Determining Tone Through Music Through Tone Determining

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Literary Elements Literary Copyright © 2012 Laying the Foundation the Laying 2012 © Copyright *Advanced Placement andare AP registered trademarks of the College Entrance Examination Board. College The Board was not involvedproduction in the ofthis material. Materials AP* Connections to devices is a tone rhetorical and that create of tone the and literary task that is required Analysis and sections multiple English response and of AP Literature choice students in free of both the exams. AP English Language LTF Skill LTF Focus that skills Chart key identifies lessons is the Skill for Progression LTF English foundation The subsequent more 6 and with each beginning domain, adding each complex skillsgrade for at each The for levels. at Skill grade skills level Focus previous introduced reinforcing while grade in that lesson.addressed skills the actually individual lesson identifies

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, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org at online us Visit reserved. rights All TX. Dallas, Inc., , ® music, teachers should tell them to imagine the music as background background music as should the music, teachers to tell them imagine

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English

Determining Tone Through Music

When composers create musical pieces, they have to consider how the types of musical instruments, the speed or loudness of the music, and the arrangement of their notes create certain effects on their listeners. For example, the same musical selection might sound either “scary” or “exciting,” depending on what kinds of instruments the composer decides to use. Similarly, writers use various devices like images, colorful verbs, and figures of speech to create specific effects in their writing. When discussing the emotional effects of devices in literature and music, you are considering the piece’s MOOD or TONE.

Tone: The Writer’s or speaker’s attitude toward the subject, the audience, or a character. Mood: The feeling created in the reader; the atmosphere of a piece.

Activity One: Listening 1. Listen to the musical selection. While the music is playing, don’t worry about writing or taking notes—just concentrate on the music. 2. Listen to the music again. When the music stops, write down four words that describe any feelings that you have that are inspired by the piece. These words help target the MOOD of the music.

This music makes me feel______.

3. What aspects or elements of the music helped you determine the piece’s mood? Complete the following chart where you note what effect each musical device has on your emotions

Musical Device How does this device help you determine the piece’s emotional effect? Rhythm/Tempo How fast or slow is the music played? Is the beat regular or irregular? Dynamics/Pitch How loud or soft is the music played? Are the notes high or low? Instrument Choices What types of instruments does the composer choose to use? (Trumpet or flute? Piano or organ?) Sound Does the music sound pretty (euphonious), or is it harsh and ugly (cacophonous)? Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 1 Student Activity—Determining Tone Through Music Activity Two: Writing 1. As the musical selection begins again, listen to the piece and imagine that it is the background music for a scene in a movie that has a setting, characters, and plot. 2. While the music continues to play, brainstorm what this scene may look like by completing the following chart:

Elements Description of the element in my scene Physical Setting

Time of Day/Year

Character Descriptions

Action—What are my characters doing?

3. Write a paragraph describing your scene. Your description should capture the feelings you identified while listening to the music. ______

Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 2 Student Activity—Determining Tone Through Music Activity Three: Determining Tone 1. Exchange what you have written with a partner. Read your partner’s work silently, and using your Tone Words handout, write at the top of the page one word that describes the tone of the story. Underline any words or phrases that help you determine the author’s tone. 2. Look closely at your partner’s word choice. In the left column, choose verbs and adjectives from your partner’s paragraph and write them in the blanks. In the middle column, write a replacement for the original word that has a positive connotation. In the left column, write a replacement for the original word that has a negative connotation.

For example: Original verb: shone Positive: gleamed Negative: glared

Verbs Positive Connotation Negative Connotation A.______

B.______

C.______

Adjectives Positive Connotation Negative Connotation A.______

B.______

C.______3. After compiling your chart, explain how your replacement words might strengthen, change, or weaken the tone of the author’s paragraph. ______4. Pass back the story to its author. Discuss with the author whether the tone you perceived is the same as the tone your partner intended.

Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 3 Student Activity—Determining Tone Through Music Activity Four: Revising 1. Using your Tone Words handout, consider other words that best fit your story’s tone. Identify one of those words at the top of your paper, and note whether that word is positive, neutral, or negative. 2. Add two sentences to your draft that definitely establish the attitude you hope to convey without using the word itself. 3. Choose one of your sentences and add a detail about sound, taste, touch, smell, or sight (imagery) that also captures the tone you are trying to convey. 4. Add a detail or image using two types of figurative language, such as similes, metaphors, or personification. Again, consider your tone when adding your figures of speech. 5. Revise one sentence so it includes a sound device (assonance, alliteration, onomatopoeia) that helps support your tone. 6. Replace two linking verbs with vivid action verbs that help convey your tone.

Activity Five: Consciously changing your tone 1. Look closely at your word choice. In the left column, choose verbs, adjectives, and figures of speech from your paragraph and write them in the blanks. In the right column, write a replacement for the original word/phrase that conveys the opposite tone. For example: Original verb: snuggled Opposite tone: smothered Original figure of speech: floats like a butterfly Opposite tone: stings like a bee

Verbs Opposite tone ______Adjectives Opposite tone ______

Figures of Speech Opposite tone ______

Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 4 Student Activity—Determining Tone Through Music 2. Rewrite your original paragraph, using alternative choices to change the tone of your paragraph. ______

A. Which paragraph do you like best? Why? ______

______

B. Share your favorite paragraph with the class and have your classmates determine your tone.