Introduction Students will define the word rhythm and use it to play a rhythm game. Bellwork sheet; Music Introduction Handout; Phrase Finish: Wake Up and A: Smell the Coffee Go over the basics of this unit, outlining what will be due and when. Highlight the big projects they will be doing, and what will need to be done in-class versus outside-ofclass. Hand out Music Unit Introduction sheet. Read together as a class. They should fill in their definitions for the words music and genre. Hand out the Vocabulary sheets. Have students fold them in half and then glue each half down to a piece of construction paper. Have them cut apart each tab. Provide the definition for rhythm and have them write it under the correct tab. Play the Snap, Snap game. Students should arrange chairs in a circle. Work to get the beat going: pat, pat, clap, clap, snap, snap. One student will be selected to start and when it comes to the snap, snap part, he must say his name and then that of another student. That student then does the same thing, by saying their name and another name at the appropriate time. Play continues until someone messes up the rhythm. Instead of names, try using numbers, vegetables or fruit, etc. Rhythm - the pattern of regular or irregular pulses caused in music by strong and weak beats
Exploring Rhythm and Syllabication Math Students will define the words rhythm, beat, and measure. Students will compare syllables in poetry with beats in music. Bellwork Sheets, toy piano, copies of poems, scratch paper, If I ve Got Rhythm Wksht. A: Hurt Your Eyes Letter Getter: You Shouldn t look directly at the sun because it might H Y E Have students define the musical term round. Can they name any examples of songs sung in round? [Hopefully someone comes up with Row, Row, Your Boat. If not, start humming it. Write the definition under the correct flap on the vocab sheet. Also write definition for the word beat. Have students write the words to Row, Row Your Boat, one word per line. Hand out I ve Got Rhythm back side. Next to the word, have them write the number of syllables in the word. Then, as a class, clap the song. Then, hum the song. Finally, sing the song, then sing it in round. See if they can explain why it works, to sing it in round. [Look at the syllabication. Group 1 sings 5 beats, then goes on to sing 5 more.] Discuss what music and poetry have in common. [Many poems are turned into songs. Themes. Emotions.] Hand out simple poems. Have students mark the words for # of syllables. Then, they should create a syllable list: Words that have 1, 2, 3, or 4 syllables. Flip over If I ve Got Rhythm Wksht. Point out how the number of syllables is similar to notes: 1 syllable = quarter notes; 2 syllables = 2 eighth notes; 3 syllables = 4 sixteenth notes]. Go back and look at the different syllables in Row Your Boat [i.e. merrily] and discuss how it still works within the framework of the song because the tempo is different. Allow students time to begin working on their rounds. They may work in groups of 2-4. No solos and no quintets! It is a good idea at this time to brainstorm key words for the main subject of the "Rounds". Such as the following: animals, holidays, nature, objects (both animate and inanimate), people, dates, events, foods, etc.) Round a short, rhythmical song in which several voices at equally spaced intervals of time Beat standard of measure in musical time; one beat lasts until the next begins
Investigating Rounds as a Musical Form Students will define and create original lyrics for a round. Bellwork sheets; scratch paper, music staff paper, ideas from yesterday Wordle: A: Crossroads Select one of the other rounds they came up with when brainstorming yesterday, such as Three Blind Mice. Sing it, paying special attention to how the syllables of the words mesh with the beats of the song, especially where the new groups start in on the round. Add the definitions for the words tempo and pitch to the vocab tabs. Hand out their work from yesterday to review their syllables and beats, as well as ideas they came up with yesterday. Stress the importance of using a variety of syllables, because you want a variety of beats in a song. In reality, they are composing a text that uses eighths, sixteenths, syncopated, and combination rhythms in their sentence structure. Allow the majority of the class time to work on creating their rounds. Be sure to circulate among groups to see how they are coming, to ensure appropriateness of their music, make sure they are using variety, and offer suggestions. Groups should present their rounds to the class and attempt to teach the rest of the class their round. Be sure they can explain how the syllables and beats tie together in their song, to ensure understanding of rhythm. Develop 5 questions to ask our musical guest speaker on Monday. Tempo characteristic rate, rhythm, or pattern in music Pitch the degree of height or depth to a tone or sound
