1. “One” Inspired Project
LeslieAnne Bird
North Olmsted City Schools

2. Inspiration ”One” by Ane Brun One by Kathryn Otoshi
Begin session with the music.
Read the story.
Introduction stuff.

3. My Situation Four concerts each year (two winter, two spring)
Four classes each grade level 3-6
Third grade does a separate performance (for now).
Every class performs on stage once, the other classes do the same projects in class.
I see students on a four-day rotation for 50 minutes.
I love themes!
I have no dress rehearsal. The first time we are on the stage is in front of the whole school.
Explain how each class tied together and the parts the 4th and the 6th grade completed as outlined in the notes.
I will focus on the 5th grade adaption of the story process today.

4. Color Haiku
Haiku is a Japanese form of poetry that has three lines of text. The lines rarely rhyme. 1st five syllables 2nd line has seven beats 3rd the same as first With your group create a Haiku for your color. Include the character trait from the book. The poem must be completed today.
See what I did there? (The explanation is a Haiku)
Poem directions appear on click. Groups create on the floor, others may create in groups at their seats. (I could only pack so much construction paper, lol)
Click to next slide before they begin.

5. Tips Colors and Words The word “very” is banned from the Haiku.
Groups may only use the name of the color twice in the Haiku.
Colors and Words
Yellow: Sunny Green: Bright Red: Hot Head
Blue: Quiet Purple: Regal Orange: Outgoing
This portion of the project is adapted from ‘Inspiration by Haiku: Movement and Music Composition’ by Marjie Van Gunten available on the “Teaching With Orff” web page.
Share examples from my students.

6. Movement
Decide with your group the most important word from each line of your Haiku and underline it. (You may only choose ONE word!)
Create a ”shape” to represent each of the underlined words. Each shape must be unique.
Add new levels to your shape to make it more interesting.
Choose a pathway to get from one shape to the next.
Prepare your movement poem to share with the class without any talking. Devise a plan so everyone in the group knows when to switch from one shape to the next.
Show “movement posters” at the pathway step #4.

7. Haiku use very few words to share a big idea,
strong feelings and emotion.
How does Haiku translate into music?
Discuss and share ideas about how a Haiku would sound if it were music instead of a poem. This is an awesome place to direct the discussion to recognize that there should not be 30 instruments in each group.

8. Movement to Music
Create a musical composition using you group movement as a ’score’ a basis for composing music.
Which tone colors will you use? Which will best represent your color and movement?
Will your music be rhythmic? Melodic? Both?
How will you show the feeling of the word-shapes you created?
Do you want to include text? As an introduction? Coda? Part of the texture?
How will your group divide the roles of movement and playing instruments?
I make the groups talk and plan first. When they have a plan we begin. The plan can change. You are grown so go for it!
While groups work find two “narrators” and folks willing to act out the story.
When they are ready read through the story and act out with the movement and music groups. (Explain that more time was spent with the children and ask them to improvise please.)

9. Props and Costumes
Sensory bags came from yourspecialkid.com. Contact the seller to specify colors and sizes.
Plain colored t-shirts from my local craft store and iron-on printed numbers for the ‘actors’. The other members of the group wore jeans and the group color.
Narrators wore rainbow tie dye t-shirts.

10. Actual Children
Here is an excerpt of actual children!
FF TO 5 MINUTES