Critique - Edit - Recompose
Crossing Bok Chitto Social Studies/Music PD w/ Jadyn Harris
Purpose:
this gives the children a do-over! But not only that, we give them a chance to listen to their own work and critique themselves and each other honestly, and then add or edit based on the criteria presented in the book, and any personal criteria for excellence or representation of the characters they have set for themselves.
Method:
Unfortunately, no two children (or adults) are alike, and therefore there's no one right method here.
- First, go back to the original driving questions to see if we have musically and emotionally reached the heart of the story.
Original Driving Questions:
EARLY ELEMENTARY:
- Do you have the right to walk anywhere you want to in this country?
- What are the responsibilities of adults in a family? What about the responsibilities of children?
- Can you describe how the characters in the story showed responsibilities?
- Can you describe some rights that you feel were or were not honored in the story?
- Describe some feelings that you or the characters felt during certain scenes in the story.
- In what ways are Little Mo’s family similar to Martha Tom’s family? How are they different? Consider the circumstances in which they live.
- How are these families similar to, and different from, your own family?
- Have you ever been to a wedding? Was there music? What kind? Was there traditional music?
LATER ELEMENTARY:
- Do you have the right to walk anywhere you want to in this country?
- How have stereotypes and/or (mis)perceptions shaped our realities? (3rd Gr Unit 1)
- How are injustice and unfairness effectively overcome? (5th Gr Unit 4)
- Describe some feelings that you or the characters felt during certain scenes in the story.
- How are the characters/circumstances in the story similar to, or different from, your own?
- How did groups of people work together in this story to create equality? (modified 3rd Gr Unit 3)
- What causes people or groups to treat others differently? (5th Gr Unit 2)
- What was/is the human reaction to injustice? (modified 5th Gr Unit 2)
- Have you ever been to a wedding? Was there music? What kind? Was there traditional music?
- Why is it important to appreciate people from different ethnic backgrounds and cultures? (4th Gr Unit 2)
Method...
- Next, consider this list of feeling words for children (thanks UC Santa Barbara!) as a resource the children might use to help them access how the characters were feeling during the scenes the music represented?
- Ask the children if the music they created represents the feelings the characters may have been experiencing in the story.
- If not, how might they change their music to better represent the feelings?
Personal editing...
- Finally, give the children freedom to add notes, other instruments, etc. (with an editing ear).
- Allow them to split into groups if time allows, to practice and create.
- Consider having other kids join the child with "Card #1" and the child with "Card #3," rather than having those two remain alone.
Performance, Critique, Celebration
- Have the groups perform their final product - either within a rereading of the story or completely out of context - their choice.
- Allow the rest of the class to honestly but respectfully critique the performances, calling on their now quite extensive expertise of the story, emotional vocabulary, historical background, and musical knowledge.
- Celebrate their considerable effort!