The Great Locomotive Chase- Story Unit

Maine Learning Results Standards:

MLR Standard C1 Students describe and apply creative-thinking skills that are part of the creative
problem-solving process. (Fluency, Flexibility, Elaboration, Originality, Analysis)
Goal:
To introduce the setting and the story for the Great Locomotive Chase by Robert W. Smith.
Method Lesson 1:
1. Play through beginning section (measures 1-29) of the piece, clarifying any pitch or rhythmic
issues.
2. Each student gets a copy of the short story part 1.
3. Quick presentation of Slide Show introducing the setting for part 1 of the story. Keep in
mind that these students do not know as much about the US Civil War as students in the US
do.
4. Students take turn reading short story 1 by 1, per sentence.
5. Look for musical elements that relate to story in measures 1-29.
a. Timpani/chimes/bass/cello held drone: fog
b. Chh: Steam
c. Chimes: Train bell
d. Pitch bend in flutes: Train whistle
e. Two solos: union vs. confederate
f. Accelerando at 19: train speeding up
g. Snare: train chugging
h. 29: Train speeds off
Method Lesson 2:
1. Play through section 2 (measure 29-69) clarifying any pitch or rhythm issues.
2. Review story from last time, quick discussion.
3. Play through first half of section (29-45) again, Listen for any musical elements that you
think may directly tie in with the next part of the story.
4. Students offer their ideas, class discussion. See who agrees, who heard something different.
Then I read them the corresponding element from the real story.
5. Repeat for second half.
6. Looking for things like:
a. pp<ff>pp: doppler effect of passing by trains and towns
b. Ostinato 1: confederate train

c. Ostinato 2: union train

d. Brake drum: anvil
e. Snare: train chugging
f. Pick a note <f: heavy break/crash
7. Run through beginning to end of this section

Method Lesson 3: (Very similar to Lesson 2)

1. Review story from last time, quick discussion.
2. Play through section 3 (measure 69-103) clarifying any pitch or rhythm issues. Listen for
any musical elements that you think may directly tie in with the next part of the story.
3. Students offer their ideas, class discussion. See who agrees, who heard something different.
Then I read them the corresponding element from the real story.
4. Looking for things like:
a. time signature change: mood change
b. Random accents make uncomfortable feeling
c. Small repeating motives: hiding in small area
d. horn/saxophone melody: union soldier
e. 83 doppler trumpet: other train passing by
f. Horn solo: union soldier by himself
g. 103: train takes off again
5. Now play section in different style (everything FF or legato) how does this change the
story (reinforcing WHY the dynamics and articulations are so important)
6. Run through section observing notated dynamics and articulation.
Method Lesson 4:
1. Review story from last class, quick discussion
2. Play through section 4 (measure 103- end) clarifying and pitch or rhythm issues.
3. Students get into groups of 3 or 4 and come up with their own endings to the story
4. Share as a group discussion, play specific parts they mention
5. Tell them the real story ending, see how it relates
6. Play through the ending section, focusing on dynamics and articulations to convery the real
meaning of the story.