Visual and Performing Arts

Writing in the performing arts classroom solicits and reinforces correct language and understanding of the art form itself. The learning of the performing arts is a multifaceted process. As we foster performing arts literacy, we must remember that cognitive development (knowing) as well as skill development (doing) leads to students who are educated about the performing arts.

Comprehensive performing arts literacy means that students can not only perform but also comprehend the breadth and scope of the art form. With the formidable challenges that performing arts educators face in terms of performance expectations and teaching load, we must prioritize our goals for our students. By allowing time for students to cognitively and metacognitively react to their art through writing, we will encourage literacy and lifelong appreciation. Responding, then, becomes a means to the end.

Responding to One's Own Performance or Creative Effort

We often ask our students to express their opinions about a recent concert or a creative effort. Asking them to express these thoughts in writing allows them time to process their thoughts and acquire meaningful musical vocabulary so that responses related to selection, interpretation, analysis, and evaluation are specific to music. Consider these three important steps when asking for written responses:

1. Determine the desired outcome of the writing task. The response may focus on the audience reaction to the student's performance or creation, or on the student's own evaluation of the performance or creation. Thus, the first step in writing is to determine which processes will be targeted in the writing.

2. Create a prompt. Well-conceived prompts are necessary and effective motivators for good writing. The prompt must be aligned with the intended outcome of the writing task. (See examples below.)

3. Prepare the vocabulary. The teacher can clarify performing arts vocabulary by asking the entire class or ensemble to brainstorm appropriate words in advance of the writing.

Here are some examples that can be modified for different age-groups:

Example 1: I noticed that the audience gave us the loudest applause on our third piece. I believe they liked the piece and the way we performed it because … Prewriting music vocabulary: tempo, melodic line, harmonic structure, timbres, dynamic contrasts, sense of ensemble, musically sensitive, interpretation, in tune, articulation.

Example 2: I worked hard to make my composition sound like things in nature. These are the best things I did and the things I need to do better: Prewriting music vocabulary: form, structure, timbre, dynamic contrast, melody, selection of sounds, rhythms.

Example 3: Music makes a difference in my life because … Prewriting vocabulary: emotion, feelings, moods, genres of music, lyrics, melodies, memories, pride, effort, friends, working together.

Responding to Others' Musical Performance or Creative Effort

A multitude of instructional possibilities exists for responding to others' music through writing.

Narrative Writing:

Narrative writing begins with prompts that invite students to tell a story or describe a hypothetical or real event based on the music. At the elementary level, program music such as The Planets (Holst), Carnival of the Animals (Saint-Saëns), Night on Bald Mountain (Mussorgsky), The Sorcerer's Apprentice (Dukas), and "Escape from the Atmosphere" (Davis, Mannheim Steamroller) promotes colorful and enthusiastic writing from children. Older students react well to the first and last movements of Beethoven's Symphony No. 5, "Ride of the Valkyries" (Wagner), La Symphonie Fantastique — fourth movement (Berlioz), and The Rite of Spring — "The Dance of the Adolescents" (Stravinsky).

Sample Narrative Prompts:

You've just landed on a mysterious planet. Using the music to give you ideas, write a story about your adventures.
Leo the Lion is taking a stroll around the park today. Listen to the music and describe him and how he moves.

Factual writing.:

This type of writing requires students to analyze and describe music. In analyzing, students break the music into its constituent parts and note the relationships between them. Analysis can also describe how compositional and musical devices make the music sound as it does. Writing in this style asks students to use musical language correctly. Comparing folk songs about similar subjects from different countries, describing the most important musical elements and how they are used in a piece of music, describing how a theme is changed through variations, and describing how rhythm and tempo affect the expression of text or lyrics are all examples of factual writing that requires students to use musical language. In addition, having students evaluate performances through writing encourages them to use objective rather than subjective language, truly a lifelong skill.

Sample Factual Prompts:

One of the pieces you will hear is from Ireland; the other is from the Appalachian Mountains. Describe the similarities and differences using music vocabulary.
You are a music critic. Describe the musical elements in this composition and how well they are performed.

Persuasive writing:

In this genre of writing, students use appropriate music vocabulary to convince the reader of the writer's point of view. Arguments for and against the writer's perspective are carefully crafted to persuade the reader to agree with the writer. In narrative and persuasive writing, students can be encouraged to use writing devices such as metaphors and similes, thus enhancing their language skills.

Sample Persuasive Prompts:

Convince your readers that this music is worth a national award.
Both of these songs are about the same topic. Which one do you think best expresses the lyrics? Give specific examples from the music.