Directions: You will work in teams of three to write a song, poem, or story about an aspect of ancient Greek life, such as education, music, or art. Choose one of the following options and complete the worksheet on the following page. After you complete the worksheet, decide who will write the text, who will compose the music, and who will recite or sing the text while the others play the musical instruments.

Option 1: Lyrics and music for a song 
•	Follow the instructions in the first four bullets in option 2 below, with the goal of creating a song instead of a poem. 
•	Choose a popular song that your group already knows. The writer of the group will replace the lyrics of the song with original lyrics based on your group’s chosen figure and related conflict. 
•	The performer will practice singing the song with its new lyrics and will vary the volume of his or her voice based on the way the speaker feels. For reflective moments, the performer will sing quietly; for angry or happy moments, the performer will sing louder.
•	The musician will consider how the original music can be adapted with a different instrument. For example, the main melody of the original song could be played on a stringed instrument, or rhythm instruments can be used to keep a steady beat. Use an instrument available at home or create a homemade instrument. The following sources contain instructions for making a variety of simple musical instruments: 
o	Art Activity: “A Classy Cardboard Lyre” 
o	http://getty.edu/education/teachers/classroom_resources/tips_tools/downloads/aa_cardboard_lyre.pdf
o	instrument lab on the New York Philharmonic Kidzone
http://www.nyphilkids.org/lab/main.phtml
o	“Make a String Instrument” on the Dallas Symphony Orchestra Web site
http://www.dsokids.com/public/LessonPlans/Sounds%20of%20Music-%20Make%20a%20String%20Instrument.pdf

Option 2: Poem with music accompaniment
•	Use the worksheet below to brainstorm a list of people who lived in ancient times. You may choose from any of the figures discussed in class (i.e., Douris, Python, Plato, Aristotle, Socrates) or search the Internet for additional ideas. You will be developing a poem from the perspective of one of these figures. This is the speaker of the poem.
•	Based on earlier class discussions and readings, as well as additional searches on the Internet, brainstorm potential places where the character may have worked, lived, or frequently visited. 
•	Use your imagination to brainstorm related conflicts that the figure may have experienced in each potential setting. For example, you might imagine that Douris discovered a forgery of his work in a market. 
•	Circle on your worksheet the row that contains the most emotionally moving subject matter for your piece. 
•	The writer of your group will develop the idea into a poem, making sure to use vivid details to describe the speaker’s feelings. 
•	The performer will practice using different voices and pitches for the various emotions felt by the speaker.
•	The musician will consider how music can be incorporated into the reciting of the poem. A simple melody can be created after each stanza, reflecting a somber mood (i.e., through low, long notes) or a happy mood (i.e., through a quick succession of high notes). Or, rhythm instruments can be used to add sound effects like rain or applause. Use an instrument available at home or create a homemade instrument (see suggested links in last bullet in Option 1).

Option 3: Story with music accompaniment
•	Use the worksheet below to brainstorm a list of characters for a story set in ancient Greece. For example, you could write from the perspective of a teacher, student, musician, poet, or philosopher. 
•	Based on earlier class discussions and readings, brainstorm potential settings for each character. For example, a story about a musician could take place at the Odeion; a story about a student could take place at the agora (or town center). You may wish to search the Internet for additional ideas for plausible settings in ancient Greece.
•	For each character, consider a possible conflict the character could experience in its related setting. For example, the musician might have an important competition, or the student might have trouble with a particular subject.
•	Circle the row on your worksheet that contains subject matter that would make for the most compelling story, and the writer of your group will develop and write the story. 
•	The performer will use different voices and pitches for different characters in the story.
•	The musician will consider how music can be incorporated into the telling of the story. A simple melody can be created for moments when the main character or the character’s enemy makes an appearance. Or, rhythm instruments can be used to add sound effects like rain or applause. Use an instrument available at home or create a homemade instrument (see suggested links in last bullet in Option 1).
People	Places	Conflicts