a. Exercise uses drm match pitch exercise i. Wade in the Water (Underground Spiritual) 1. Call and response form

Transcription

1 Monday 1. Match pitch 2. Read known rhythms 3. Analyze form 4. Explore Underground Railroad Spirituals I. Music Reading a. Exercise uses drm match pitch exercise b. Repertoire known - practice i. Wade in the Water (Underground Spiritual) ii. Swing Low Sweet Chariot 1. Call and response form iii. Follow the drinking gourd (Underground Spiritual) 1. Remind students of the verse/refrain form c. Repertoire unknown present i. Go, Down Moses 1. Teacher models 2. Students echo sing 3. Students read rhythms from song II. Music History a. Review/Reminder who were slaves? b. Underground railroad - present i. Discussion of what is the underground railroad? ii. Look at a map of the escape passages

2 III. Group work prepare for next day 1. ad/map.htm a. Students divided into groups of four i. Each group is chooses one spiritual 1. Wade in the Water 2. This Train 3. Swing Low, Sweet Chariot 4. Go Down Moses 5. Follow the Drinking Gourd b. Groups decide on spiritual (before leaving class today) Tuesday 1. Match pitch 2. Explore Underground Railroad Spirituals 3. Collaborate in groups 4. Identify syncopated rhythms in Spirituals I. Music Reading a. Exercise uses drm match pitch exercise b. Repertoire known - practice i. Known Spirituals (Wade in the Water, This Train, Swing Low Sweet Chariot, Go Down Moses, Follow the Drinking Gourd) ii. Break into set groups and identify one syncopated pattern in their song. 1. Group demonstrates pattern for group (clapping or rhythm syllables)

3 II. Music History a. Review secret codes used by slaves b. i. Students visited the Underground Railroad Museum in Flushing last month and should remember code words. ii. Students are given lyrics to their songs and a list of code words. III. Prepare for Computer Lab tomorrow a. Students are told they will be researching their spiritual in the lab. b. Their tasks is to present their findings to the class i. The students can choose their mode of presentation (Powerpoint, Traditional Report with images, Movie Maker, Kidsperation) ii. Students are given the criteria for the presentation a. Total group participation (without fighting). b. Uniqueness of presentation c. Content (presentation explorers the song presents information, artistic expression of the lyrics meanings) d. How prepared the group is to present e. Includes a credits (images, websites used, etc) IV. Groups decide on presentation (before leaving class today) Wednesday a. Group must write down presentation choice and why they picked it b. All students in the group must sign paper 1. Research spirituals on line 2. Discuss the meaning of lyrics 3. Presentations started

4 4. Each group scans in printed music 4. Remind students to give credit for images, audio, info I. Research in lab structured guidance - scaffolding a. Students meet in groups b. Student answer questions on a worksheet about the song i. Questions such as What words are use for secret code? What would an outsider think the song was about? Imagine a situation where the song would be sung. What does the song tell the listeners? ii. Must show teacher answers before starting on presentation c. Students have a folder on their desktop to links with underground railroad information (also audio clips of songs) i. Student may also use yahooligans or kidsclick or ask jeeves for kids ii. Students are reminded to ask the teacher if they aren t sure if a website has the correct information II. Creating of Presentation a. Teacher assist students in their presentation choices i. Groups must set-up their presentation before end of class 1. Ex. Powerpoint slides with slide labels, Movie maker with imported pictures, word document with headings, basic form for composition ii. Groups must scan in their printed music and save it to at least two students network folders. b. Teacher reminds students to keep a credits page i. This should support what they have learning in computer class ii. Help students organize their resources c. Student must have work to show before end of class i. Students are reminded to save early, save often Thursday/Friday (judging student completion and focus) 1. Continue research in lab 2. Continue creation of presentation

5 I. Research in lab structured guidance scaffolding a. Students meet in groups b. Student continues with research i. Teacher circulates room giving assistance making sure everyone is on task and contributing to group work. II. Creation of Presentations a. Students continue to work on their presentation i. Teacher circulates room giving assistance making sure everyone is on task and contributing to group work. ii. Students are reminded of criteria for presentation iii. Students are reminded to save early, save often Friday/Monday (judging student completion and focus) 1. Student presentation 2. Evaluation of student presentations 3. Evaluation of activity I. Presentation a. Students present b. Student use smart board to present II. Evaluations a. Students are evaluated on criteria b. Activity is evaluated i. Teacher decides what would be done the same with next group ii. Teacher decides what would be changed with the next group Ohio State Music Standards Met: 1. Historical, Cultural and Social Contexts Describe how events during various historical periods have influenced the development of music. Recognize and discuss the influence of American history on the development of folk music. Describe conditions under which music is created and performed in various cultures. 2. Creative Expression and Communication

6 Perform a piece of music, independently or in a group, with technical accuracy and expression Sing and/or play, alone and with others, using good posture and breath control, a varied repertoire of music representing diverse genres and cultures with appropriate dynamics, expression and tempo for the work being performed. Read, write and perform diatonic melodies with fa and ti and the major scale on the treble staff in G-do using a system (e.g., solfege, numbers or letters). 3. Analyzing and Responding Identify terms related to form Analyze a piece of music using music vocabulary. 4. Valuing Music/Aesthetic Reflection Demonstrate how music communicates meaning through text, feelings, moods or images. 5. Connections, Relationships and Applications Describe how knowledge of music connects to learning in other subject areas. Interpret music through dance, drama and visual art. Identify elements of music that contribute to aesthetic qualities in a specific music work Ohio State Technology Standards Met: 1. Standard 1 Use tools, materials and processes to produce products and carry out tasks efficiently and effectively Select and use tools to design, make, modify and assess technology. 2. Standard 2 Identify and show cooperative and collaborative strategies to work with others when using technology systems. Discuss patent, copyright, trade name/trademark protection and the rights of the owner of the work (e.g., inventor, manufacturer, software developer, company, Web site creator, author of information). Use technology to collaborate with others and credit all participants for their contribution to the work 3. Standard 3 Define and use new technology terminology based on the computer and multimedia technology resources being used Select the appropriate device to store needed information and independently save and access stored information from portable devices Collect information for projects using still and video digital cameras, scanners and electronic resources Create a presentation using multimedia software that incorporates, graphics, video and sound to present the findings of a group research project. Investigate technology tools used for researching problems and acquiring information and data Use appropriate hand/finger positions to key all letters (e.g., demonstrate ability to appropriately keyboard and assess accuracy Investigate technology tools used for researching problems and acquiring information and data Select and use appropriate software applications to complete content-specific tasks (e.g., use desktop publishing software to create a newsletter, use drawing programs to create artwork).

7 Use technology resources for presenting information (e.g., distance learning and interactive boards 4. Standard 4 Develop, publish and present information in print and digital formats. Produce a slide show from storyboard, using text, graphics and sound with appropriate transitions and effects. 5. Standard 5 Choose a variety of formats for presenting information (e.g., pictures, texts, slides). Understand that there are conditions where information cannot be used (e.g., copyright restrictions on the use of cartoon characters, copying a classmate's project). Select and access information resources: online library catalog, Web sites and electronic formats (e.g., CD-ROM, DVD, audio files). Perform a search in an age-appropriate search engine or a Web directory by typing in one or more search terms Examine the information retrieved from the Web site for the author's expertise, the accuracy of the information presented and the bias. 6. Standard 6 Technology Standard 6 was not met 7. Standard 7 Technology Standard 6 was not met National Technology Standards (Grade 3-5) Met: 1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. 3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. 4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. 5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. 8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. 9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems

8 10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.