01.12.12
Figurative Language and Music Introduction
Music and language arts go hand in hand. Rhythm, rhyme, tempo, and phrase all are affected by words chosen by the writer. Many people may not know that the words often come before the song.
In this web based activity, you will begin to examine the role of a lyrics writer and how the use of figurative language can help you create a rhyme, match a rhythm or “turn a phrase”.
We will begin with a quick review of figurative language and what the different types are and then move into looking at some classic songs in different styles to see how artists use that skill to create a lyric. (see page 1, page 2, page 3, and page 4.)
We will then look at how to begin to write our own lyrics on subjects we wish to discuss and use online tools to create our production. (see page 5)
If you are ready to begin, move on to page 1
State of Ohio Standards Addressed:
English Language Arts
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
- Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.
- Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.
- Make meaning through asking and responding to a variety of questions related to text.
- Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension.
Reading Applications: Literary Text
G. Explain how figurative language expresses ideas and conveys mood.
Communication: Oral and Visual
- Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.
- Explain a speaker’s point of view and use of persuasive techniques in presentations and visual media.
- Vary language choice and use effective presentation techniques including voice modulation and enunciation.
- Select an organizational structure appropriate to the topic, audience, setting and purpose.
- Present ideas in a logical sequence and use effective introductions and conclusions that guide and inform a listener’s understanding of key ideas.
- Give presentations using a variety of delivery methods, visual materials and technology.
Music
Historical, Cultural and Social Contexts
Students demonstrate knowledge and understanding of a variety of music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people
Benchmark B: Identify and respond to music of historical and cultural origins. 4.2 – 4.3
Benchmark C: Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance. 8.4
Valuing Music/Aesthetic Reflection
Students demonstrate an understanding of reasons why people value music and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.
C: Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences. 4.5-7.2-8.2
Connections, Relationships and Applications
Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.
Benchmark A: Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts. 4.3 -
Benchmark B: Demonstrate ways that subject matter of other disciplines is interrelated with that of music. 5.4 – 6.4 – 7.4 -7.5 – 8.3