Guest Speaker Monday, 15 September 2008 1 Day Students will use their 5 prepared questions to ask a guest speaker in order to learn one new thing about the music industry. Bellwork sheet; prepared index cards with 5 questions; music supplies form guest speaker Jeopardy: In cheese making, first the proteins in the milk are turned into solid lumps called these. A: What are curds? Add the definitions for the words crescendo and diminuendo to the vocab tabs. Introduce the guest speaker Guest speaker will bring in music instruments: maracas, snare drums, saxophone, and keyboard, showing how to play them. Focus also on different beat pattern from keyboard waltz, rumba, polka, and how they tie in with a time signature. Discuss music industry. Students will ask some of the 5 questions they each have prepared. Crescendo gradual, steady increase of sound or force Diminuendo - gradual steady decrease of sound or force
Notation Part 1 Students will learn the numerical representations of notes in order to complete musical math problems. Bellwork sheet; Here s What Counts Wksht; Start to Finish Wksht Commonym: A cell, a comet, an atom A: A nucleus Add the definitions for the word time signature and measure to the vocab tabs. Draw a whole note, half note, and quarter note on the board. See if they students know what these represent. Tie this back to the activity with syllables showing how a 1-syllable word would be like a whole note, etc. Complete a musical measure together, showing how the time signature shows that there must be 4 beats in that measure. Have students complete the measure by drawing in new notes. Have different groups show their representation, but don t let them repeat the same one. Students should work to complete the two worksheets on their own, continuing to fill in notes that show the number of beats per measure. Time Signature two numbers at the beginning of the staff; top number tells how many beat per measure; bottom number tells which notes gets one count Measure - Part of a staff set off by bar lines Meter Basic grouping of beats
Notation Part 2 Students will learn the letter representations of notes in order to create word problems and new mnemonic devices. Bellwork sheet; Treble Speller Wksht; Back to the Bass-ics Wksht Phrase Finish: Snips, Snails A: and puppy dog tails. Add the definitions for the words bass clef, treble clef, staff, and bar lines to the vocab tabs. Draw a musical staff on the board [one for treble, one for bass]. See if students can name the letters for the lines and spaces of each clef. Draw a series of notes on the board that spell a word. See if students can figure out the word, then have them create 3-5 word problems of their own. Trade with another group. Students should complete the two worksheets on their own, continuing to spell words with the letters of the treble and bass clefs. Encourage them to create their own mnemonic devices instead of All Cows Eat Grass, etc. Encourage creativity!!! Vocab Tabs Rubric = 6 = All are completed, written legibly, and neat coloring added 3 = All are completed, some difficult to read 5 = All are completed, written legibly, and color added 2 = All are completed; writing is sloppy Staff five parallel, equidistant lines with spaces in between Bass Clef the lower notes; line notes = GBDFA; spaces = ACEG Treble Clef - the higher notes; line notes = EGBDF; spaces = FACE Bar Lines vertical lines placed in a staff to mark off measures 4 = All are completed and written legibly 1 = Some incomplete
Music Folder Research Students will research a musical artist to find information about their career and their musical genre. Bellwork sheet; research materials; computer paper; glue Letter Getter: I always try to get rid of my hiccups the same way each time. I H M B A: Hold My Breath. Wordle: A: Broken Promise Add the definitions for any remaining words on the vocab tabs Review the requirements for the music folder again. Allow students time to research their genre and/or chosen artist. It is helpful to allow the students to work in groups, based on their genre. Groups of 3-5 students work best for this activity. Allow them to pick, or assign them to, a genre. Direct them to look back at the Music Unit sheet. The back has a variety of musical artists. They should pick one from these lists [or another you have approved of]. Show students what resources are available in the classroom internet, books, Wikipedia articles, music folders, etc. Allow them time to browse and peruse these resources. Ask for any questions regarding their folders. Students should work independently for these two days, getting background information which they will then share with others next week. Hand out music CDs they will be listening to. Explain they will be having quizzes to see whether they have learned to identify the music. They will be responsible for providing the title of the song, the artist singing/playing [for opera the composer], and the genre of music. Provide a date for their first music quiz.
