WORKSHOP 2: HOW DO YOU RESPOND?

Developing Awareness of Emotional Responses

SOCIAL EMOTIONAL LEARNING CATEGORY

Self-Awareness
Social Awareness

PURPOSE

  • Identifying Emotions
  • Accurate Self-Perception

OBJECTIVE

Goal: Students become aware of their emotional responses to music cues and communicate their emotions using emotional vocabulary.

Teacher plays music cues and students observe and communicate their emotional responses. Students develop movie titles to music cues and then demonstrate understanding by creating an individual drawing or movie title to a new music cue.

MATERIALS

Classroom Equipment

  • Technical set-up (Internet connection, white board, projector and space to project)
  • (Optional) 4-5 minutes of your own music that will resonate with your class
  • Board, chalk or paper and marker to chart student answers
  • Crayons, pencils, tape, glue
  • Blank 8.5x11 white paper

Emotional ABCs Program

Online Resources
PDFs

CONNECTIONS

May connect to these Common Core Standards & National Arts Standards:

Language Arts: Writing

CCSS.ELA-Literacy W.K.3

CCSS.ELA-Literacy W.1.3

CCSS.ELA-Literacy W.2.3

Language Arts: Language

CCSS.ELA-Literacy L.K.4, L.K.5

CCSS.ELA-Literacy L.1.4, L.1.5

CCSS.ELA-Literacy L.2.4, L.2.5

Language Arts: Speaking & Listening

CCSS.ELA-Literacy SL.K.1, SL.K.4, SL.K.5

CCSS.ELA-Literacy SL.1.1, SL.1.4, SL.1.5

CCSS.ELA-Literacy SL.2.1, SL.2.4, SL.2.5

WARM-UP

  • Create Movement Activity: Create a 5 minute physical movement/stretching activity for the class using your own music or Supplemental Background Music:
  • Reiterate Definition of Emotions: Play Video #5 - What is a Feeling Path: Top Tabs > Video > Video #5, “What is a Feeling”

MINI-LESSON

  • Teaching Point: “Today, we will discover our emotional responses to music. We will use emotional vocabulary to communicate how the music makes us feel.”
  • Create Awareness of Individual Emotional Response: Play Emotional ABCs Music Tracks. Students evaluate their own emotional response to various music tracks and communicate using emotion vocabulary words. Path: Top Tabs > Video > Music Tracks
  • Discuss Results: Chart and discuss individual responses as well as overall class responses. Encourage students to use expanded vocabulary.

ACTIVITY

  • Evaluate Music Cues in Small Groups: Play additional Emotional ABCs Music Tracks. Groups discuss and choose emotion vocabulary words.
  • Create Movie Titles: Students continue working in small groups to create movie titles for additional Emotional ABCs Music tracks.

SHARE-OUT

  • Discuss/Compare Movie Titles.
  • Elicit personal comments regarding music and responses.
  • Summarize Lesson: “We’ve used different words to describe our emotions in response to the music. Sometimes we felt the same about the music as our friends, and sometimes we felt differently, and that’s OK. We focused on our own emotional responses, and we used words to communicate how the music made us feel.”

SELF-REFLECTION

  1. Play CALM track. (Do not tell students the track name.)
  2. Students evaluate their response: For Self-Reflection #2 - Music Response PDF, ask students, “How does this music make you feel? Think of a word or phrase that describes your emotion. Write/draw about a time you felt that way.”

TEACHING TOOL: Tech - Music, Movement

GOAL: Students continue to learn how to define emotions.

PREPARATION

  • For the physical movement activity, choose your own music or locate Supplemental Background Music:
  • Locate Video #5 - What is a Feeling? Path: Top Tabs > Video > Video #5, “What is a Feeling?”

TEACHER DOES

  1. Create an activity of physical movement (stretches, yoga, etc.) to music for 5 minutes. Use your own music or Emotional ABCs Supplemental Background Music (see links above).
  2. Review information from the last session, stating, “Feelings are like the weather, they change. Feelings are how we respond to what is happening to us.”
  3. Play Video #5 - What is a Feeling? Path: Top Tabs > Video > Video #5, “What is a Feeling”
  4. Create short discussion about Video #5.

TEACHING TOOL: Tech - Music, Discussion, Charting

GOAL: Students use expanded vocabulary to describe their feelings in response to music tracks.

PREPARATION

  • Locate Emotional ABCs Program Music. Do not tell students music titles. (Labels are only used to locate correct tracks.) Path: Top Tabs > Video > Music Tracks (Scroll down for music.)

