Group 3 - Policy Brief Final_version

8/13/2019 Group 3 - Policy Brief Final_version

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Policy BriefGroup 3

MUE2040

Proposal to integrate MusicalFutures method to enrich our

Curriculum

Nicholas LazzaraAshley Glover

Daphenie Jean-BaptisteCrystal Cabrera

Shadae Jean-Pierre

2/27/2012

2012


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Table of Contents

Proposal.1-3

Lesson Plan4-6

Song Diagrams

Song 1..7

Song 2..8-14

Song 3..15-16

Song 4..17-19

Song 5..20-21


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Dear School Board of Brevard County:

We, the members of the arts and electives department at Johnson Middle

School would like to propose a new program to our curriculum based off of the

Musical Futures established in the United Kingdom.This program is an approach to

teaching and learning geared towards music making in schools with non-formal

teaching methods and informal learning approaches.

As we are all aware of, music and the arts have come under criticism for

being frivolous and having no relevance to the real world. An example occurred last

year when the federal government decided to cut art programs. Among the

programs terminated in this legislation is the $40 million Arts in Education program

(AIE) through the U.S. Department of Education which supports model arts

education programs and funds VSA and the Kennedy Center arts education program

as well.As such, this program strives to establish the importance of music by

presenting it in a more accessible and relatable manner to our students, as well as

teaching them important skills that will translate into other areas in their lives.

For example, the instruments that this program focuses on, such as the

guitar, bass, keyboard, and drums, are very accessible to middle school students.

These instruments have a far smaller learning curve than traditional ensemble

instruments like the flute or the trombone, where it can take weeks to make a sound

and even years to develop a decent tone. However with instruments such as the

guitar and the drums, students can learn basic chords and rhythms within a few

short days and learning basic songs within their first few weeks of learning. On top

of their accessibility, these instruments also tend to have a far greater appeal to


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younger students since these instruments are widely used in their favorite songs

and thus the motivation to learn and perfect their skills are inherent within most

students. Now, the programs teaching methods may be considered unorthodox, but

through the music making, the program creates an environment where the students

learn to develop important life skills by having them work towards goals, solving

problems, working and socializing with other individuals.

Objectives

Motivation:o This program fosters each students motivation in doing their best at their

part, because each student picks their favorite instrument and performs in a

group to get recorded.

Socializing:o By creating miniature rock bands, a sense of community is established

within each group and as such, the students will interact with each other

both in class and outside of class.

Teamwork:o The students will not only develop musical skills, but they will develop the

ability to work in a team to achieve a common goal and learn how to be

responsible for each of their individual efforts.

Self-Expression:o Creating a sense of identity is critical in secondary education and by having

every student explore their chosen instrument; each individual gets to

explore an aspect of their personality in relation to music.

Methods and Process


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Band Carouselo The first few days, the students all get to take turns on the various

instruments (guitar, bass, keyboard, drums, and vocals) so that every

student gets a bit of exposure with each instrument and thus will choose

his/her favorite at their leisure

Through this method, every child gets exposed to instruments theymay or may not have initially thought of or would have thought as

suitable for them. For example, girls may end up trying instruments

that are not considered feminine, like drums, instead of just going to

the more feminine role of being the vocalist.

band work:o After the students select their instruments that they feel comfortable with

and would enjoy playing, the students form small rock bands.

o Once these groups are established, the teacher supplies them with simplifiednotation versions of songs they would like to learn.

o As the students learn and practice their selected songs, each group gets thechance to perform in a battle ofthe bands type concert at theend of each

semester, where the winning group gets to record their song. This creates a

goal-oriented, team-based atmosphere, where every student and every

group is motivated by the fact that they are performing their favorite songs

and may get the chance to record their performance at the end.


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Essential Question:What do we do musically when we create our own interpretation of a

song?

Key Goals:1. Students will understand the difference between covering a

song and creating a version of a song.

2. Students will understand how selection of instrumentsimpacts interpretation (as an example of how musical

decisions shape music making).

3. Students will have basic understanding of form, harmony,texture and dynamics.

Lesson Plan

Background Set up

What Students need to know:

The difference between a Cover: the original version of a song, and a Version: which is the same song

using their own flavor, style, and mood

The positive impact that occurs when youre able to choose your own instrument as opposed to being

assigned to it; creating a relaxed, and unique atmosphere and therefore will bring forth a beautiful

sound overall.