A Musical Proposal Students will use a business letter format to write a persuasive letter trying to get their design for a memorial to be built for their artist or genre. Bellwork sheet; lined paper; computer paper; business letter example Wksht; computers; business envelopes; graph paper Jeopardy: In Zuni myth, a katchina named Paiyatemu attracted these colorfully winged creatures when she played the flute. A: What are butterflies? Review directions for the Music Memorial Proposal from instruction sheet. Mini-Lesson: Business Letters See what they remember from language arts as distinctives of business letters [all lined up at margin, skip line between paragraphs, return address & business address included, colon after Dear :, etc] Hand out sample business letter example for students to use as an example. Allow some students access to the computer to type their letters. All else should use the lined paper to write it. Computers may also be used to look up information regarding costs of building materials to include in their letters. Graph paper or computer paper may be used for the sketch of their memorial design. Also, model how to address an envelope where the return address, mailing address, and stamp go. Have students draw a stamp in the correct place or have stickers available for them to use. Review the rubric so all students know the expectations for grading. Set a specific date for the completion of this part of the folder. Especially if you plan on selecting one of the memorial designs, per genre, to actually be constructed out of clay or as a sand sculpture. When completed letters should be placed in un-sealed envelope. The envelope should be glued down to the appropriate page in the folder. Use the rubric to score the completed letter and design. Memorial Option 1: Allow any students who desire to actually sculpt or somehow otherwise
create their memorial. This could be as an extra credit element of their folder. Memorial Option 2: Read the letters and select the best from each of the 6 genre. The whole group would then be responsible for using the clay or other materials to sculpt the memorial. 6 = Correct business letter/ envelope format + stamp! Highly persuasive Very clear defense of costs, materials and design Very detailed sketch & original design 3 = Attempt at business letter format Lack of persuasive language Defense of costs, materials or design [2 of 3] Sketch, but design lack originality 5 = Correct business letter/ envelope format Very persuasive Clear defense of costs, materials, and design Detailed sketch & original design 2 = Did not use business letter format Not persuasive Defense of costs, materials, or design [1 of 3] Hurried sketch lacks detail and originality 4 = Correct business letter format Persuasive to some degree Included defense of costs, materials, and design Sketch and original design 1 = Did not use business letter format Did not defend cost, materials or design Did not include sketch Business Letter
Quick Notes Biography Students will be use a 4-square catcher to collect notes about the vitals, family, musical sound, and musical career of their chosen artist. Bellwork sheet; computer paper; Wikipedia articles or computer access; colored pencils; library resource books or encyclopedias Commonym: A deli, the navy, an absent teacher A: They all have subs. Review the directions for the Quick Notes Biography portion of the folder project. Create the 4-square catcher by folding a piece of computer paper at a diagonal. Cut or tear off the remainder rectangle at bottom of paper. Open the square and fold in the opposite direction. Open. Now fold each corner in to meet at the middle of the folded X in the middle of the square. Mini-Lesson: Biography What is a biography? How is different from an autobiography? What sort of information would be important to include in research about a musical artist? Let the students brainstorm for a while. Write their ideas on the board using a web format. Try to group according to the categories you have already created [Vitals, family, career, music sound]. On their own paper, they should sue the colored pencils to circle each idea, using a color-coding strategy they create [blue = vitals, etc.] Label the 4 flaps: Vitals, Family, Music Career, Music Sound. Hand out the music folders for each genre, with Wikipedia articles included. Allow students time to collect and research information for each tab on their 4-square catcher. Review the guidelines for grading. Assign a specific due date for this part of the assignment, as they will need to use some of this information for their CD cases, as well as sharing with the other students. Encourage students to decorate their 4-square catcher with a picture for each tab to represent their 4 topics. When the 4-square catcher is completed it should be glued down to the Quick Notes Biography page in the folder.
