Florida State University Schools

Presented By:Angelyn Hirai and Ruthie Platt

Presents The Living Literature Project

Selecting a Book

Look for patterns, reoccurring

themes, chants and rhymes.

Find sound effect opportunities.

Select a book with plenty of characters but minimal set changes.

Look for cross curriculum connections .

Six sons to help him, six sons to help him.

Brown Barbaloots, Brown Barbaloots,Brown Barbaloots in their Barbaloot suits!

Crazy with greed, crazy with greed, crazy, go crazy, go crazy with greed.

Creating Musical Arrangements

Embellish Text with sound effects.

Use text to create ostinato patterns

Pentatonic Scale

Develop themes that can be layered.

Contrast patterned sounds with sound effects

Building setsAcquiring Materials

(Ask and you shall receive!)

• Recycle: Paper tubes, big boxes, packing material, newspaper print, bike helmets, clothing, bamboo, scrap material

• Frequently used materials: Duct Tape, glue dots, wire, fishing wire, hoola hoops, zip ties, glitter, Velcro, staple gun

Know Your SpaceMeasureLights? Sound?

Can you hang things? Duct Tape?

Staples?Audience?

Include Special Effects

Move it! Hang

it!

Drop it!Throw it

Swing it

Developing Characters Costumes verses Puppets

Building Costumes

• Recruit parent volunteers (Use Parent Volunteer Form)• Use Masks• Keep it simple• Check out thrift stores and on-line resources• Measure Carefully• Practice with costumes

Puppets!

Role PossibilitiesNarration Singers/ chanters

Back Stage hands Instrumentalist

Puppeteers Characters in Costume

Greeters Props

Casting Students

• Practice everything with everyone• Have in class auditions• Help students know themselves – point

out their strengths• Emphasize responsibility, trust,

problem solving – at all times!• Create opportunities for pull-outs

Casting Cards• Review jobs required for the show – emphasize

that students should select something they know they are good at.

• Have students write on an index card three different parts they would like to have for the show. Encourage them to think of one acting job and at least one musician job to increase their chances of getting the part they want.

Next Generation Sunshine State Standards for 3rd Grade Living Literature Project

MU.3.C.1.1 Describe listening skills and how they support appreciation of musical works. MU.3.C.1.2 Respond to a musical work in a variety of ways and compare individual interpretations. MU.3.C.1.4 Discriminate between unison and two-part singing. MU.3.C.3.1 Identify musical characteristics and elements within a piece of music when discussing the value of the work. MU.3.S.1.1 Improvise rhythms or melodies over ostinati. MU.3.S.1.2 Create an alternate ending to a familiar song. MU.3.S.2.1 Identify patterns in songs to aid the development of sequencing and memorization skills. MU.3.S.3.1

Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.

MU.3.S.3.2 Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched I instruments. MU.3.S.3.5 Notate simple rhythmic and melodic patterns using traditional notation. MU.3.O.1.1 Identify, using correct music vocabulary, the elements in a musical work. MU.3.O.1.2 Identify and describe the musical form of a familiar song. MU.3.O.2.1 Rearrange melodic or rhythmic patterns to generate new phrases. MU.3.O.3.1 Describe how tempo and dynamics can change the mood or emotion of a piece of music MU.3.F.1.1

Enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds.

MU.3.F.2.1 Identify musicians in the school, community, and media. MU.3.F.2.2 Describe opportunities for personal music-making MU.3.F.3.1 Collaborate with others to create a musical presentation and acknowledge individual contributions

as an integral part of the whole.

Next Generation Standards Visual Art and Language Arts 3rd grade Living Literature

VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/10 This benchmark belongs to: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

VA.3.C.2.1: Assess personal artworks for completeness and success in meeting intended objectives. Depth of Knowledge: N/A l Date Adopted or Revised: 12/10 This benchmark belongs to: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

VA.3.F.1.2: Explore the effects and merits of different solutions to solve an artistic problem. Depth of Knowledge: N/A l Date Adopted or Revised: 12/10 This benchmark belongs to: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

VA.3.F.3.2: Collaborate to complete a task in art. Depth of Knowledge: N/A l Date Adopted or Revised: 12/10 This benchmark belongs to: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

VA.3.S.1.2: Use diverse resources to inspire artistic expression and achieve varied results. Depth of Knowledge: N/A l Date Adopted or Revised: 12/10 This benchmark belongs to: The arts are inherently experiential and actively engage learners in the process.

Next Generation Standards Visual Art and Language Arts 3rd grade Living Literature

VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/10 This benchmark belongs to: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques, processes of creating, interpreting, and responding to art.

LA.3.1.7.6: The student will identify themes or topics across a variety of fiction and nonfiction selections;

Depth of Knowledge: N/A l Date Adopted or Revised: 01/07 This benchmark belongs to: Reading Comprehension

LA.3.2.1.2: The student will identify and explain the elements of story structure, including character/character development, setting, plot, and problem/resolution in a variety of fiction;

Depth of Knowledge: N/A l Date Adopted or Revised: 01/07 This benchmark belongs to: Fiction

LA.3.2.1.4: The student will identify an authors theme, and use details from the text to explain how the author developed that theme;

Depth of Knowledge: N/A l Date Adopted or Revised: 01/07 This benchmark belongs to: Fiction

Next Generation Standards Visual Art and Language Arts 3rd grade Living Literature

LA.3.1.7.2: The student will identify the author's purpose (e.g., to inform, entertain, or explain) in text and how an author's perspective influences text;

Depth of Knowledge: N/A l Date Adopted or Revised: 01/07 This benchmark belongs to: Reading Comprehension

LA.3.1.7.3: The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events;

Depth of Knowledge: N/A l Date Adopted or Revised: 01/07 This benchmark belongs to: Reading Comprehension

LA.3.1.7.4: The student will identify cause-and-effect relationships in text; Depth of Knowledge: N/A l Date Adopted or Revised: 01/07 This benchmark belongs to: Reading Comprehension

The End