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Writing: Imagination Stimulation

from Cleveland Institute of Music

Program image

This class focuses on creative writing, using music to inspire students’ imaginations. Students will utilize new techniques for accessing their imaginations and will apply these techniques to creative movement, creative writing, and visual art. The variety activities in this presentation will engage students of all learning styles.

Program Rating

   based on 12 evaluation(s).


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About This Program

Cost

Point to Point: $180.00
By Request: $180.00



Length

45 Minutes


Target Audience

Education: Grade(s) 4, 5, 6, 7

Minimum participants:

No Minimum

Maximum participants:

35


Primary Disciplines

Social Studies/History, Fine Arts, Foreign/World Languages, Career Education, Language Arts/English, Mathematics, Performing Arts, Sciences, Character Education, Technology/Information Science, Problem Solving, Special Needs


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)



Booking Information

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

CIM does not allow the video or audio recording of our distance learning presentations.
Registration for distance learning programs must occur at least four weeks prior to the program date.
Upon confirmation of registration, payment of fees will be considered due, and distance learning clients will be invoiced for all applicable fees. Fees paid to CIM for distance learning programs are non-refundable, except in the case of school closings and other emergencies.
Requests for schedule changes made 10 or more days prior to the program date will be considered but not guaranteed.
Requests for schedule changes made less than 10 days prior to the program date will not be considered
Payments are due regardless of any schedule changes or cancellations.
Please note that all times are Eastern Standard Time.

About This Provider

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Cleveland Institute of Music

Cleveland, OH
United States

The Cleveland Institute of Music is a leading international conservatory that is distinguished by an exceptional degree of collaboration between students and teachers. This same stimulating environment extends to the Institute's community education programs, which help people of all ages realize their full musical potential.

CIM offers many exciting distance learning programs for Pre-K through high school. These programs are informative, fun and highly interactive. In addition to a full array of programs and courses in music, CIM offers a series of interdisciplinary programs that address academic content standards in science, math, language arts, and history. These programs are designed to enliven and reinforce the academic core curriculum

Contact:
Contact Alisa Andrews about scheduling.
samm@norsoft.net
2167953150

Program Details

Format

1. Students participate in pre-conference lessons to open their imaginations and prepare for the videoconference.
2. Introduction: Music can affect our perceptions, our movements, our thought processes and our artistic creations.
3. Video Selections: Examine how music affects our perceptions of what will happen.
4. Activity: Explore how music can influence movement. Students will need space in the room to freely move around.
5. Activity: Using the “Musical Imagination” worksheet, students use music to inspire a short story.
6. Activity: Students will use music to inspire a work of art.
7. After the videoconference, students will fully develop one of their musically inspired ideas.

Objectives

Students will learn and apply new techniques to access and improve their imaginations.
Students will use music as inspiration for a variety of creative projects, including dance, story writing and visual art.
Students will take their creative ideas, apply them and produce an artistic artifact of their choosing.

Standards Alignment

National Standards

COMMON CORE Standards: ELA (please see www.cim.edu/dl for complete listing of standards)


Writing Standards
Text types and purposes
Grade 4
W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words and phrases to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.


Grade 5
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.

Grade 6
W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.


Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Grade 7
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Core Arts Standards


Performing
Analyze
Grade 4 MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.

Grade 5 MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.

Grade 6 MU: Pr4.2.6c Identify how cultural and historical context inform performances.

Interpret
Grade 4 MU:Pr4.3.4a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).

Grade 5 MU:Pr4.3.5a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).

Rehearse, Evaluate and Refine
Grade 4 MU:Pr6.1.4b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

Grade 5 MU:Pr6.1.5b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Grade 6 MU:Pr6.1.6b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

Grade 7 MU:Pr6.1.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.

Responding
Analyze
Grade 4 MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).

Grade 5 MU:Re7.2.5a Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).

Grade 6 MU:Re7.2.6a Describe how the elements of music and expressive qualities relate to the structure of the pieces.
MU:Re7.2.6b Identify the context of music from a variety of genres, cultures, and historical periods.

Grade 7 MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods.


Interpret
Grade 4 MU:Re8.1.4a Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ and personal interpretations to reflect expressive intent.

Grade 5 MU:Re8.1.5a Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ and personal interpretations to reflect expressive intent.

Grade 6 MU:Re8.1.6a Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.

Grade 7 MU:Re8.1.7a Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent.

Connecting
Connect #10
Grade 4 MU:Pr4.3.4a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).

Grade 5 MU:Pr4.3.5a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).



Connect #11
Grade 4 MU:Pr6.1.4b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).

Grade 5 MU:Pr6.1.5b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
MU:Re7.2.5a Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).

Grade 6 MU: Pr4.2.6c Identify how cultural and historical context inform performances
MU:Pr6.1.6b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

MU:Re7.2.6b Identify the context of music from a variety of genres, cultures, and historical periods.


Grade 7 MU:Pr6.1.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods.

State Standards

Ohio Academic Content Standards: Music
Perceiving/Knowing/Creating
Grade 4
3CE Listen, identify and respond to music of different composers and world cultures.
4CE Discuss the lives and times of composers from various historical periods.
5CE Identify and respond to basic music forms (e.g., AABA and rondo).
6CE Identify elements of music using developmentally appropriate vocabulary.
8CE Describe the use of technology and digital tools in music.
Grade 5
2CE Listen to, identify, and respond to music of different composers, historical periods and world cultures.
5CE Identify elements of music including tonality, dynamics, tempo and meter, using music vocabulary.
Grade 6
1CE Describe distinguishing characteristics of music forms (e.g., verse-refrain, AB, ABA, rondo, canon, theme and variation) from various cultures and historical periods.
2CE Identify instruments used in Western and world music ensembles.
3CE Identify different functions and uses of music in American and other cultures.
5CE Distinguish between and among the use of dynamics, meter, tempo and tonality in various pieces through active listening.
Grade 7
1CE Recognize, identify and demonstrate form in world music (e.g., Western and non-Western) and popular music.
3CE Recognize and identify historical and cultural contexts (e.g., time and place of a music event) that have influenced music.
5CE Describe a varied repertoire of music with appropriate music vocabulary.
Producing/Performing
Grade 4
4PR Sing, move and respond to music from world cultures and different composers.
8PR Demonstrate appropriate audience etiquette at live performances.
Grade 5
7PR Demonstrate appropriate audience etiquette at live performances.
Grade 6
6PR Attend live performances and demonstrate appropriate audience etiquette.
Responding/Reflecting
Grade 4
1RE Explain how the elements and subject matter of music connect with disciplines outside the arts.
2RE Describe the connection between emotion and music in selected musical works.
5RE Interpret a selected musical work using dance, drama or visual art.
6RE Use constructive feedback to improve and refine musical performance and response.
Grade 5
3RE Describe how the process of learning in music connects to learning in other arts and other subject areas.
4RE Defend interpretations of music via dance, drama and visual art using appropriate vocabulary.
Grade 6
2RE Reflect on a variety of live or recorded music performances.
4RE Describe ways that music relates to other art forms using appropriate terminology.
5RE Compare and contrast subject matter common to music and other subject areas.
6RE Explain and apply skills developed in music (e.g., critical thinking, collaboration) to other disciplines.
Grade 7
2RE Compare and contrast a variety of live or recorded music performances using appropriate audience etiquette.
5RE Compare and contrast the meaning of common terms and processes used in various arts disciplines.