7. Identify the percussion instrument that plays with this theme (a large Chinese gong). 8. Learn to play this pentatonic theme on a mallet instrument. Transposed for Orff instruments, the notes are:
Listen once more and compare the end to the beginning and middle sections. Which one is it like? (the beginning) Use alphabet letters to describe this three part pattern, A B A form.
Extensions 1.
Draw pictures from the story; the fountains, green dragon, tiny musicians, Laideronnette, etc., and arrange them on the wall to tell the story in the music. 2. Use movement to dramatize the whole story with the recording. Movements can highlight other landmarks such as accented notes, the accelerando (getting faster) section near the end, and the long tones of the gong. 3. Share your story with another class. Teachers: Structure this presentation just a little by telling the story before students perform the musical version, with you as narrator, or a group of students in Reader’s Theater approach. All can freeze at the end for a moment. 4. How to make magic paint brushes for listening. Materials: stiff soda straws or balloon straws cut in half, very narrow ribbon in assorted colors, including some shiny metallic ribbon, white glue
Cut ribbons in 12 inch pieces. Gather up six or seven ribbon lengths and fold them in the middle. Twist them together at the mid-point and tuck the twisted end into the straw. Add a few drops of glue to hold the ribbons fast. Let them dry – then paint music with them.
Assessment Observation is a key assessment tool to learn if the children can hear contrast and change in the music from beginning, to the middle, then to the end section (similar to the beginning). Observe them as they manipulate their magic brushes, move to the music, and when they advance their token on the music map.