Temple University



ACTIVITY WRITE UP NO. 3

Name of Activity write up that you have been assigned: Lyric Analysis

|Type of modality |Discussion Group |

|Type of play |Shared Cooperative |

|Interaction pattern |Intra-group |

|# of participants required |2 or more |

|Equipment/supplies |Music equipment to play the song’s video |

| |Print out of the lyrics |

| |Speakers |

| |Microphones (optional) |

|Facilities required/environment |A room or outside seating area- any open space with electronic equipment |

| |to play a video or radio access to listen to music |

|Precautions |Topics/meaning of songs could be sensitive to some or could trigger |

| |negative emotions/behaviors |

Sequence/Directions (Details of how a to move through the activity from start to finish) This can be less than ten steps of more than ten steps…

1. Leader choses a song that best matches the intended outcome of the session/that matches emotions/behaviors that leader wants to discuss/that the audience can relate to and would most likely enjoy

2. Leader sets up music equipment i.e. radio or YouTube video

3. Leader passes out lyric sheets, instructs the group that they should pay close attention to the lyrics, and plays songs

4. Group listens to the song carefully and reads along

5. Group members can choose to sing or dance to song while song playing

6. Song ends and leader questions the group about a specific aspect of the song in order to spark discussion. Leader can also write the questions on a board or flip chart paper as a reminder to the questions being asked.

7. Leader gives group members time to ponder on proposed questions and the song’s lyrics

8. Group comes back as a whole to discuss the questions asked by the leader and to reflect on self and the lyrical impact

Activity Analysis (What is required of this activity without any adjustments, accommodations, alterations)

|Category |Skills |

|Primary body position |Sitting or standing |

|Part of the body required |Mouth, ears, eyes |

|Movement |Balance: dynamic sitting or standing, cardiovascular endurance (if you sing along), fine muscle|

| |coordination (holding the lyrics), motor control (dancing along), active range of motion: upper|

| |and lower extremities (dancing along), visual-motor integration |

|Physical |Grasp: pincer grasp (to hold the lyrics sheet), picking up and putting down objects (lyrics |

| |sheet), standing and turning or twisting of hands or arms (to dance or move in rhythm with the |

| |song) |

|Cognitive |Arousal/alertness, attention: focused and sustaining, cognitive flexibility, concept formation,|

| |concentration, decision making, insight, memory: long term, reading, though: abstract |

|Social |Conversation: starting, sustaining, and ending, Handling criticism, heterogeneity, homogeneity,|

| |maintain social space, relating with equals, regulating behavior, relationship: forming, |

| |self-expression, social conduct, showing respect and warmth, showing tolerance |

|Perception |Auditory, tactile, and visual function |

|Communication/language |Reception to spoken language, reception to written language, reception to body language, |

| |expression of spoken language, expression of written language |

|Self-care |N/A |

|Psychological/emotional (possible) |Joy- if song was pleasurable, meaningful |

| |Fear- of group rejection of your ideas |

| |Frustration- with others in your group/if you dislike song |

| |Emotional pain if song triggers unpleasant memories, sadness |

SIMPLIFYING AND COMPLICATING THIS ACTIVITY

| |Ways to SIMPLIFY demands |Ways to make more COMPLEX |

| |As a leader, have straight-forward, clear |Harder questions that cause more cognitive thing |

|Cognitively |questions and discussion points |and abstract concepts |

| |Choose songs that are easy to interpret meaning | |

| |Large lyric text or maybe having a video with | |

| |lyrics on screen | |

| |

| |Staying seated |Have people dance or sing along while song is |

|Physically | |playing |

| | | |

| |Going around the room in order of seating |Having group members speaking in front of the |

|Socially |formation to allow everyone to voice their opinion|group individually about discussion questions. |

| |on discussion question |Have team members agree to the answers of the |

| |Initiate discussion for a specific person if they |question, and then have one team member present in|

| |are having trouble analyzing the lyrics by cueing |order to encourage discussion (presenting one’s |

| |them with a fact about their personal life |own ideas to others and coming to an agreement as |

| |Small discussion groups so people can feel |to what to present as a whole) |

| |comfortable to speak up | |

| | | |

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