Unit+Plan

- Heritage Shaping
 * Rich and Compelling Content: **

- Evironment and culture affect a person's interests.
 * The Big Idea: **

** Essential Questions: ** - How does religion affect a person’s musical interests? - How does where a person lives affect the type of music that they are most drawn to? - How does a person’s culture affect their musical interests

** Summative Task: ** students will be placed in groups of 3 or 4 and will compose a short piece of music reflective of their musical and social interests. Compositions must include a melody, rhythm, a basic accompaniment (on guitar or piano), and lyrics. Each group will create a lyrics page as well as a list of instruments that would compliment their compostion. Each student will write a reflection (no more than one page) that explains why they chose the genre of music for their composition and what social or cultural factors influenced them toward that decision.

Summative Task Rubric


 * || **Advanced** || **Proficient** || **Basic** || **Below Basic** ||
 * Composition || The melody compliments the rhythm and meter of the lyrics and clearly differentiates between verse and chorus || The melody is consistent with the rhythm and meter of the lyrics and demonstrates melodic difference between verse and chorus || The melody is limited in range and does not work well with the rhythm and meter of the lyrics || The melody is inconsistent throughout the composition and demonstrates poor use of rhythm and lyrical content ||
 * Use of appropriate music terminology || Students use language that clearly and consitently describes and explains compositional ideas || Students use language that accurately describes and explains compositional ideas || Students use language that moderately describes and explains compositional ideas || Students use language that is unclear and does little or nothing to describe and explain compositional ideas ||
 * Reflection || Reflection demonstrates clear understanding of social/cultural influences on the student's composition and gives specific and precise examples || Reflection demonstrates clear understanding of social/cultural influences on the student's compostition and gives examples || Reflection demonstrates a partial understanding of social/cultural influences on the student's composition || Reflection demonstrates no correlation between social/cultural influences and the student's composition ||

PA Academic Standards


 * **__STANDARDS__** || **__CONTENT INDICATORS__** || **__PROCESS INDICATORS__** ||
 * 9.1.5 E " Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts" || (1) Students will understand the purpose of protest music

(2) Students will understand the purpose of work songs || (1) Students will listen to protest music of the 1960's such as Dylan and Marley and discuss lyrical content and compare/contrast (2) Students will listen to African-American work songs and discuss lyrical content and work song practices || (1b) Students will identify cultural events and movements that may have affected the composition of the piece ||
 * 9.2.5 E " Analyze how historical events and culture impact forms, techniques and purposes of works in the arts" || (1) Students will recognize that a person's race, religion, and up-bringing impact the music they choose to listen to and compose || (1a) Students will view and listen to portions of pieces of music from each of the primary musical eras (Baroque, Classical........Modern, Popular)
 * 9.1.5 A " Know and use the elements and principles of each art form to create works in the arts and humanities" || Students will understand the elements of melody, harmony, rhythm, timbre, and instrumentation || Students will compose a piece of music that is reflective of personal musical insterests and incorporates appropriate musical elements ||
 * 9.1.5 C "Know and use fundamental vocabulary within each of the arts forms" || Students will understand fundamental music vocabulary || Students will use appropriate music vocabulary when discussing musical selection in class ||
 * 9.1.5 H "Use and maintain materials, equipment and tools safely at work and performance spaces" || Students will learn how to properly use and care for instruments and other music materials in the classroom || Students will use and maintain instruments and other music materials ||
 * 9.3.5 B "Describe works in the arts comparing similar and contrasting characteristics" || Students will understand how to draw comparisons and realize contrasts between two or more pieces of music || Students will use appropriate terminology when comparing and contrasting works of the same genre as well as different genres ||
 * 1.3.5 D "Identify and respond to the effects of sound and structure in poetry (e.g., alliteration, rhyme, verse form)." || Students will learn how to incorporate poetic elements in to song writing || Students will write song lyrics for their summative task that demonstrate adequate poetic structure ||
 * 1.6.5 E "Participate in small and large group discussions and presentations. || Students will learn how to work together in a group to produce a completed work || Students will work together in small groups to complete their summative task and will present to the class once finished ||
 * 2.1.5 C " Demonstrate that mathematical operations can represent a variety of problem situations. || Students will understand note values and how to write rhythms within the parameters of a given time signature || Students will write rhythms and accompanying melodies and harmonies for their compositions. Said elements will be based in the chosen meter of the piece ||