They will be briefly introduced to word painting and text declamation as well as harmony

The bands history in order to help motivate them.

Basic skills through the diagrams we create


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Resources:

http://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2e

http://www.ucira.ucsb.edu/action-needed-cuts-terminations-for-federal-

arts-education-and-nea/

Development

Day 1:

Step 1: Instruct students to form a circle, and then perform song.

Step 2: Give background information on the song and artist.

Step 3: Break down instrumentation, show example of each instrument and allow

students to choose which instrument they would like.

Step 4: Hand out diagrams and guide students on how to properly assess them.

Step 5: Read through the piece, and assess what students need to work on.

Step 6: Assign Homework such techniques that need to be practiced.

Day 2:

Step 1: re-read through the piece

Step 2: identify key problems and talk it out with the classStep 3: Start correcting identified problems

Step 4: sectional work individually

Step 5: Regroup and read through piece again

Step 4: At end of period, assign homework to practice personal issues not covered in

class in preparation for the next day
http://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2ehttp://www.ucira.ucsb.edu/action-needed-cuts-terminations-for-federal-arts-education-and-nea/http://www.ucira.ucsb.edu/action-needed-cuts-terminations-for-federal-arts-education-and-nea/http://www.ucira.ucsb.edu/action-needed-cuts-terminations-for-federal-arts-education-and-nea/http://www.ucira.ucsb.edu/action-needed-cuts-terminations-for-federal-arts-education-and-nea/http://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2e


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VideosCover example:http://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av

2e

Version example:

http://www.youtube.com/watch?v=5PnE_zJuxgY

Assessment & standards:

*A Visual will be provided demonstrating the difference between a cover and a

version.

{Video}Day 1: Students will have self-assessment of what they learned and their development

throughout the first day of class. Teacher assessment will include how students responded to

directions and instruments chosen. Rubrics are used with ratings of 1-5. 1 Being

unsatisfactory and 5 being excellent.

Day 2:Students will assess each othersaccomplishments through peer assessments, with

the same rubric. There will also be a teacher assessment similar to that of the first day. A set

of questions given to the students will help to prompt discussion between students within

their groups. These evaluations will encourage self evaluation and reflection.
http://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2ehttp://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2ehttp://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2ehttp://www.youtube.com/watch?v=5PnE_zJuxgYhttp://www.youtube.com/watch?v=5PnE_zJuxgYhttp://www.youtube.com/watch?v=5PnE_zJuxgYhttp://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2ehttp://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2e


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Forget You By. Cee Lo Green

C D

I see you drivin round town with the Girl I loveF C

and Im like Forget you (oo-oo-ooh!)C D

I guess the change in my pocket just wasntF C

enough and Im like Forget you and Forget her too

C D F

I said if I was richer Id still be with ya now aintC

that some shhh! (aint that some shhhh?!)

C

And although theres pain in my chest I stillD F C

wish you the best with a Forget you (Oo-oo-Ooh!)

Forget you Drum Pattern

Count 1 & 2 & 3 & 4 &

Hi-hat

X X X X X X X X

Snaredrum

X X X X

Bass X X X X


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Stereo Hearts Lyrics

[Introduction]

Em C G

My heart's a stereo

D Em

It beats for you, so listen close

C D

Hear my thoughts in every note o-oh

Em C G

Make me your radio

D Em

Turn me up when you feel low

C G

This melody was meant for you

D

So sing along to my stereo


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[Rap Verse]

Em C

If I was just another dusty record on the shelf

G D

Would you blow me off and play me just like everybody else?

Em C

If I asked you to scratch my back, could you manage that?

G D

Like it read well, check it, Travie, I can handle that

Em C

Furthermore, I apologize for skipping any tracks

G D

It's just the last girl that played me left a couple cracks

Em C

I used to used to used to used to, now I'm over that

G D

Cause holding grudges over love is ancient artifacts


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Em C

If I could only find a note to make you understand

G D

I'd sing it softly in your ear and grab you by the hand

Em C

To keep me stuck inside your head, like your favorite tune

G D

And know my heart's a stereo that only plays for you

[Chorus]

Em G

My heart's a stereo

D Em

It beats for you, so listen close

C G D

Hear my thoughts in every note, oh oh

Em C G

Make me your radio


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D Em

Turn me up when you feel low

C G

This melody was meant for you

D

So sing along to my stereo

G D

Oh oh oh oh, oh oh oh, to my stereo

Em C D G

Oh oh oh oh to so sing along to my stereo

[Rap verse]

Em C

If I was just another dusty record on the shelf

G D

Would you blow me off and play me just like everybody else?

