that volunteer interact with a piece of furniture in the room. (twirl with it, tip it over, reach for it, etc.) Have a class discussion using the following questions:
Step 3: LIGHT – Ask for a different volunteer from the class. Have them stand directly in or under the light. How does staring up at the light or crouching away from the light change the story, mood, or theme? What are some other ways to interact with the light? (might need to prompt: playing with light with hands, standing in shadows, weaving in and out of lighted spaces in room, etc.)
Step 5: SOUND, TEXTURE, COLOR –
Step 6: Ask the students to find their own space in the room. Have them start moving around the room focusing on their interaction and relationship to the objects in the room (i.e. the windows, the walls, the floor, the furniture). Prompt them when appropriate to start focusing on interacting or moving in relation to the light. Then the textures, colors, and sounds. Prompt them to think about topography, the floor pattern and landscape as they interact with the architecture.
Step 7: Now play a song. “When I Grow Up” by Fever Ray is a good one. Continue to encourage them to interact with the architecture, exploring sound specifically. Following the mood, emotions, and messages of the song can help inspire their movement.
FINAL PERFORMANCE: ARCHITECTURE AND MUSIC
Step 1: Allow students to get into their groups for the final. Hand out a notecard for each group. Have them write their names on the notecard. Have students get into their final groups. They have already chosen a theme to work with for their final performance. Give them 1-2 minutes to discuss as a group what their setting will be for their performance. Have them write their chosen setting on the card and turn it in.
Step 2: Brief Discussion: What are the benefits of having music in a performance? Inform students that they will using a song in their final performances. But the song must ADD to their chosen theme and not provide a new theme or detract from the theme they have already explored. Have a brief discussion with them about what makes a good song choice for a performance, referring back to the songs used earlier when learning topography. Encourage them to choose songs that express their chosen mood or theme, not just a song that tells a story or has catchy lyrics.
Step 3: Assign each group to come to class next time with two options for their song choice in mind. If they did not have a chance to come up with options during class they are still expected to discuss with one another and decide as homework outside of class. They will need to be able to justify their song choices and why they think it expresses their mood or theme well. They will also need a way to play the song aloud to share with the teachers and to use as they start to rehearse with their song in class next time.
Students will receive 10 participation points if they are actively engaged during the guided activities, discussion, and also turn in an exit card, 5 points. Proficiency will be 8/10 participation points for activities and discussion, and the exit card will be 5/5 points.
Teacher Note: Make sure to write down any students that may need participation points dropped that day. (Playing on phone after they were asked not to, distracting others from working, etc.)