LESSON PLAN MODEL. Focusing Question: In what ways does history define us today, and to what extent does music demonstrate this relationship?

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1 Westminster Choir College Musi c E ducati on Dep artm ent T h e I n t e r n a t i o n a l C e n t e r f o r C r i t i c a l P e d a g o g y i n M u s i c E d u c a t i o n LESSON PLAN MODEL Reverberation in Sound and Soul: History s Role in Today s World Author s Name: Matthew BarbosaGrade Level: 6th/7th Grade Class: 2nd Level (or second semester) Music Appreciation Class Focusing Question: In what ways does history define us today, and to what extent does music demonstrate this relationship? Materials-Chalk/Blackboard- Dominoes (complete set) - Recordings (can be purchased via Itunes) : - Bob Marley, "No Woman, No Cry" - G.F. Handel "Hallelujah Chorus" from The Messiah - Hans Zimmer, 'Simpsons Theme" - Beethoven, "Fur Elise" - Jonas Brothers, S.O.S. - Henry Purcell, I Attempt From Love s Sickness to Fly - Computer with Internet access- Projector (compatible with Computer)- "Pachabel's Canon Rant" by Rob Parovian, Library Time (or computer research time if possible)- Computer(s) with proper sound/video recording device

2 CRITICALPEDAGOGY EMPOWERING MUSICIANS Who We Are Imagination Who They May Become Intelligence INSTRUCTIONAL SEQUENCE LESSONSTEPS NATIONALSTANDARDS LESSONFORM 1 Honoring Their World Students are presented with the following question: What is the single most important event in history? Various answers are mind-mapped by the teacher on the blackboard as they are given. 2 Sharing the Experience Class (including teacher) debate what they feel is the most important aspect and their justifications. Teacher is to shape debate to the conclusion that there is no singular "most important" event, as all events are proceeded and caused by another event 3 Connecting Their World to the Concept Teacher is to prepare (before class) a continuous spiral out of a complete set of dominoes, ensuring that the numbers on the dominoes correspond with each other in a fashion similar to the attached diagram. In class, teacher trips the Domino Affect and asks students what this means in relation to the previous class discussion. During ensuing class discussion of cause and effect, Teacher should makesure to highlight the relationship between the numbers on the dominoes, and eventually (and only if needed), how the numbers may correspond to dominoes far beyond the next "effect" or domino. * *Another parallel that can be explored and may be more appropriate for the age group is that of social reactions, specifically gossip and its definition based on the history of its growth from truth. The Telephone Game may be Experiencing Music (6, 7) Connecting Music (8, 9) Exposition Development

3 used in this scenario, although the Domino visualization is more friendly to more of the learning type (4,3, and 2) than this method (1, 4) 4 Dialoguing Together Teacher and students construct a theory (to be written on the board for the remainder of the lesson) through discussion of both the previous class discussion as well as the domino demonstration. Questions that should be raised include "How do we define one aspect of history (one domino)?"(a: Via Comparison) "Can a single aspect of history (one domino) have an outstanding affect on the future (other dominoes)?" (A: Yes), "Can different aspects of history (different dominoes) influence a new aspect of history ( a domino with similar numbers from previous dominoes but in a different place)?(a: Yes)Teacher segways from abstract, conceptualization to the practical music realm. Teacher plays The Jonas s Brother s S.O.S followed by Henry Purcell s I Attempt From Love s Sickness To Fly. Teacher then begins to bridge connection between the abstract demonstration and the practical use by having the students translate the similarities and differences between the two songs with the foundation of their previous knowledge as well as the concepts that answered the aforementioned questions. Teacher uses youtube link to the Rob Parovian Pachabel s Rant and has students watch it on the projector. (NOTE: Video does contain one instance of mild crude language). This video defines several songs from different era and genres through their compositional

4 relationship to Pachabel s Canon in D and, if properly discussed, will illuminate that history can not only define the meaning or intent of a future work but also the actual compositional make up of the piece. 5 Practicing the Concept Students are asked to use their previous knowledge of music history to begin thinking about popular songs they enjoy and reflecting on what portions of music history may have helped define that particular song. During this process, the Teacher may play one of the sample recordings not yet played (i.e. G.F. Handel s Hallelujah Chorus) and ask for popular pieces that may have been defined by the components of this piece. The Teacher at this point can partake as a student and allow the students to become the teachers. The Teacher may still play the other corresponding examples (Fur Elise, The Simpson s Theme), as well as interlude with a fresh example (The Beatles vs. Madrigals, Led Zeppelin vs. Liszt, etc.), but must ensure that the students are doing the bulk of the cognitive work at this phase to ensure understanding and application of their connections and the concepts thus far. Who We Might Become Together Creativity 6 Connecting Word to WorldThe students are provided with their main task for this lesson. The students are arranged into groups of no more than 5 students a group. The student s task is to create a VH1-esque documentary on a song by a modern artist they like for I-Carly s next webisode. The student groups must research and validate at least 3 musically historical Creating Music (3, 4, 5) Improvisation Celebration through Performance 7 Assessing Transformation 8 Acknowledging Transformation Performing Music (1, 2) Recapitulation

5 aspects that define their chosen piece. Their choices and explanations should be submitted in written form before the second part of the project. The second part of the project involves the student groups creating a music video that effectively shows the relationships between their four aspects of musical history (including the modern song) as well as contains a brief introduction to their portion of I-Carly s webisode as well as an appropriate conclusion. The Teacher will combine the groups portions together and make them into one webisode for I-Carly. 7 Assessing Transformation Celebration Through Performance Students and Teacher watch the full webisode together, discussing the outcome and the effectiveness of the lesson. It is recommended that the Teacher considers this project as a larger grade for the class considering its magnitude, but that can be adjusted depending on the organization of the class and other external variables. 8 Acknowledging Transformation Student group are encouraged to not only present the webisode to another music appreciation class, but to perform their music video live* *This would obviously take more time and may require extra motivation, especially in a general music class Performing Music (1,2) Recapitulation

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