Em C

If I asked you to scratch my back, could you manage that?


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G D

Like it read well, check it, Travie, I can handle that

Em C

Furthermore, I apologize for skipping any tracks

G D

It's just the last girl that played me left a couple cracks

Em C

I used to used to used to used to, now I'm over that

G D

Cause holding grudges over love is ancient artifacts

Em C

If I could only find a note to make you understand

G D

I'd sing it softly in your ear and grab you by the hand

Em C

To keep me stuck inside your head, like your favorite tune


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G D

And know my heart's a stereo that only plays for you

Back to Chorus

[Bridge]

Em C G D

I only pray you'll never leave me behind (never leave me)

Em C G D

Because good music can be so hard to find (so hard to find)

Em C G D

I'll take your hand and hold it closer to mine

Em C G D

Thought love was dead, but now you're changing my mind

Back to Chorus


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Stereo Hearts Drum Pattern

Count 1 & 2 & 3 & 4 &

Hi-hat

X X X X X X X X

Snaredrum

X X

Bass X X X X X X


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All for Love Lyrics

All for love

Intro: G A/C# D G/B A/C# D

Verse 1:

G A/C# D

All for love, a Father gave

G A/C# Bm

For only love could make a way

G A/C# Bm G A/C# D

All for love, the heavens cried for love was crucified

PreChorus:

A/C# Bm

Oh, how many times have I broken Your heart

G D

But still You forgive if only I ask

A/C# Bm

And how many times have You heard me pray


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G

Draw near to me

A E/G# F#m

Everything I need is You

D

My beginning, my forever

A E/G# F#m D

Everything I need is You

All for Love Drum pattern

Count 1 2 3 4

Hi hat X X X X

SnareDrum

X X

Bass X


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Closer to the Edge- 30 Seconds to MarsG

I don't remember one moment I tried to forgetD

I lost myself yet I'm better not sadEm D C

Now I'm closer to the edge

GIt was a thousand to one and a million to two

DTime to go down in flames and I'm taking youEm D C

Closer to the edge

G DNo I'm not saying I'm sorry

Em D COne day, maybe we'll meet again



No, no, no, no

G / D / Em / D / C

GCan you imagine a time when the truth ran freeD

A birth of a song, a death of a dreamEm D C

Closer to the edgeG DThis never ending story, paid for with pride and fateEm CWe all fall short of glory, lost in ourself


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G DNo I'm not saying I'm sorryEm D C

One day, maybe we'll meet again

D GNo, no, no, no

D / G , D / G , D , C

D GNo, no, no, noI will never forgetD GNo, noI will never regretD GNo, no

D C

I will live my lifeD G

No, no, no, noI will never forgetD GNo, noI will never regretD GNo, no

D CI will live my life




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Em D COne day, maybe we'll meet again, No, No

G DNo I'm not saying I'm sorryEm D C

One day, maybe we'll meet againG D

No I'm not saying I'm sorryEm D C

One day, maybe we'll meet again

G D

Closer to the edgeEm CCloser to the edgeNo, no, no, noG DCloser to the edgeG CCloser to the edgeNo, no, no, no

G DEm D CCloser to the edge

Closer to the edge drum pattern

Count 1 & 2 & 3 & 4 & 1

Hi-Hat

X X X X X

SnareDrum

X X X X

Bass X X X X X


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Gravity Lyrics

C Am

It nev-er__ takes__ too__ long

F G

Some-thing al - ways brings me back to you-

F G C Am

No mat-ter what- I___ say or__ do,__ Ill still feel- you__ here till

the moment Im___ gone__

F G

You- hold me__ with-out touch__

C Am

You keep- me___ with-out chains___

F G C Am

I never__ wanted_ any-thing so__ much___, than to drown in -

your love,__ and not feel your__ rain_


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Gravity Drum Pattern

Count 1 & 2 & 3 & 4 &Congas X X x X

Group 3 - Policy Brief Final_version

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