Arts Education - Music 9 Mini-Unit Plan
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Mini-Unit in Arts EducationConceived for use in a Arts Education Music 9 Classroom Thematically based on Environmental Music and Sounds
Kaylen Lesko EMUS 300 Deidre Baird October 18, 2012
Lesson #1: The IntroductionGrade Level: Grade 9 Arts Education 9 Time: 40 50 minutes Approach: Critical/Responsive, Cultural/Historical Components: Responsive/Arts in Society, Responsive/Artistic Heritage Common Essential Learning: Communication, Critical and Creative Thinking, Independent Learning, Technological Literacy Description: This is an introductory activity that is meant to motivate and inspire the students to think critically and objectively about music as well as the environment. This is accomplished through listening to a variety of pieces and keeping a listening log. Materials: A duotang, the listening log handout that follows this lesson plan, looseleaf, pens, a computer with speakers, and internet access. Outcomes: Develop an understanding of various genres and forms in the music they listen to and discuss. Discover how different musicians, including Saskatchewan and Canadian artists and composers interpret similar stimuli and express their ideas. Indicators: Through identifying pieces of various genres and forms and utilizing them in the listening guide. Students will accomplish this by looking at four different artists (including a Saskatchewan song writer) who have written music focusing on some aspect of the environment and thinking critically about the meaning and intent within the piece. Completion of this outcome will be realized through the listening guide as the students are asked to discuss musical features and ethos within. This will be visible through the students ability to include the necessary terms in their listening guide.
Investigate ways that tempo, rhythm, melody, harmonic structure, or tonality can be used to express an idea or emotional quality in music. Develop and utilize a growing musical vocabulary.
Set: It is important to begin the lesson by asking the students about the connection between music and the environment. Answers to highlight and present if no one suggests them are: That composers and artists for many years have expressed their feelings towards and about the environment and our world, as well as the issues that surround it. That our environment was our first source of natural sound and in turn rhythm and even music.
2 Development: Begin by distributing a listening log to each student and looking over them as a class. The sheet is quite straightforward but one term that may be new to students is ethos, which simply put is the character or feeling you experience when listening to a piece of music. Ensure you discuss this term with the class before beginning. With regards to the musical features, those can span any musical aspect including dynamics, rhythm, contrast between sections, etc This feature is included so students will begin listening critically to music and identifying various aspects which make it unique, while also improving their musical vocabulary. Once a general understanding of the Listening Log has been achieved, present two different pieces with an environmental or nature focus to the students that are from contrasting genres. A suggestion is to use: o The Allegro movement from Concerto No. 3 "L'autunno" also known as the "Danza Pastorale" (Autumn) from The Four Seasons by Vivaldi: http://www.youtube.com/watch?v=H7hGiZ579cs o Big Yellow Taxi by Joni Mitchell: http://www.youtube.com/watch?v=94bdMSCdw20 These two songs were chosen because Vivaldi represents the Baroque and Classical realm which the students may not otherwise be exposed to, and Joni Mitchell because she is a talented songwriter from Saskatchewan, which is an important aspect to highlight to the students. The teacher will work through these two pieces and the listening guide with the students so that if they have any questions they can be asked in the classroom and a universal understanding of the assignment can be understood. Each student should only need one listening guide handout; they can then copy the categories onto a sheet of looseleaf and create their own sheets. Closure: This is an assignment that the students must take on after school hours as they will be asked to find two more pieces of music that represent an environmental theme in which they can complete listening guides on. The two songs are completely their own choice as long as they focus around an environmental theme and are from different genres from one another. Also, the other three concertos of Vivaldis The Four Seasons are unacceptable. The due date for these two additional listening guides is left to the teachers discretion. In their responses, the students will be expected to include: 1.) Three different musical vocabulary terms when talking about the musical features 2.) An obvious use of critical thinking when talking about the ethos and the intended meaning of the song 3.) As mentioned previously, different genres for the two pieces. Assessment: For the two pieces completed in class, a simple homework check will be all that is required to ensure that they actually accomplished their work in class. For the two additional pieces, a homework check would be required as well, but points will also be awarded for: o Three different musical vocabulary terms when talking about the musical features (6 marks)
3 o An obvious use of critical thinking when talking about the ethos and the intended meaning of the piece (4 marks) o Different genres for the two pieces (2 marks) These marks in addition to the two for the homework check of the new pieces and one for the completion of the in class pieces comes to a total of 15 marks.
Arts Education 9 - Listening LogTitle: Composer or Artist: Genre of Music: Ethos: Two interesting musical features:
Musical aspect of the piece you like the best:
Musical aspect of the piece you like the least:
Intended environmental message or story:
Lesson #2: Getting Out Into the EnvironmentGrade Level: Grade 9 Arts Education 9 Time: 40 50 minutes Approach: Expressive/Personal Development, Expressive/Arts and Society Components: Creative/Productive, Critical/Responsive Common Essential Learning: Critical and Creative Thinking, Independent Learning, Personal and Social Values and Skills Description: This activity will act as an introduction to the soundscapes project, which will conclude the unit. In this lesson, the students will be asked to begin recognizing how many individual sounds are combined to create the overall sound of a singular location. Materials: Looseleaf and a pen. Outcomes: Examine how different sounds from the natural and constructed environment can be used by themselves and others for inspiration in creating sound compositions. Create sound patterns using the voice and a variety of different instruments. Explore and discuss the effects of sound on their daily lives. Experiment with the voice by creating and imitating sounds. Indicators: Students will accomplish this outcome through their responses in open discussion as well as their ability to take the audio stimuli and create their vocal soundscapes. Completion of this outcome will be obvious through their performances of the vocal soundscapes. This can be realized through the open discussion that takes place in each listening location. This outcome is an integral aspect of the vocal soundscapes created within this lesson, and therefore will be clear at that time.
Set: To begin, the class and teacher in collaboration will choose three different locations around the school that would contain varying sounds. One of the three locations must be somewhere outside in order to gain sounds beyond the building. Development: Once the three locations are chosen, the class will visit each of them, spending a few minutes in every place. While in each of these locations, the students will be asked to find their own space nearby, closing their eyes, taking a deep breath, and listening to the sounds that surround them for at least two, uninterrupted minutes. In this time, the students
6 are to listen to and identify each of the individual sounds they hear and how they combine together to create the overall wash of the environment Once this time, or more if necessary is complete, the students are to record on their looseleaf what each of those individual sounds are that they identified in the different locations and how they combined together to create the sounds they hear each day.
Closure: Once the entire exercise is complete and the group has returned to our normal class space. The students will break up into groups of four or five, depending on the class size, and in only five minutes, re-create the sounds heard in one of the locations we visited using only their voices. This activity is meant to be quick and not involve a large amount of thinking apart from how they can vocalize the different sounds. Each group will then present their vocalized environments and the rest of the class will guess which of the three locations is being re-created. Assessment: This lesson is not based upon a set-marking scheme, and rather a grade is only allotted for whether or not the student was attentive and participating throughout the activities.
Lesson #3: Creating Your Own Soundscape Introduction and Work PeriodGrade Level: Grade 9 Arts Education 9 Time Required: 40 50 minutes Approach: Expressive/Personal Development, Expressive/Arts in Society Components: Creative/Productive, Critical/Responsive, Cultural/Historical Common Essential Learning: Communication, Critical and Creative Thinking, Numeracy, Personal and Social Values and Skills, Technological Literacy Description: This soundscapes activity is the composition aspect of the unit. Here, students will have the opportunity to