In this unit students study a variety of works exploring and analyzing the theme of self-reliance and individuality.  It ties in with the overall theme for the year, which is the American Dream. Students will form their own definition of individuality while examining the lives of various individuals whose choice to take a different road in life has made a major, positive, and important difference in the world.

 

The lesson includes an introduction featuring the lives of individuals from recent history that have taken a stand.  It then continues into a study of literature and other media sources that focus on existentialist’s philosophies and the need to be true to yourself through related, theme-based materials.

 

Length:

Two 45-minute periods

 

Grades:

9-12

 

Arts Subjects:

Music - 6. Listening to, analyzing, and describing music.

 

Other Subjects:

Language Arts –

2.4. synthesize the content and ideas from several sources dealing with a single issue or written by a single author, and paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension

2.5. extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration

3.0. LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. The selections in Recommended Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students.

1.7. use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations

Instructional Objectives:

Students will:

·         Learn to think for themselves and take pride in their individuality.  

·            Learn about existentialism

·          analyze the concepts of individuality vs. conformity

 

Supplies:

• Text
• Poems
• CDs
• CD player

 

Student Materials:

·         “I Don’t Wanna Be” – Gavin DeGraw; Song

·         Psalm of Life – Henry Wadsworth; Poem

·         Walden by David Thoreau; Book

·         Self Reliance – Walt Whitman; Poem

·         “Subdivisions” – Rush; Song

·         The Road Not Taken by Robert Frost; Poem

·         If by Rudyard Kippling; Poem

·         Courage by Anne Sexton; Poem

 

Instructional Plan:

 

Intro:

Quick Write – Students will have 15 minutes to define the words individual, self-reliance, and civil disobedience.  They will be asked to provide an example of a person they know, have heard/read about that they feel is an example of each word.  Students will then share their responses.

 

Video Clip:

“The One” This video shows brief images of a variety of people such as Einstein, Mother Teresa, Martin Luther King Jr., and the individual who prevented tanks in Tiananmen Square from firing upon protestors.

 

Students will then discuss what they were thinking and feeling as they watched the video.

 

Through:

Students will now begin to read and analyze the various works listed above.  These works will be accompanied by questions relating to the overall theme of the lesson. (self reliance and being true to one’s self)  Though I will present the materials to the class as a whole, they will work in groups on their responses.

 

Beyond:

Students will be asked to find other songs, works, images, and symbols  which are examples of positive individuals who can serve as role models and inspiration. Each student will write a poem, essay, or letter that captures their true spirit and individuality.  They  will present this to the class using music, video, collages, or any other media source of their choice that demonstrates their personality and individuality.

Students will also make a list of goals that they set for themselves to ensure that they will be true to themselves to the best of their abilities.  They will continue to work on accepting their own individuality as well as that of others.

 

Assessment:

Students will be assessed on their responses to the questions and assignments provided for each work, and on the quality and effort put forth in their presentation.

 

Extensions:

Students will keep a daily log/journal and from time to time will evaluate their progress regarding reaching their goals for self-reliance and individuality.

 

Sources:

Books, articles, and other resources must be cited using the format in the Chicago Manual of Style, Documentation 1 (Humanities Style). The following are common types of materials referenced in ARTSEDGE lessons:

 

Print Materials

 

Book with One Author:

 

Smith, John. Arts Education. New York : Random House, 2000.

 

 

Book with Two Authors:

 

Smith, John, and Jane Doe. Arts Education: New York : Random House, 2000.

 

 

Book with Editor (No Author):

 

Smith, John, ed. Arts Education. New York : Random House, 2000.

 

 

Article in Book:

 

Smith, John. "Music in Schools." Arts Education. New York : Random House, 2000.

 

 

Article in Magazine:

 

Smith, John. "Music in Schools." Arts Weekly (May 2000): 2-3.

 

Non-Print Materials

 

Audio recordings:

Dvorak, Antonin. Concerto for Violoncello and Orchestra in B minor, Op. 104. Isreal Philharmonic, Leonard Bernstein. Mischa Maisky, violoncello. DG 427 347-2.

Dvorak, Antonin. String Quartet, Op. 96 (American). Guarneri Quartet. RCA Victor. 6263-2.

Shostakovich, Dmitri. Symphony No. 5. New York Philharmonic. Leonard Bernstein. CBS IM 35854.

 

 

Video recording:

 

Perlman, Itzak. Itzak Perlman: In My Case Music. Produced and directed by Tony DeNonno. 10 min. DeNonno Pix, 1985. Videocassette.

 

 

CD-ROM or Computer Program:

 

Lotus 123 Millennium Edition Version [or Ver.] 9.5, Lotus Development Corporation, Cambridge , MA .