Technology in music is one of the most contemporary things that an elementary student can learn about in our current age. Music technology is advancing and increasing in popularity very fast, and it is incredibly important for students to not only have the knowledge of traditional music, but also be well-informed of current musical practices.
For this activity, planned to be used as a part of a lesson or unit on influential African-American singers and musicians, features Beyonce and one of her top songs entitled "Love On Top". Listening and moving along to the song, in this lesson, will guide students and the teacher into a discussion about modulations/key changes in songs, what they are, and how they change the feeling of a song or piece of music.
VA Standards Of Learning 4.10 4. Students will Identify elements of music through listening
Weikart's process can be used to teach the chorus of this song, as it is more complex than the verse or prechoruses.
SAY: Students will say (or sing, if desired) the words to the chorus with the teacher, while either reading off of the screen, or calling and responding (this answer will be more certain depending on how well the class seems to know the song already) SAY-DO: Students will say (or sing, if desired) the words to the chorus with the teacher, while doing the movements along with the teacher at the correct times. WHISPER-DO: Students will whisper the words to the chorus, while doing the movements along with the teacher at the correct times THINK-DO: The students will just do the movements of the chorus, while humming the melody, to keep it in their brains! (Students can hum too, if they want.) As stated at the end of the movement chart, as the song progresses, students will incorporate a jump into their movements when the key of the song changes. Whether the students can hear the modulation or not, they will know that something different is happening when they jump. The lesson would be followed by a guiding question of "Why didn't we jump the first time, and jumped all the rest of the times when Beyonce says "You"? This will facilitate a further lesson on modulations and what they sound like. Full Experience DesignGoogle Doc:In-Class Portion
In class, I am planning on using the Stevie Wonder movement activity with my peers. This activity serves more as a warm-up than a lesson, but the movements I have planned may be too difficult for younger students. I am trying this out on my classmates to see how they react to the different movement combinations I choreographed for the song!
For this assignment, we got to read the words of, study with, and be taught by the wonderful Alice Hammel. We engaged in meaningful discussions about the concept of "Winding." We chose standards, wrote smart goals, and got to work. In groups, we explored this idea even more, and then were able to split off and wind our own goals all the way back, and all the way forward. I decided to format my winding from the literal foundation, up. The farthest back is at the very bottom of this post, while the farthest forward is at the very top. My goal ends up somewhere near the middle!
The standard I chose to base my SMART goal off of, was: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose , and context SMART goal: Students will be able to explain, at the end of class, by drawing or writing on an “exit ticket”, their own interpretation of why a certain piece was chosen for the day. (Why it matters to the other things they’ve been learning) Forward: Can they play the mash-up for their classmates in class? Can they use an online platform to record and mash up the songs? Can they mash up the two songs? Can they play the identified similar song on some sort of instrument? Can they play the original song on some sort of instrument? Can they explain why the songs sound similar? Can they describe/indicate another song that sounds similar, or has a similar style to the one they are writing about? Can they provide specific examples as to why they wrote what they did? Can they explain in complete sentences why they wrote what they did? Students will be able to explain, at the end of class, by drawing or writing on an “exit ticket”, their own interpretation of why a certain piece was chosen for the day. (Why it matters to the other things they’ve been learning) Backward: Can they write? Can they draw? Can they use a writing utensil? Can they hold a writing utensil? Can they point to things? Can they move their hands? Can they move their arms? Can they define similarities between this song and the other activities or songs they had heard that day? Can they compare this song to the other activities or songs they had heard that day? Can they recall the unit or other activities they have done for the day? Can they identify the comparatives that give the song the style that it has? Can they identify what the style of the song is? Can they mimic the comparatives in any way? Can they define what the comparatives are? Can they identify what the comparatives are? Can they determine how many different times the comparatives change? Can they describe why they raised their hand/how they know the change in comparatives? Can they identify the comparatives of the song that is playing? (raise your hand when it’s fast) Can they identify a change in the comparatives of a song? Can they express their feelings in relation to the music in SOME way? (Motion, words, pointing, etc.) Are there multiple noticeable emotions in reaction to the music or change in music? Is there a noticeable emotion in reaction to the music or the change in music? Is there a noticeable change in the learner when the music changes as well? Is there a NOTICEABLE change in the learner when music is absent or present? |
EricaThis page will be for videos of myself teaching, lesson plans, and reflections. Archives
February 2020
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