6 = Exceptional amount of detail Well-beyond basic facts Well-researched Decorated and legible 3 = Most facts are common knowledge Shows minimal research Legible but not decorated 5 = Great amount of detail Well-researched and beyond basic facts Decorated and legible 2 = Common knowledge facts show lack of research Not decorated; sloppy writing 4 = Some detail, but much is common knowledge Decorated and legible 1 = Incomplete Biography -
Comparative Timeline Students will create a comparative timeline reflecting events that happened in science, religion, art, literature, and history at the same time as their selected artist was alive. Bellwork sheet; computers with internet access; Comparative Timeline sheet Phrase Finish: Signed, Sealed, A: Delivered Review instructions for creating the comparative timeline from the instructions sheet. Mini-Lesson: Timelines and T-chart What is the purpose of a timeline as a graphic organizer? What is the purpose of a t- chart as a graphic organizer? Explain how this is a combination of both those methods of organizing information. Hand out the ¼ page timeline Bellwork. Have students place the date in the appropriate spot. Review together. Brainstorm areas of interest from history: music, art, politics, architecture, science, religion, literature, etc. Using the information they obtained for their 4-square catcher, they should write the date of their person s birth in the top oval and the year of their death in the bottom oval. [If not deceased, leave it blank.] Students should research to gather information about other events that happened while their musical artist was alive. Wikipedia is a good source. Type in a year and it will provide information about what happened during that year. Students should continue working to gather and write information down for their timeline. Encourage them to gather dates from a variety of historical backgrounds. Explain that the dates on either side do not have to be the same [for example if he married in 1862, you don t have to find something from history for exactly 1862]. You just need to find events that happened BETWEEN the birth and death dates. Go over the rubric for grading.
6 = Historical info from at least 5 categories 10+ points Very legible and clear 3 = Historical info from only two categories 5 7 points Legible and clear 5 = Historical info form at least 4 categories 9 points Legible and clear 2 = No variety in historical info 3 5 points Hard to read 4 = Historical info from at least 3 categories 8 points Legible and clear 1 = No variety in historical info Less than 3 points Hard to read Timeline T-Chart Graphic Organizer
CD Case Students will create a CD case for their chosen artist or genre with a picture reflective of he artist/music and a playlist reflective of hits for that artist or genre. Bellwork sheet; CD Jewel cases [optional]; computer paper; colored pencils; computer; research material Letter Getter: My cat s back is arched and her fur is standing straight up. I think she J S A D. A: Just Saw A Dog. Mini-Lesson: Titles Review what gets capitalized in a title. Words like the or and do not when appearing in the middle of a title. Practice with these titles: Gone with the Wind; The Sound of Music; The Music Man; Snow White and the Seven Dwarves Discuss the use of underlining and quotation marks in titles. How would I show it is an album/cd title? Underline How would I show it is a song title? Quotation marks. The bigger items [books, movies, newspapers, CDs] always get underlined while the smaller item [chapter, scene, article, song, poem] always gets put in quotation marks. Practice with these titles: The Collected Poems of Robert Frost; The Road Not Taken ; Madame Butterfly; O Soave Fanciulla ; The White Album; All You Need is Love Review the directions for the CD case from the instructions sheet. Use computer paper. With paper in landscape direction, fold the top down about an inch. Repeat with the other side, creating a sort of pocket. Now fold in half, like a jacket cover. Explain that this is what they will use for their CD case. In the end, they will glue it down to the correct page in their music folder. Fold a second piece of computer paper in half, landscape direction. Tear in half. Trim one inch off the right edge. Fold in half, in the same manner as the CD case. Explain that this is what they will use as the CD case insert. Bring in several music CDs so they can look at the format. They can choose to create a CD for their musical artist or for their musical genre. Students will work to create their own music CD cases. The cover of the case should have artwork that is reflective of their musical artist or genre. The CD insert cover should have the same artwork as the cover. The first page inside should have a playlist of songs on the CD. [A normal CD has between 10 and 15 songs
