Lesson Plan Title:

Variations of Pain

Description:

Using the Police song “King of Pain” students will identify different instrumentation and different rhythmic accompaniments to the opening vocal phrase.  Students   will explore the text in-depth, discussing the various poetic images of pain.  Then, using the local newspaper, students will discuss the variety of ways pain is expressed by people affected by tragedy.  In a creative writing assignment, students will rewrite a factual news article to express the emotions of a person afflicted.

Subject:

Music and English, with possible ties to Art, Theater and Dance

Grade Level:

9-12

Rationale:

Although it is a common theme of songs, literature and news stories, pain is not a topic commonly addressed in schools today.  All teens go through painful challenges and music is one way to deal with the subject. “King of Pain” uses many poetic images to describe a painful time in the life of the artist.  By exploring this music, students will become more aware of the variety of   ways people deal with pain.  The song will provide a framework for introducing the musical concept “Theme and Variations” as well as build upon the students’ increasing ability to notate rhythms.

Objectives:

1. Given one class period, the student will identify at least three instrumental differences in the   various accompaniment sections.
2. Given one class period, the student will identify at least 80% of the poetic metaphors for pain used by Sting in the song.
3. Given 20 minutes, the student will notate at least 80% of the accompaniment rhythms in the first verse of the songs (variation #1)
4. After reading a tragic news article, the student will consider the ways people affected express their pain by rewriting the article from a painful point of view.

Audience:

Students in Rock and Roll Survey course, general music class, or students in Concert Choir or Concert Band, or students in an English class (day 2).

Time Frame:

Two 50-minute class periods.

Materials:

CD of the music and CD player, pencils and paper, local newspapers, copies of the lyrics, background of song (see website below) chalkboard and chalk.

If xylophones and mallets are available (check with Band director and/or elementary music teacher) an advanced class may learn to play the opening segment.

Background:  Prior to this lesson, students understand the musical term “accompaniment.” They can identify different instruments used by rock groups for accompaniment (keyboards, guitars, drums, etc).  They also know how to notate simple rhythms that they hear in popular music.

Procedures: 

Day 1

1. Optional opening attention grabber: Students will stand with arms outstretched (books in hands) for a minute or two (until the experience is uncomfortable) Ask the question – Was this painful?   Why?”  (2 – 3 minutes)
2. Focus class to topic of pain.  Prepare students for song by passing out a copy of the lyrics.  Play song though once, asking students to listen for repeating rhythms and instrumentation.  Ask, “Is the instrumentation the same throughout the song?” (4-5 minutes)
3. Play the opening vocal line “There’s a little black spot on the sun today…” Ask for students to specify the instruments used on the first verse.  Do the same when the text is repeated, then near the end when opening text is stated a third time.  Contrast the three varying accompaniment styles by writing them in three columns on chalkboard.  (8-10 minutes)
4. Discuss in small groups how in music pain can be addressed in different ways – rhythmically, instrumentally, etc.  Brainstorm other ways in other songs that pain is expressed.  Ask – Do the differences reflect the intensity of the pain expressed? (4-5 Minutes)
5. Listen for and identify the repeating rhythmic pattern in the opening variation.  Notate using quarter notes, half notes, rests and other rhythms the students already know.  Note how the rhythm changes slightly at the refrain:  “I have stood here before…” the remainder of class.
6. For advanced class students learn to play the opening verse on xylophones.  Play along with the recording or have class sing the song. (5-10 minutes)
7. Collect lyrics sheet to use 2^nd day.

Day 2

(Note: If this is an English class and Day 1 has not been first, start with opener in Day 1 activities for attention grabber, then proceed to Day 2 class work.)

1. Distribute lyrics sheet.  With pencils, students underline each of the painful images in the song as it plays.  In small groups discuss the meaning of the images.  (5 minutes)
2. In small groups, discuss point of view in the song – 1^st person? 3^rd person? Why? Students justify reasons for choices.  (3 minutes) Ask, “Why do you think Sting chose these images?”  After more discussion, read background of song (see website below).  Ask, “How does this explain more of what is happening in the song?” (5-7 minutes).
3. Distribute newspaper to each small group.  Students select a tragic story.  “What is the point of view? How are they the same/different (not counting subject matter) from the song?” (5+ minutes).
4. Discuss how the story could be written from a more painful point of view – written by the victim, family member, rescue worker, witness, etc.  In small groups, members select various perspectives (different people) so more than one story is written.  Students re-write the story from a painful point of view (less objective, expressing more emotions.  (30 minutes).
5. Groups can share what they have written and/or turn work in to the teacher.
6. Ask, “What if Sting had written “King of Pain” in the 3^rd person objective manner, like a news story?  How would that be different?” (5 minutes).

Content:

Key vocabulary words:  Accompaniment, variations, instrumentation, point of view, rhythmic notation, pain.

Day 1

1. Students experience an uncomfortable situation and relate it to the concept of pain.
2. Students listen to the song, beginning to identify instruments used and listening for differences.
3. Students list the instruments used in their three different variations of the opening theme.
4. In small groups, students discuss musically different ways to express pain.
5. Students notate repeating rhythms in the song.
6. Students play instruments (xylophones) in rhythm of accompaniment.

Day 2  

1. Students identify verbal images of pain (metaphors, etc.)
2. Students discuss point of view and learn background of song.
3. Students contrast point of view in news a painful/tragic news story to the song.
4. Students re-write news story from various afflicted points of view.

Evaluation:

1. The students will identify at least three instrumental differences by verbally telling the teacher what they hear.
2. The student will underline each painful illustration in the text of the song and discuss in small groups the meaning of each.

3.        3.      The student will demonstrate mastery on a rhythmic dictation quiz taken the following week.

4. The students will rewrite a news article from a painful perspective.

Selected Recordings: 

“King of Pain” recorded by The Police on Every Breath You Take – The singles, A&M records, 1995.

Enrichment/Additional Resources:

http://www.sting chronicity.co.uk/stkingof.html

http:www.stingchronicity.co.uk/lykingof.html

Follow up activities:

1. Students can examine painful images in art, such as “Pressentiment de la guerre civile” by Salvador Dali (see http:www.mcs.csuhayward.edu/~malek/Dali4.html) or “Pain” by Spitz (see http//www.1-art.net/fine art/artwork/1498.html)
2. Students can examine painful/tragic scenes in movies or plays, such as the stabbing scene in the musical “West Side Story” or the opera “Madame Butterfly.”  One could also use (with discretion) scenes from the movie “Fight Club” – why would a person want to enter into such a painful lifestyle?
3. Students can write drama (a brief skit based on the idea of a song) and/or choreograph movement (mime, dance) to enact the song or another example of pain in music, art or poetry.