    We suggest:
  • Prepare to chart results.

TEACHING POINT

“In the video, the narrator explained how a cookie, or music, are not feelings, but they can make you feel something. Today, let’s be aware of our emotional responses to music. We will use an expanded vocabulary to communicate how the music makes us feel.”

MODEL - Part 1

TEACHER SAYS

Ex: “I am going to play some music. Listen and think about how it makes you feel. Silently give your feeling a word or phrase. Your word can be an emotion word, like MISERABLE or EMBARRASSED, or it can be a sensation word, like JUMPY or TIRED. It can even be a phrase like, “Wanting to run away.”

TEACHER DOES

[Turn OFF visuals on projector to avoid showing music label.]

  1. Play music from the Emotional ABCs Program Music - HAPPY. Do not tell students the music track label. Path: Top Tabs > Video > Music Tracks > Happy
  2. Chart Responses: After 30 seconds, lower volume to background level. Elicit responses from students, tallying up answers. Emphasize that it is OK to have a different answer than your classmates. (It is also OK if a student chooses not to respond.)
  3. Discuss Results: Acknowledge and summarize results, and if appropriate, emphasize the type of answers, i.e., “We are friends here, but look how differently (or look how similarly) we responded to the same piece of music.”
  4. Expand Vocabulary: Guide conversation to encourage using expanded vocabulary. Ex: “What is a synonym for [happy]?” “Does anyone want to use a different way to describe their emotion?”

FACILITATE STUDENT TO STUDENT INTERACTION:

  • Group students in pairs.
  • Tell students, “I will play a different music track. When I lower the music volume, I would like you and your partner to come up with 1 or 2 vocabulary words or phrases that communicate how you feel about this piece of music. Use expanded vocabulary.”
  • NOTE: We suggest using WORRIED or SAD because these tracks are more ambiguous and may get a wider variety of answers.
  • Chart and discuss results by following Steps #2-4 above.

RESTATE TEACHING POINT

“We’ve used different words to describe our emotions in response to the music. Sometimes we felt the same about the music as our friends, and sometimes differently, and that’s OK. We focused on our own emotional responses, and we used words to communicate how the music made us feel.”

TEACHING TOOL: Small Group Discussion

GOAL: Students work together in small groups to find words to communicate their group’s emotional response to music, then they create a ‘matching’ movie title.

PREPARATION

  • Choose a new music selection - MAD or SILLY suggested.
  • Create groups of 3-4 students.

TEACHER SAYS

“I am going to play another piece of music. I want each group to decide on an emotion or sensation word or phrase that best matches the music. Members of your group may have different responses. If so, try to choose one word or phrase that is agreed upon.”

TEACHER DOES

  1. Play Music: Teacher plays music selection. After 30 seconds, lower the volume and tell groups they can now talk together to decide on an answer.
  2. Chart Response: Chart each group's words or phrases.
  3. Film Composer: Explain that today’s music was written by a film score composer, a musician who writes music for movies. Film music helps give the viewer an emotional response to movie scenes.
  4. Create Movie Titles: Tell students, “Each group will decide on a movie title that goes with the music. For example, A movie title could be, ‘The Bouncy Ball Got Away.’ Your emotion word does not need to be in the title, but the title should give us the ‘feeling’ of your emotion word or phrase.”
  5. Repeat music at background level, giving students time to discuss.
  6. Chart Response: Chart each group‘s emotion word and movie title. (Save discussion for Share-Out.)

TEACHING TOOL: Targeted Share - Individual Voices lead to Group Discussion

GOAL: Students compare emotional responses to the music and movie titles.

TEACHER DOES (Options)

  1. Discuss results of the movie titles and emotion words.
  2. Ask if anyone has an alternate movie title, emotion or sensation word.
  3. If time: Repeat Activity with different music.

TEACHING TOOL: Self-Reflection/My Thoughts

GOAL: Student will document personal responses to a music track.

PREPARATION

TEACHER DOES

Play CALM track. After 30 seconds, lower volume.

TEACHER SAYS

“How does this music make you feel? Think of a word or phrase that describes your emotion then write/draw about a time you felt that way.”

Additional Self-Reflection Options

Choose an emotion word that goes with the music, and then:

  • ”Draw or write about one or more activities that would go with this music.”
  • “Create a movie title that matches this music.”
  • ”Draw/create an abstract picture that describes this music.”

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