usually.] These can be greatest hits, or ones the student likes from that artist or genre. [The Wikipedia articles contain lists and information regarding songs.] Another piece of computer paper can be used to cut out a circle in the size of a CD. Artwork on a CD is usually different from that on the cover. Have them look at some of the examples for ideas of what goes on the CD. Other information that should go in the jacket could be mini biographies of the artists on the CD, a mini-history of the genre on the CD, etc. Students should continue working on the CD cases. Encourage students to actually create a CD of music at home. The CD case will be glued down to the appropriate page in the music folder. The insert slips between the folds. The cut out CD will be glued down to the right side of the case [or a real created CD can also be slipped between the folds on the right side. Review grading requirements from rubric. 6 = Original artwork on cover Lots of in-depth info in jacket Created actual CD 3 = Non-original artwork Some info on jacket but not indepth Decorated a simulated CD 5 = Original artwork on cover Lots of in-depth info in jacket Decorated a simulated CD 2 = Non-original artwork Info on jacket is common knowledge Included a CD 4 = Non-original artwork or hurried original on cover In-depth info in jacket Decorated a simulated CD 1 = Incomplete
Genre Comparison Students will discuss and share researched information regarding their music genre in order to fill in a pie-chart organizer that compares and contrasts 3 musical genre. Bellwork sheet; Genre Comparison paper [on back of CD Case paper]; colored pencils; research materials, computers Wordle: A: Scottish highlands Go over directions for creating the Genre Comparison and Genre essay from the instructions sheet. Switch groups up so they are no longer sitting next to the people form their own genre. Go over a 5-paragraph essay format and the purpose of the pie-chart as a comparison organizer. Discuss how songs can often be changed slightly and then fit in a new genre. Use Pachelbel s Canon in D as an example. Access YouTube and bring up the video of Jerry C playing Canon Rock. Then, access the techno version and rap versions from YouTube. Discuss what made them similar and different. Also use examples such as the collaboration between Aerosmith [classic rock] and Run DMC [original rap group] on a song like Walk This Way or Shania Twain s whole Up! CD as an example of an artist deliberately changing her style [she produced it 3 ways: county version, pop version, and Indian/mystic version]. Discuss the term crossover and why someone would opt to do this. Have students within their new groups speak for 3-5 minutes, describing what they have learned about the genre so far. Think about things such as instruments, tempo, history, and artists. Students should talk together as they work to complete the genre comparison, bouncing ideas off each other and talking about their various genres. Encourage them to look beyond just the obvious comparisons, and think deeper, outside the box. Students should work to complete their genre comparison pie-charts. Go over rubric expectations.
6 = Definitely thinking beyond the basics to find comparisons in instruments, sounds, and history Very neat 3 = Highlights basic points of comparison in a couple of areas is hurried 5 = Thinking beyond the basics to find comparisons in instruments, sounds, and history Very neat 2 = Only gives basic points of comparison is hurried and hard to read 4 = Thinking beyond the basics to find many points of comparison Neat 1 = Gives two or less basic points of comparison Hard to read They should also work individually to complete their 5-pararaph genre essays. Go over rubric expectations. 6 = 5 paragraphs, well-organized Great analysis in conclusion Extensive varie-ty of facts and details prove strong knowl-edge base 3 = 5 paragraphs, some organization Minimal analysis in conclusion Some facts and details to support text 5 = 5 paragraphs, well-organized Good analysis in conclusion Strong knowledge base supported by facts and details 2 = 5 paragraphs, organization confusing No analysis in conclusion Few fats and details to support text 4 = 5 paragraphs, well-organized Analysis included in conclusion Text is supported with facts and details 1 = Less than 5 paragraphs Crossover
