HERRING, MICHELLE L. CULTURALLY RELEVANT PEDAGOGY IN THE MIDDLE SCHOOL CHORAL CLASSROOM FLORIDA MUSIC EDUCATORS ASSOCIATION CONFERENCE JANUARY, 2015 Listening/Improvisation/Composition Sample Lesson CRP Lesson Series Lesson #1 Objective: Students will listen to and watch Walk Off the Earth’s “Somebody I Used to Know,” and apply ostinati using body percussion to accompany “Somebody I Used to Know.” National Standards applied in this lesson: Standard 2: Performing on instruments, alone and with others, a varied repertoire of music Standard 3: Improvising melodies, variations, and accompaniments Standard 4: Composing and arranging music within specified guidelines Standard 6: Listening to, analyzing, and describing music Standard 7: Evaluating music and music performances NEW CORE STANDARDS: CREATING STRAND: Imagine: Generate musical ideas for various purposes and contexts Plan and Make: Select and develop musical ideas for defined purposes and contexts. Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. Present: Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality. CONNECTING STRAND: Connect #10: Synthesize and relate knowledge and personal experiences to make music. Connect #11: Relate musical ideas and works with varied context to deepen understanding. Materials: Authentic video of “Somebody I Used to Know” https://www.youtube.com/watch? v=d9NF2edxy-M&feature=relmfu Handout containing the text to the song. (see Attachment A) Listening guide (see Attachment B) Procedures: Students will: 1. Receive text handout (Attachment A) and Listening Guide (Attachment B).
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HERRING, MICHELLE L.CULTURALLY RELEVANT PEDAGOGY IN THE MIDDLE SCHOOL CHORAL CLASSROOM
FLORIDA MUSIC EDUCATORS ASSOCIATION CONFERENCEJANUARY, 2015
Listening/Improvisation/Composition Sample Lesson
CRP Lesson Series Lesson #1
Objective: Students will listen to and watch Walk Off the Earth’s “Somebody I Used to Know,” and apply ostinati using body
percussion to accompany “Somebody I Used to Know.”
National Standards applied in this lesson:
Standard 2: Performing on instruments, alone and with others, a varied repertoire of music
Standard 3: Improvising melodies, variations, and accompaniments
Standard 4: Composing and arranging music within specified guidelines
Standard 6: Listening to, analyzing, and describing music
Standard 7: Evaluating music and music performances
NEW CORE STANDARDS:
CREATING STRAND:
Imagine: Generate musical ideas for various purposes and contexts
Plan and Make: Select and develop musical ideas for defined purposes and contexts.
Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate
criteria.
Present: Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
CONNECTING STRAND:
Connect #10: Synthesize and relate knowledge and personal experiences to make music.
Connect #11: Relate musical ideas and works with varied context to deepen understanding.
Materials:
Authentic video of “Somebody I Used to Know” https://www.youtube.com/watch?v=d9NF2edxy-M&feature=relmfu
Handout containing the text to the song. (see Attachment A)
Listening guide (see Attachment B)
Procedures: Students will:
1. Receive text handout (Attachment A) and Listening Guide (Attachment B).
2. Listen to recording of “Somebody I Used to Know,” while following along with the text (Cultural Competence, Academic
Success). Note: It is important that students hear the video prior to watching so the quality of improvised instruments can be
heard.
3. Complete the Listening Guide and discuss answers with the class (Academic Success).
4. Watch the YouTube video so students can check their answers on the Listening Guide (Academic Success).
5. Answer the following questions: (Cultural Competence, Academic Success)
a. In what ways did the musicians utilize the guitar?
a. What are some of the different patterns you heard played on the guitar? Did some repeat throughout the entire
song? (Teacher: “Rhythmic or melodic patterns that repeat in a cycle during a song are called ostinato(i).”)
b. What are some different ways you can use your bodies to create and ostinato (body percussion)?
6. Watch the body percussion video by THUD. http://www.youtube.com/watch?
Objective: Students will create and apply ostinati on improvised instruments to the traditional South African song, “Siyahamba.”
National Standards applied in this lesson:
Standard 2: Performing on instruments, alone and with others, a varied repertoire of music
Standard 3: Improvising melodies, variations, and accompaniments
Standard 4: Composing and arranging music within specified guidelines
Standard 5: Reading and notating music
NEW CORE STANDARDS:
CREATING STRAND:
Imagine: Generate musical ideas for various purposes and contexts
Plan and Make: Select and develop musical ideas for defined purposes and contexts.
Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate
criteria.