 * Teacher Materials Needed:**
 * CD Player
 * IPOD and IPOD Dock
 * Computer, Internet Access
 * Finale Software
 * Worksheets
 * Boom Whackers
 * Orff Instruments


 * Student Materials Needed:**
 * Orff instruments
 * Percussion Instruments
 * Guitar (Possible)
 * Journal


 * Unit Vocabulary:**
 * Composer, Composition
 * Instrumentation
 * Beat, Rhythm, Melody, Harmony
 * Baroque, Classical, Romantic
 * Blues, Rock and Roll, Disco, Rap, Heavy Metal, Alternative Rock, Hip-Hop


 * Unit Warm-Up:**
 * Play the first Bach Invention followed by "Afterlife" by Avenged Sevenfold
 * Ask students to reflect upon each piece, which one they prefered, what they liked, what they didn't, compare, contrast
 * Compile a list of songs that the students are most interested in


 * Assessing Prior Knowledge:**
 * Vocabulary Pre-Test

Lesson Plans

- Discuss musical elements (lyrics, intruments, genre) that are attractive to students (peer tutor for ESL students) - Discuss school district environment (rural Greene County) - Discuss parental musical interests - Pass out unit journals || - Students will identify musical elements to which they most relate - Students will identify social, cultural and environmental factors that influence the music they listen to || - Students will recieve preferential seating - Teacher will wear a wireless audio device - Teacher will make posters with large print that identify musical elements expressed in class ||
 * Lesson 1 (1 40 minute Session)**
 * Topic || Procedure || Formative Assesment || Accommodations ||
 * Introduction: How Does Life Shape Your Music? || - Pass out copies of the list of songs compiled in the unit warm-up and hang a poster with the same material in the front of the room

- Pass out J.S. Bach history sheet (modified sheet for students with reading disabilities) - Talk about environmental and cultural factors that contributed to Bach's composition style - Journal entry, Vado recording - Play an excerpt from Handel's Messiah (Haleluiah Chorus) - Pass out Handel history sheet (modified sheet for students with reading disabilities) - Talk about environmental and cultural factors that contributed to Handel's compostional style - Journal entry, Vado recording - Use bookwhackers to play selections from Baroque music - Play excerpt from Mozart's "Marriage of Figaro" - Pass out Mozart history sheet (modified sheet for students with reading disabilities) - Discuss environmental and cultural factors that contributed to Mozart's compositional style - Journal entry, Vado recording - Play an excerpt from Beethoven's "Ninth Symphony" - Pass out Beethoven history sheet (modified sheet for students with reading disabilities) - Discuss environmental and cultural factors that contributed to Beethoven's compositional style - Use Orff intruments to play selections of Classical music - Play excerpt from Tchaikovsky's "Nutcracker Suite" - Pass out Tchaikovsky history sheet (modified sheet for students with reading disabilities) - Discuss environmental and cultural factors that contributed to Tchaikovsky's compositional style - Act out a scene from the "Nutcracker Suite" (Gifted students will have an optional opportunity to create a new/original work) - Play Samuel Barber's "Adagio For Strings" - Pass out Barber history sheet (modified sheet for students with reading disabilities) - Discuss environmental and cultural factors that contributed to Barber's compositional style - Watch short clip from the movie Platoon in which Adagio For Strings is used (students will visual impariments will sit close to the screen) - Review || - Students will identify cultural, social, and environmental factors that contributed to the changing compositional styles of important composers in major musical eras - Students will log their reaction and feelings toward each excerpt of music - Students will experience changing musical styles through playing, acting, and comparison to other artistic forms (Gifted students will have an optional opportunity to created a new/original work) || - Students will recieve preferential seating - Teacher will wear a wireless audio device - Teacher will modify history sheets for students with reading disabilities - Students will have teacher and peer assistance - Students will be given the opportunity to log reactions on Vado rather than in their journal ||
 * Lesson 2 (3-4 40 Minute Sessions)**
 * Topic || Procedure || Formative Assesment || Accommodations ||
 * Composers and Their Music || - Replay the Bach Invention introduced in the unit warm-up