Genre Squares Students will think outside the box and use word play to create a visual representation for each genre of music. Bellwork sheet; genre square sheet; colored pencils; computers; research materials Jeopardy: Spinach and this crumbly Greek cheese make great toppings for a pizza. A: Feta Introduce the Genre Squares Activity from the instructions sheet. Show them the model examples. Brainstorm some ideas together of items or songs or artists that could be taken a different way, with a different meaning. Use a web format to take notes on the board of their suggestions keeping items grouped by genre: other subgroups of a music genre [bluegrass, folk, pop, metal, hip hop, etc.] Encourage them to think outside the box. They should work together to create ideas- and then draw them in the respective boxes. Allow them access to computers and research materials in order to provide realistic representations. When completed, left side of paper should be folded over and glue placed on inside of fold. This should be hooked over the edge of the vocab tabs sheet. 6 = Excellent use of creativity on multiple points Extreme attention to detail and representation Picture and words 3 = Used familiar or obvious representations Some attention to detail, but work appears hurried Picture and words 5 = Good use of creativity on multiple points Good attention to detail and representation Picture and words 2 = Used familiar or obvious representations Some attention to detail, but work appears hurried Picture but no words 4 = Creativity shown on majority Attention to detail and representation Picture and words 1 = Work appears sloppy and hurried Minimal thought for original representations AND / OR Incomplete
Creating a New Instrument After investigating the sounds of their musical genre, students will create a blueprint for a new musical instrument whose sound would add to the style of their genre. Bellwork sheet; New musical Instrument sheet; colored pencils, computer access, musical instruments handouts. Commonym: A dented car, the 1930s, and a grieving person A: They all have depressions. Hand out the musical instruments sheets. Discuss the various classifications of instruments [brass, percussion, etc.] and what makes them fit in that category. Play a little quiz game to see if kids can name the classification of instrument when you hold up a picture of one. Bring in instruments for examples. Access YouTube and bring up a video of the water flute. Listen to the sound t makes in playing a song such as Pacehlbel s Canon. Go to www.oddmusic.com website. Look at some of the musical instruments that have been created. Discuss what sounds they make, what causes them to make those sounds. What type of instrument would it be classified as? [percussion, brass, etc.] Allow students to look through the website a few at a time, adding to their ideas. Students should then create a blueprint for their new musical instrument. They should also investigate the prices of similar instruments. The New Musical Instrument should be folded like a brochure and glued down to right flap of folder. Go over the rubric expectations. 6 = Accurate, easy-to-read drawing with labels of main parts Highly creative name and/or design Clearly complements musical genre Reflects detail-ed research into similar designs 5 = Provided accurate drawing with labels that included main parts Creative name and/or design Complements musical genre Reflects research into similar designs 4 = Provided accurate drawing with some labels Creative name and/or design Complements musical genre Reflects minimal research into similar designs
3 = Drawing is accurate but not labeled Limited creativity to make original design Hard to see how instrument fits musical genre Little research into similar designs 2 = Drawing is hurried and inaccurate; no labels Not very original in design Hard to see how instrument fits musical genre. Little or no research into similar designs 1 = Incomplete Percussion Wind Brass
Students will create a Music Folder using researched information on a genre and artists to provide a biography, genre comparisons, a proposed memorial, and new instrument. Bellwork sheet; all sheets for folder; glue, colored pencils; research materials, computers Phrase Finish: Me, Myself, and A: I Ask if there are any questions as they begin their final stages of completion in this unit. Go over rubric one last time, making sure they understand what it takes to achieve the grade they want.. Allow students to work at their own pace on what they have not yet completed over the next several days. Remind them of the due date. Students should complete folders and turn them in by the due date. Encourage them to decorate the cover of their folders.
