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Music
Appreciation
Taught by Mike Miles
10th Grade at Dolores Huerta High
daily
lesson plans
DAY
1
OBJECTIVE
Get students thinking about how music reflects world, national and local
events.
INSTRUCTIONAL
MATERIALS
A hand out which illustrates musical styles with timelines, overhead projector
which will project the same hand out, a sound system, CDs to play listening
examples.
SPECIAL
CONSIDERATIONS
Julian is diagnosed with ADHD. He is overly talkative and fidgety with
other students. His resource teacher recommends having a desk set up far
enough away from other students so that he will not bother them.
PROCEDURES
Class discussion about music's general role in our society. What do we
get out of listening to music besides just entertainment? 15 minutes
Listening
to samples of pre WWI music. 10 minutes
Teacher
gives an overview of the 4 major pre WWI musical styles (late Romantic,
Expressionist, Impressionist and Jazz) as well as the major composers.
15 minutes
Journal
Writing: Students will recount in their journals what their favorite songs
are and then will select one that they think makes some sort of socio-political
statement. They will write some of the lyrics from memory then write what
point the song is trying to make. If they are having difficulty thinking
of a song they may use one of the classroom computers to go onto I-Tunes
and listen to some samples. 15 minutes
SAMPLE
STUDENT PRODUCTS
Students' journal entries.
ASSESSMENT
Students grade for that day will be primarily on their journal entry because
they must mention the socio-political statement that a particular song
makes. They must write at least two paragraphs for full credit.
REFLECTION
Giving the overview of the musical styles may get a little dry and I may
have to solicit some opinions for discussion to keep students into it.
LITERACY
ASPECT
The students' journal writing must be checked for spelling and grammar.
Their socio-political statement must be well thought out with an introduction,
three (at least) supporting ideas and a conclusion. They will have the
option of writing a rough draft on a separate sheet of paper. Students
will take turns using one of the classroom to research WW I music on www.besmark.com/ww1b.html
DAY
6
OBJECTIVE
Students will come away with a better understanding of some of the American
music that was written during WWI including popular war tunes.
INSTRUCTIONAL
MATERIALS
Sound system with CD and tape player, CDs and tapes of WWI music, class
hand out, overhead projector with transparency of the same hand out, piano
PROCEDURES
Demonstration of blues on the piano. 10 minutes
In
a class discussion students will be asked to divulge what they know about
jazz and blues. 10 minutes
Play
listening examples of jazz and blues. 10 minutes
Teacher
gives an overview of: 1. the origins of the blues as America's first original
art form and how it first came into being (the hardships of slavery) 2.
How the blues laid the framework for modern pop music. 10 minutes
Students
will write a rough draft about a current event in which they have a strong
opinion. Something that made them feel "blue". 15 minutes
SPECIAL
CONSIDERATIONS
Having Julian (ADHD) seated away from other students has proven to be
inadequate. Since he is overactive Iım having him pass out the class handouts
and Iım also having him run the sound equipment since he is very technology
oriented.
SAMPLE
STUDENT PRODUCTS
Through the writing assignment students will be evaluated as to whether
or not they understand the original meaning behind blues music.
ASSESSMENT
The rough draft of the writing assignment will need to be completed before
the end of class but will not be graded. They must have at least a topic
sentence with supporting ideas to receive credit for turning it in.
REFLECTION
The students will come away with a deeper understanding of the hard ships
which brought about the blues.
LITERACY
ASPECT
Students will be asked to respond verbally to what they think of the listening
examples. They must formulate a complete sentence. No one word answers.
Their writing assignment will only need to have a rough draft for that
day but it will need to contain a topic sentence with supporting ideas.
Students will be referred to the dictionary for spelling questions. Students
will take turns going on to one of the 5 classroom computers. Once there
they will log onto the San Francisco Symphony web site and look up a composer
that was mentioned the previous week. www.sfsymphony.org
DAY
11
OBJECTIVE
Students will come away understanding that after WWI jazz had now become
an art form on the world stage. They will become familiar with several
jazz masters and what their distinct contributions were.
INSTRUCTIONAL
MATERIALS
DVD Player and TV, DVD of Ken Burns documentary Jazz, sound system with
CD player, CDs of Ella Fitzgerald, Tommy Dorsey and Louie Armstrong, piano,
class hand out.
PROCEDURES
Select scenes from Ken Burns documentary Jazz, 10 minutes
Overview
the some of the Jazz Masters of the first half of the 20th Century.
-
Ella Fitzgerald: a pioneer of the ³skat²
- Tommy Dorsey: popularized the big band
-Louie Armstrong: popularized the "be-bop" style, 15 minutes
Listening
examples will follow, 10 minutes
Writing
Assignment: Several other school music programs have been subject to cutbacks
by the school board.
