Lesson 2: Exploring “In the Pines”
Aim: What gives music its expressive qualities? Summary: Students learn “In the Pines” and explore expressive qualities in music. Materials: Musical Explorers CD or online audio, chart paper, markers Standards: MK-2GM.1, MK-2GM.2, MK-2GM.3, MK-2GM.4, MK-2GM.6, MK-2GM.7, MK-2GM.8, MK-2GM.9, MK-2GM.10 SC: MGK-2.1, MGK-2.2, MGK-2.3, MGK-2.4, MGK-2.5, MGK-2.6 Vocabulary: emotions, mood, waltz |
Listen to “In the Pines”
- Listen to “In the Pines,” Track 37
- Learn to sing the chorus, Track 38
In the Pines
The longest train I ever saw
Went down that Georgia line
The engine passed at six o’clock
The cab went by at nine
Chorus:
In the pines, in the pines
Where the sun never shines
And you shiver when the
cold wind blows
Little girl, little girl what have I done
That makes you treat me so?
You caused me to weep,
You caused me to mourn
You caused me to leave my home
(Chorus)
The longest train I ever saw
Was nineteen coaches long
The only girl I ever loved
Is on that train and gone
(Chorus)
Explore Emotions and Opposites Through “In the Pines”
- Read the lyrics of “In the Pines” with your students. Discuss the story and the emotions, or feelings, that might arise when someone in their lives goes away.
- What feelings or emotions would you have if someone important left for a long time?
- Write down these emotions on chart paper or on the board (this will be the beginning of the “Emotional Opposites” list). Brainstorm opposites for each word (e.g., sad/happy, gloomy/funny, serious/silly, etc.).
- Have students demonstrate facial expressions to go with each emotion. They can then draw these facial expressions on SG32.
Compare and Contrast “Uncle Pen” and “In the Pines”
- In music, we use the term mood to describe the emotion or feeling created by the music.
- Listen to “In the Pines,” Track 37
- What is the mood of this song?
- How does the music tell us what the mood is? Is it fast or slow? Loud or soft? Bouncy or smooth?
- Listen to “Uncle Pen,” Track 30
- What is the mood of this song? Is it the same or different than “In the Pines”?
- How does the music tell us what the mood is? Is it fast or slow? Loud or soft? Bouncy or smooth?
- Have students choose a different mood for “In the Pines” or “Uncle Pen” and sing the chorus in a way that reflects this mood.
- What did you do to create the new mood?
- Was it faster or slower? Louder or softer?
- What else did you change?
- Have students document their answers on SG33.
Waltz to “In the Pines”
- Explain that “In the Pines” is a waltz, a style of music and dance that is counted in three: Beat 1 is strong, and beats 2 and 3 are weak. In this simplified version of the waltz, the students step down on the strong beat and up on the weak beats (DOWN-up-up).
- Ask students to line up in single file in a circle:
- Beat 1 (down): Step forward on your right foot and bend your knee as you plant your foot down.
- Beat 2 (up): Bring your left foot to meet your right, stepping on your tiptoes.
- Beat 3 (up): Step on tiptoes in place with your right foot.
- Repeat the three steps, beginning on your left foot.
- Once students are comfortable with the movement and can do it up to speed, play “In the Pines,” Track 37 , again and have them waltz in a circle to the music.
- If they master the waltz moving in a circle, try it in partners.
Musical Word Wall
Add the words emotions, mood, and waltz to the Musical Word Wall.
PDF Downloads
SG32 ↓ Download File
SG33 ↓ Download File
Musical Explorers Audio Tracks
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