SEL in the Secondary Choral Classroom:
Emotion Naming
Teacher Sample Slides
Day 1/Piece 1
Objective:
Students will identify and discuss different emotions that music can convey.
Sample Song: Using the Emotions Wheel on the following slide
Listening Activity
On your worksheet, use the emotion wheel from the next slide to try and classify the songs presented.
Playlist: https://youtube.com/playlist?list=PL01WJFelCkUrOERGb8twtDIzKdJyprmgX&si=5MjEfPIeT_TvbFjs
Lyrics videos chosen to share text with students.
Class Discussion
Discussion: How can music convey emotions through text, tonality, and style?
How did you classify the songs?
Day 2/Piece 2
Objective:
Students will learn to identify specific musical elements that convey emotions.
Review from yesterday.
Group Activity
In Groups, go through music that you know that exemplifies the emotion your group is assigned. Every member of the group can contribute a song.
Create a Youtube playlist and be prepared to share at least one song from your playlist and explain what makes it go with your emotion. Is it the tonality (major/minor)? Is it the style of singing? Is it the lyrics?
Class Discussion
Provide a QR code or way for students to share their playlists. Pick a song at random and discuss what emotion they think is being represented.
Day 3/Piece 3
Objective:
Students will apply their understanding of emotions in music to performance.
Review from yesterday.
Class Discussion
Let’s look at the text from one of our pieces.
Example: Ah, Poor Bird - Schram
Ah, poor bird, why art thou
Lying in the shadows of this dark hour?
Ah, poor bird, take your flight
Far above the shadows of this dark night. x2
Ah, poor bird, as you fly
Can you see the dawn of tomorrow’s sky? x3
The bird initially starts lying down and secluded in shadow. Is this how we think of birds normally? If not, how is it different from our usual perception of birds?
Do you think it is relevant that the composer chose to repeat the most hopeful lyrics three times?
Performance and Critique
With our conversation in mind, how can we sing our piece in a way that represents our interpretation of of the emotion of the song?
Can we utilize skills and techniques we already know (dynamics, musicality markings, tone color) to make the emotion of the song come out?
List ideas here:
Reflection
Did singing with the emotions in mind change how you approached the music?
Was anything more challenging or more rewarding?
Answers can be spoken, jotted down onto sticky notes and placed onto a parking lot, or whatever the teacher wants.
Day 4/Piece 4 BEGINNER/INTERMEDIATE
Objective:
Students will be able to curate a playlist that encompasses several second- or third-level emotions; excited rather than happy or guilty rather than sad.
Review from yesterday.
Group Activity
In Groups, go through music that you know that exemplifies the emotions your group is assigned. Every member of the group can contribute a song. You will be given more specific emotions to find music for.
Create a Youtube playlist and be prepared to share at least one song from your playlist and explain what makes it go with your emotion. Is it the tonality (major/minor)? Is it the style of singing? Is it the lyrics?
Presentations
Students will present their playlists for the class, giving their peers an opportunity to guess the emotion they are conveying.
Call on your peers to ask them if they know WHY the songs were chosen for specific reasons.
Day 4/Piece 4 ADVANCED
Objective:
Students will be able to curate a playlist that encompasses several second- or third-level emotions; excited rather than happy or guilty rather than sad.
Review from yesterday.