Illinois Mathematics and Science Academy DigitalCommons@IMSA
Understanding Poetry Teacher Resources 6-11-2012
Performing Poetry: Managing Tone, Pitch, Volume and Rate
Erin Micklo
IMSA Faculty ,****************
Follow this and additional works at:
digitalcommons.imsa.edu/poetry
Part of the Literature in English, North America Commons
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Recommended Citation
Micklo, Erin, "Performing Poetry: Managing Tone, Pitch, Volume and Rate" (2012).Understanding Poetry.Paper 3.
digitalcommons.imsa.edu/poetry/3
Illinois Mathematics and Science Academy
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6-11-2012
Performing Poetry: Managing Tone, Pitch, Volume and Rate
Erin Micklo
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Erin Micklo
Illinois Math and Science Academy
Understanding Poetrymiranda
Performing Poetry: Managing Tone, Pitch, Volume and Rate
Abstract: This lesson teaches students the importance of varying the tone, pitch, rate and volume of their voices when performing a poem. Emphasizing different words and varying the delivery will alter the meaning of the poem that the students are reading. This is in preparation for the Poet Laureate prentations, when they will read aloud their poet’s poem, reflecting their group’s interpretation of the poem.
Common Core Standards:激烈的
RL.9-10.4 Determine the meaning of words and phras as they are ud in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a n of time and place; how it ts a formal or informal tone).
RL.11-12.4 Determine the meaning of words and phras as they are ud in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.6 Analyze a ca in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Procedure:
PREMISE: Variety is achieved through combining pitch, tone, volume and rate.
1. Instruct students on interpreting TONE in a poem:
A. Tone refers to the emotional content carried by our voices. It is not the words
themlves, but 'how' we say them. To speak expressively, is to fill or energize our words appropriately.
1.For example: a person who puts very little energy into their speech, no
matter what they are saying, is often described as being 'flat'. By contrast
someone who fills their speech to overflowing with energy is described as
being 'exuberant' or 'enthusiastic'.
2.Activity: “Come here” Exerci
Repeat the words “Come here” in as many varying ways as you can. For
example say it angrily, happily, sadly, lovingly, despairingly, laughingly,
importantly, slyly, snidely, This is a fantastic exerci to share with a
partner. Take turn about giving each other the way to say the phra. Repeat
until you run out of variations. Listen for emotional truth or believability!
2. Instruct students on using VOLUME in a poem:
A. How loudly or quietly you speak is called volume. When examining a poem, what volume would be appropriate in the reading of the poem? Will the volume vary during different parts of the poem? Where would it vary? WHY would it vary?
B.How would the volume (or variance of volume) impact the following two statements:
i.Her Grandmother died yesterday.
ii.I want a new car.april
3.Instruct students on varying RATE within a poem:
A.The term RATE refers to speaking pace. How fast or slow do you
speak? Can you vary the rate? Do you know the effect of slowing
deliberately? Speaking rate matters becau how fast or how slow you
speak alters the listener's perception of your topic.
4.Instruct students on varying PITCH within a poem:
A.Pitch: To understand pitch, think of music. It has high and low notes as
do people's voices. Everyone's voice has a natural pitch. Women's tend
to be higher than men's and everybody has a pitch range: the number of
notes we habitually u. When that range is very small, the effect is
monotonous.
B.Students should say the ntences below in their high, middle and low
pitch range. Note what happens to the intensity and the way they
perceive the emotional content of the ntences. There will be a distinct
oncallvariation between each.
Her Grandmother died yesterday.
I want a new car.
5.Individually, read the poem “Warning” by Jenny Joph. Try to determine the tone of the poem. Is her tone bitter? Joyful? Resigned? Hopeful? Sad? Apathetic? Something el? Ask yourlf--Does the tone dictate the reading of the poem? Or does the reading of the poem dictate the tone?
6.In groups, share your respons to the poem, then examine in the poem by notating it in the following way:
talented
a.Circle the words or passages that indicate/support the tone you anticipate
b.At what RATE will the poem be read? Put slashes where you anticipate paus in
the poem.
c.Note an arrow UP when you anticipate the volume rising, and an arrow DOWNtopi
when you anticipate the volume lowering
d.What is the pitch of the poem?
5. Groups should each lect one person to read the poem according to the tone, rate, volume and pitch your group has lected. Run through the poem a few times. Group members should coach the reader.
6.I will lect a few groups to perform for the class.
7.Afterward, we will watch a few performances of that poem on youtube. One is read by
a child (/watch?v=fr1RU4SM2L8) and the other is by a woman (/watch?v=8syyMmYrMZc&feature=related) and discuss how the two interpretations leave us with different impressions.
8.Last, each group will turn to their Poet Laureate nominee’s poems and analyze them in the same way--first on paper, considering pitch, rate, tone, and volume--and then by practicing them. Your performance of the poem will impact the way your audience views and interprets the poem.
9.Practice performing your poem to another group if time allows.
