Dance of Death: Continue If You Dare!

SWBAT
1) Explain how music can depict both character and plot in literature when set to music
2) Compose simple character motives that reflect knowledge of articulation, melodic, rhythmic,
and dynamic elements to depict characters in poem
3) Discuss past cultural and social context of the music and poem
4) Create a musical story through artistic representation

Age of learners
6
th
Grade General Music

Technology
iPads with PiaScore app (Danse Macabre score downloaded into library), YouTube,
GarageBand, TodaysMeet, KidsDoodle app

Difficulty
Students need to have a basic knowledge of articulation, melody, rhythm, and dynamics. They
will also need to be familiar with the way an orchestral score is laid out. They will need to
understand the concept of motives.

Timeframe
2 class periods (50 minutes each).

Description
- Introduce music Danse Macabre (Dance of Death) as a work that tells a story (tone poem).
- Read the poem Danse Macabre by Henri Cazalis that the music is based on (attached is a
version of the poem that is more appropriate for this age group).
- Explain the concept behind the piece to give students a background of the poem and music by
Henri Cazalis and Camille Saint-Saens.
The poem is based on a medieval idea that no matter what your social status death would
eventually come for everyone. It has been depicted for centuries in paintings and poetry.
It came into being during a time when people in Europe were facing difficult situations
like the Black Plague, famine and wars. Its also based on a French superstition that every
Halloween the dead rise from their graves and dance to Deaths violin until morning.
- Guide students while they listen to the piece, following the score using PiaScore. Show them
the following YouTube video(https://www.youtube.com/watch?v=z0glOYQBlSA). As they
watch, point out when each character and scene is heard. How does the story resolve?
- Play the piece again, outline the scenes that are depicted and ask students to describe the
characters as they listen (attached Powerpoint). The following questions will help.
Harp: Bell tolling - Have students count the number of times it chimes. Ask them what time of
day they think the story occurs and why.
Violin: Death - What about the way this is played/the way it sounds gives a clue as to what
this character is like? Explain answer.
Xylophone: Bones of dancing skeletons Why do you think Saint-Saens used xylophones to
depict rattling bones?
Oboe: Crowing rooster Would you have picked the oboe to depict the rooster? If so explain
why. If not, explain what you would have chosen and explain answer.
- How do Saint-Saens instrument choices help paint a visual image of what is happening in the
poem? How does the timbre of the instruments help contribute to the overall mood and plot of
the piece?
- Teach students to sing/hum the two themes (legato violin solo/staccato xylophone solo). How
does Saint-Saens use various instruments to depict the action and characters in the music?

Activity
1. Divide students into groups of four (using random name generator, ability
level, popsicle sticks, etc.).
2. Have each group brainstorm instrument sounds that could represent various characters.
3. Students then compose a simple motive for each character using the instruments (not loops) in
GarageBand.
4. Have students arrange and create their own musical poem using those simple motives. Their
poem doesnt need to have the same theme of Danse Macabre. It could depict any other
Halloween related concept like a haunted house, etc.

Assessment
Performance - have groups perform their stories for the class. Using the website TodaysMeet,
students will give constructive feedback to their classmates and make suggestions for
improvement or expansion on ideas.

Extension (optional)
- Draw out the scenes that are depicted in the piece using doodle app on iPad
- Write an actual poem to go along with their musical poem