Analyzing a Musical Piece Students will be introduced to the 6 phases of the Dig Simulation. Bellwork sheet; all sheets for folder; glue, colored pencils; research materials, computers Letter Getter: If you could have 10 nickels or 5 quarters, which W Y C A: Would You Choose Read the introduction together: There is much more that goes into a song than just writing some notes down on a piece of paper and then plunking them out on a musical instrument. The artist s background and the times they live in often have a great deal of influence over what type of music an artist creates the sound of the song, as well as the words of the song. So, let s look a bit closer at our pieces of music. Peek through the window to find out what was going on behind the scenes. Re-create the shape of this grid on the back of the sheet. Listen to your music selection and answer the questions on the back. There are a variety of ways to run this activity. You may wish to allow them to choose the song they listen to. You may allow them to choose one of the selections from their genre that is on the music CD they have been studying. You may choose to assign certain songs that have definite social/political undertones. Choose which way you will present the activity and arrange students accordingly. It would also be beneficial to do this activity as a whole class with a given song and then allow students to repeat the activity independently with their own songs. Listen to the song together. Display lyrics on the overhead or hand out copies to help them listen to the song better. Work together to complete the boxes for music, lyrics, the artist s history, social context, and stance. Students should listen to their songs. They may wish to partner up to complete the 5 boxes in analyzing their piece of music. Students should complete the 5 boxes: music, lyrics, artist s history, societal context, and stance. Societal context
Musicians Card Game Students will use their knowledge of a musical artist to create 4 cards for a Musicians card game. Bellwork sheet; all sheets for folder; glue, colored pencils; research materials, computers Wordle: A: Underwater Have students write down 5 interesting facts they have learned form this unit about their musical artist or their genre. Describe the original Authors card game. There is a picture of each artist in the center of the card. 4 of their most famous pieces have been picked to include in the game. The name of one of their works is written at the top of the card [above the picture] while the other three works are written at the bottom of the card below the picture. Explain that they will be doing the same process, only this time with musical composers or singers. Students should pick their musical artist. Then, they should determine 4 of their most famous songs [or works, in the case of operas]. Make a list on their note card, along with their 5 facts. Students should either draw or cut and paste a picture of their artist in the center of each of their 4 cards. Arrange the title of their works so that there is one at the top of the card and 3 at the bottom [the one at top should be different on each card]. Then, play the game. Play in groups of 4 or less. Dealer deals 4 cards to each student. They ask for a card to go along with one they have in their hand. If the student has it, they must hand it over. If they don t, the student draws form the pile. If they get what they asked for, the student goes again. If the don t, play passes to the next student. When all 4 cards for an artist have been collected, the student lays them down as a completed aria. Play continues in his manner until all cards from draw pile have been taken and no more matches can be made. The winner is the student with the most completed arias.
Alternative: Create a game of Taboo with musical terms and musicians. In taboo, the word at the top of the card is what you are trying to get your partner/group to guess. The other words on the card are taboo you can not say them in trying to get your partners to guess the mystery word. You earn a point for each word/card you get your partners to guess correctly.
Creating the Soundtrack of Your Life Students will analyze the pull of emotions in songs. Students will create a personal timeline that relates events of their life with songs. Bellwork sheet; butcher paper or poster board; markers; stencils; colored pencils; white paper; jewel cases Jeopardy: It s the only state that touches 3 of the Great Lakes A: Michigan Ask kids what songs they remember from their past. For example, can they remember a song their mom used to sing to them before bed? A song that always played during warm-ups for a sport they were in? A song they danced to for the first time with their boy/girlfriend? What makes the song so memorable? Hand out the Life s a Song worksheet. Discuss and read through the directions and activities together. Explain that they will be creating a timeline of their lives. It should go AT LEAST from birth to the present day. Challenge them to think ahead to future events that might be coming in the future graduation, marriage, kids, jobs, first car, etc. Explain that songs they use for their timeline may be actual [songs that they really listened to or sang at that time of their lives Ex: Hush Little Baby when they were born] or they may be representative [songs whose words or meaning signify the event or the time Ex. Dr., Dr., give me the news because they want to grow up and be a doctor or Hotel California for the vacation they took to Cali in 5 th grade.] They may choose to do this either as an actual timeline, or as a CD cover with the songs listed on the back and a representative cover. Allow students time over the two days to work on and complete this project. Consider having students find the artists and lyrics for each song, especially if they have chosen the CD cover activity. Extra credit for actually creating a CD with the songs on it? Students will be asked to present their project for the class to see and/or hear.
Brain Play Students will be use the knowledge from their research to play a music game. Bellwork sheet; Encore game Circle of Knowledge: A: States Bring in Encore game from home. Discuss what the word means. Discuss directions for playing the game. o Students will be divided into two teams. o They must win a round in each color to be able to win. o Team in control selects a color. The opposing team reads the word aloud. Play then begins, with Team one singing at least 8 words of any song that contains that word. o Play passes to opposing team who must do the same. o Play continues in this manner until a team can no longer think of a song containing that word. The winner is the team that completes and wins a competition at each color. Teacher should be the MC for the game. Play as many rounds as time allows. No Homework End of Unit Encore -