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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