Students
will begin a rough draft on the importance of music in the schools. As
a class we will brainstorm arguing points. Students will then begin working
on their own letters to the school board about why music should remain
in the schools. 20 minutes
SPECIAL
CONSIDERATIONS
There has been a last minute change to todayıs schedule and this class
period will be cut short. Every class activity will have to be cut short
by about five minutes. If we do not get to the last activity, it will
be assigned as homework.
SAMPLE
STUDENT PRODUCTS
Students will come away with a better understanding of differing styles
of jazz.
ASSESSMENT
Students are encouraged at the beginning of class to give feedback on
their understanding of the differing styles of jazz. Students must demonstrate
an understanding through their rough draft letters, of why they would
like to see music in the schools continue. Rough draft letters handed
in at the end of class for credit and must contain an opening statement
with at least two ideas for supporting arguments.
REFLECTION
I think the kids will really get into the school board assignment. The
Ken Burns video is very good but does get a bit dry. There is a possibility
that just 10 minutes might be too long and I will have to supplement it
with something else.
LITERACY
ASPECT
Student must craft a formal letter. They must understand that they are
addressing people in positions of authority, so their arguments must be
passionate but always respectful. They must understand who their audience
is.
Students
will log onto www.amazon.com
and research what reading materials are available on jazz musicians.
DAY
14
OBJECTIVE
Music as a tool of expression. Students will gain a better understanding
of how modern popular music has been shaped by socio-political movements.
INSTRUCTIONAL
MATERIALS
Sound system, CDs, VCR, TV, video cassette
PROCEDURES
Students will offer verbally their understanding of the civil rights and
anti-war movements of the 60's. 20 minutes
Overview
of the music of this era going back to the 50's:
-
The rock and roll music of the early 50's.
- The British invasion of the mid 60's (The Beetles)
- The music of the civil rights.
- The music of the anti-war movement.
- The music of Mo-Town Listening examples will accompany,
20 minutes
Student
will come up with at least 6 interview questions to take home. There they
will have one week to interview and older relative about their experiences
in the 60's and what music they remember from that era. 15 minutes
SPECIAL
CONSIDERATIONS
Julian (ADHD) will be given a cue sheet, which outlines all the selections
that I want to have played. It will be his responsibility to have every
listening example cue up and ready to go. Having Julian run the technology
aspect of class has proven very effective in managing his ADHD.
SAMPLE
STUDENT PRODUCTS
Students will come away with a better understanding of the music of that
time period. Their interview questions will reflect an understanding of
the issues of the 60's.
ASSESSMENT
Students
will have to come up with at least 6 questions pertaining to music and
political issues of the 60's. There will be sample questions for them
to model on however they must come up with their own well-reasoned questions.
They must first be turned in for credit. Then they will be allowed to
take them home for their interviews. They must also record their relatives'
answers.
REFLECTION
The opening class discussion will probably not last for the full 20 minutes.
I may include a clip from the NBC show American Dreams, which deals with
exactly what Iım talking about and tends to contain quite a lot of music
from that time period.
LITERACY
ASPECT
Students have to formulate intelligent and understandable interview questions.
They will also need to record their intervieweeıs responses, although
spelling and grammar will not count against their grade since they probably
will be writing quickly. Students will research WW I songs on www.militarysheetmusic.com
DAY 17
OBJECTIVE
Students will continue familiarizing themselves with the piano keyboard
and the Garage Band software music recording program.
INSTRUCTIONAL
MATERIALS
We will be in the computer midi lab where each student will have access
to a computer and an electric keyboard.
PROCEDURES
Teacher will demonstrate and review the various functions of Garage
Band. 15 minutes
Students
will then proceed to explore and play around with the program themselves.
10 minutes
We
will then move to the piano and begin some simple scale pattern and chord
progressions. Teacher will model and the students will then practice with
headphones on. The students will also learn the three chord blues pattern.
15 minutes
Students
will begin typing the final draft of their letters to the school board
using Microsoft word. Those who finish early will read their letters aloud
to the class. 15 minutes
SPECIAL
CONSIDERATIONS
Two students (Will and Jack) got into a fight after school the previous
day. They will be separated on each side of the class and watched carefully.
ASSESSMENT
Students will be given 5 points of credit for working independently on
the computer as well as the piano keyboard. Those not working will have
points reduced accordingly. Their letters will be letter graded holistically
taking into consideration, length (at least three quarters of a page)
voice, and organization of ideas.
SAMPLE
STUDENT PRODUCTS
Students will have some working knowledge of Garage Band and how
to play some scales and chords.
REFLECTION
With many students being naturally computer literate I believe they will
pick up Garage Band very quickly. Students will probably help other
students who are stuck. The piano will probably require more prodding
on my part, as it can be very challenging at first. Constant encouragement
will be needed.
LITERACY
ASPECT
Students were required to finalize and type their letter to the school
board. This is their opportunity to methodically argue a point on a very
important issue. They must sound intelligent and respectful in their letters
to the school board. These letters will in fact be mailed off and they
may even be asked to read them aloud in person to the school board.
Students
will go to www.nfo.net/usa/ww1.html
to research original WWI songs and other memorabilia.
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