Intermodal Arts Practices
for Expression and Creativity
in General Music
Session goals
Session norms
Land acknowledgement
We acknowledge that the territory on which Fall River Public Schools stands is that of The Wampanoag People. Our classrooms are places to honor and respect the history and continued efforts of the Native and Indigenous community leaders which make up Southeastern Massachusetts and the surrounding region. This statement is one small step in acknowledging the history that brought us to reside on the land, and to help us seek understanding of our place within that history. Ownership of land is itself a colonial concept; many tribes had seasonal relationships with the land we currently inhabit. Today, Fall River is still home to indigenous peoples, including the Pocasset Wampanoag and Pokanoket Nation Descendants of the Nemasket and Assawompsett. For more information, please visit the Pocasset Wampanoag Tribe’s website.
adapted from Boston University
Rationale/context
my classroom, pre-rona
Fitting into a lesson
kindergarteners’ visual expressions of music
The role(s) of music
fifth graders collaborating/
peer-teaching, pre-rona
Beyond error detection and correction
kindergartener’s visual representation of music with soundscapes
Translation and meaning
fourth graders’ visual/journaling responses to music/prompt
Towards person-centered music education
third grader’s lyrics for an original song
“The World is Yours”
Dreaming
how might intermodal processes work for your teaching context? any ideas percolate up?
Sharing
you never know who or how you might inspire
Questions
any questions, concerns, or thoughts you’d like to voice before we go?
Works cited/
helpful resources