Beatles: Let It Be Bob Dylan: The Hurricane Bob Marley: Exodus Led Zeppelin: Whole Lotta Love The Bee Gees: Staying Alive Bon Jovi: Wanted Dead or Alive Metalica: Fade to Black Nirvana: Smells Like Teen Spirit Shania Twain: Any Man of Mine N'Sync: Bye, Bye, Bye Britney Spears: Baby One More Time Kenny Chesney: She Thinks My Tractor's Sexy Avenged Sevenfold: Second Heartbeat - Discuss changes/evolution of pop music with regard to social and cultural events i.e. The Vietnam War, September 11, 2001 (main points will be written in large lettering at the front of the room, ESL students and special learners will receive peer assistance) - Students will log reactions in their journal, Vado || - Students will log reactions to each song - Students will identify similarities within each song (content, intrumentation, style) - Students will identify differences within each song (content, instrumentation, style) || - Students will recieve preferential seating - Teacher will wear a wireless audio device - Students will be given the opportunity to record reactions on Vado rather than in their journal ||
 * Lesson 3 (2-4 40 Minute Sessions)**
 * Topic || Procedure || Formative Assesment || Accommodations ||
 * Popular Artists and Their Music || - Conduct a short history of popular music highlighting the following artists:

- Demonstrate how to write a basic melody line based on a pre-determined rhythm and add harmony on finale - Discuss instrumentation based on genre (rock and roll, rap, country, hip-hop) - Play an example of each on IPOD to demonstrate - Discuss poetic elements of song writing - Dicuss the definition of meter in poetry and give an example of iambic pentameter - Give examples of different rhyme scheme (ABAB, AABB) - Discuss the difference in exact rhyme and partial rhyme - Discuss lyric writing technique (verse, chorus, rhyme) and melodic change from verse to chorus - Pick a song topic and write a verse and chorus as a class - Develop a melody for the verse - Develop a melody for the chorus - Teacher will add a guitar part for accompaniment - Rehearse the verse and chorus with guitar accompaniment - Record class and teacher performing example song on Audacity recording program - Listen to recording and have students record reactions in their journals || - Students will identify basic elements of song writing - Students will perform basic elements of song writing through group composition || - Students will recieve preferential seating - Teacher will wear a wireless audio device ||
 * Lesson 4 (1-2 40 Minute Sessions)**
 * Topic || Procedure || Formative Assesment || Accommodations ||
 * Writing Music; The Basic Elements || - Discuss the basic elements of song writing (rhythm, melody, harmony)

- Collect cards and arrange students in groups of 3 or 4 based on interest - Direct students to select a song topic and to begin writing a verse and chorus - Allow time to develop a melody line - Discuss appropriate intrumentation for each group based on song type/genre - Teacher will assist students in developing an accompaniment - Allow students time to rehearse || - Students will log progress in their journal, Vado - Students will write a verse and chorus to an original composition - Students will select instrumentation representative of their chosen musical genre - Students will perform their compositions with assistance from the teacher || - Student groups will include students of high, moderate, and low musical ability/achievement - Students will have peer assistance - Teacher will wear a wireless audio device ||
 * Lesson 5 (4-5 40 Minute Sessions)**
 * Topic || Procedure || Formative Assesment || Accommodations ||
 * Summative Task Compositions || - Have students write on a note card the style/genre of music they listen to the most

- Students will be given the opportunity to do additional research on a composer of their choice to share with the class
 * Unit accommodations for gifted students:**

- Students will take a short listening exam in which they identify basic musical elements discussed in lesson 4 - Students will write several sentences discussing their favorite kind of music and what influenced them toward that kind of music (i.e. parents, friends)
 * Unit accommodations for students not proficient on the Summative Task:**

- Examples of songs in the students native language will be provided - Teacher will provide students with personal assistance on any reading material they may have trouble understanding
 * Unit accommodations for ESL students:**

- Students will design an album cover for their compostion - Students will experiment with a variety of instruments - Students will use Finale Notepad to compose the melody to their compostion
 * Unit Enrichments:**