Present: Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
PERFORMING STRAND:
Analyze: Analyze the structure and context of varied musical works and their implications for performance. Interpret: Develop personal interpretations that consider creators’ intent Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble performances, individually or in
collaboration with others.
Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate
to the audience and context
RESPONDING STRAND:
Analyze: Analyze how the structure and context of varied musical works inform the response.
Interpret: Support interpretations of musical works that reflect creators’/performers’ expressive intent.
Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established
criteria.
CONNECTING STRAND:
Connect #10: Synthesize and relate knowledge and personal experiences to make music.
Connect #11: Relate musical ideas and works with varied context to deepen understanding.
Materials:
Handout containing background information on “Siyahamba” (see Attachment A)
Authentic recording of “Siyahamba” Choral Concert: Tapiola Choir - Tormis, V. /Asheim, N.H. / Busto, J. / Debussy, C. /
Mellnas, A. / Kortekangas, O. / Kostiainen, P. (Rainbow Sounds), Ondine Records, 1996
Handout containing the sheet music to the song. (see Attachment B)
Video of improvised instrument performance by THUD http://www.youtube.com/watch?v=gq6H5GBNKP0
Video of how to make homemade instruments http://www.youtube.com/watch?
HERRING, MICHELLE L.CULTURALLY RELEVANT PEDAGOGY IN THE MIDDLE SCHOOL CHORAL CLASSROOM
FLORIDA MUSIC EDUCATORS ASSOCIATION CONFERENCEJANUARY, 2015
HERRING, MICHELLE L.CULTURALLY RELEVANT PEDAGOGY IN THE MIDDLE SCHOOL CHORAL CLASSROOM
FLORIDA MUSIC EDUCATORS ASSOCIATION CONFERENCEJANUARY, 2015
Composition/Performance Sample Lesson
CRP Lesson Series Lesson #3
Objective: Students will create an ostinato composition using improvised instruments or body percussion based on a photo to perform
in a community concert.
National Standards applied in this lesson:
Standard 1: Singing, alone and with others, a varied repertoire of music
Standard 2: Performing on instruments, alone and with others, a varied repertoire of
music
Standard 3: Improvising melodies, variations, and accompaniments
Standard 4: Composing and arranging music within specified guidelines
Standard 9: Understanding music in relation to history and culture
NEW CORE STANDARDS:
CREATING STRAND:
Imagine: Generate musical ideas for various purposes and contexts
Plan and Make: Select and develop musical ideas for defined purposes and contexts.
Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate
criteria.
Present: Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
PERFORMING STRAND:
Select: Select varied musical works to present based on interest, knowledge, technical skill, and context.
Analyze: Analyze the structure and context of varied musical works and their implications for performance. Interpret: Develop personal interpretations that consider creators’ intent Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble performances, individually or in
collaboration with others.
Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate
to the audience and context
RESPONDING STRAND:
Select: Choose music appropriate for a specific purpose or context.
Analyze: Analyze how the structure and context of varied musical works inform the response.
Interpret: Support interpretations of musical works that reflect creators’/performers’ expressive intent.
Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established
criteria.
CONNECTING STRAND:
Connect #10: Synthesize and relate knowledge and personal experiences to make music.
Connect #11: Relate musical ideas and works with varied context to deepen understanding.
HERRING, MICHELLE L.CULTURALLY RELEVANT PEDAGOGY IN THE MIDDLE SCHOOL CHORAL CLASSROOM
FLORIDA MUSIC EDUCATORS ASSOCIATION CONFERENCEJANUARY, 2015
Materials:
Photo of urban street singers (see Attachment A)
Description of photo (see Attachment B)
Improvised instruments (i.e., spoons, pots, zippers if not using body percussion)
Paper
Writing utensil
Procedures: Students will:
1. Receive photo of urban street singers
2. Write interpretations of the photo using prompts of Who, What, When, Where, and Why (Academic Success, Cultural
Competence, Sociopolitical Consciousness).
3. Discuss photo interpretations as a class. Use the following as discussion topics: (Academic Success, Cultural Competence,
Sociopolitical Consciousness)
c. Describe the musical role of each person performing in the photo
d. What is each performer using as an instrument? (i.e. body percussion, traditional instruments, or singing)
e. Why type of music do you think the urban street performers were performing? Why?
HERRING, MICHELLE L.CULTURALLY RELEVANT PEDAGOGY IN THE MIDDLE SCHOOL CHORAL CLASSROOM
FLORIDA MUSIC EDUCATORS ASSOCIATION CONFERENCEJANUARY, 2015
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