A Chapter in Sounds

A Chapter in Sounds | Inspired by Kristy Placido of kplacido.com | Shared by Elizabeth Dentlinger at SraDentlinger.wordpress.com

A Chapter in Sounds | Inspired by Kristy Placido of kplacido.com | Shared by Elizabeth Dentlinger at SraDentlinger.wordpress.com

One of the presenters I knew I wanted to see at #iFLT16 was Kristy Placido (tweeter: @placido; blog: kplacido.com).  She has given me so much – in the form of novels, inspirational activities on her blog, and more – that I knew I had to meet this incredible lady!  I was fortunate to squeeze in two of her presentations.  One important message I gleaned from Kristy is to pick an old school activity (ex: fly swatter) and to think about how you can tweak it to provide more input.  She had two presentations: Hands-On Input (ideas of kinesthetic activities that provide input) and Acoustical Impact (ideas on how to incorporate music and and sound into the classroom).  Today’s idea comes from the latter presentation.

Kristy made a great argument for using sounds within the classroom.  Kristy started out by sharing research that supports the fact that our brain responds differently to different types of sounds, then continued her argument by bringing up how the 4th of July can be a hard time for people who PTSD due to the loud fireworks, and lastly she ended it by showing a clip from Wall-E (a movie which elicits TONS of emotions through sounds even though there is NO speaking).  She made a compelling argument for using sound in the classroom!

After sharing some tips and examples of how she uses sound in her classroom, she then showed us a clip of Guy Noir.  Essentially, someone reads a script while others make sounds, making the scene come alive.  Kristy ended this session by having us read a chapter and performing it á la Guy Noir.  In hindsight, it’s incredible for both reading and listening input!

Here’s how it worked:

  1. Kristy put us into groups of 3-4.
  2. Kristy provided us each a copy of Ch. 7 of Robo en la noche.
  3. We had 5-10 minutes to go through the chapter and create accompanying sounds.
  4. We then got up and performed our renditions of the chapter.

Kristy let us decide if we wanted someone in our group to be the narrator, but I would suggest that you use the audio book or read the script yourself to provide more input.  If you follow this recommendation, I would recommend providing students a script and indicating where students should add a sound (with a line or star) so that you can pause for them.  Personally, I will also be recording my students, putting the clips (unlisted) on Youtube, and sending out to parents/staff to vote who did the best job incorporating sounds to help them understand what was going on.

Isn’t this activity brilliant!?  It’s like reader’s theatre… but with sound!

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