Unit Overview:
This 6-lesson unit will demonstrate how individuality can be discovered, developed, and expressed through music and musical activities. This unit covers the development of musical skills as well as the awareness of psychosocial issues (such as group dynamics) that affect individuality and character, both positively and negatively. Students will learn how music helps people to be themselves, despite environmental pressures, and that their sense of identity can be maintained while still participating in group activities.
The musical activities presented in this unit serve as a metaphor for individuality and group dynamics, and are to be considered as both literal and figurative. The design of the unit was meant to serve two functions. The musical activities serve a specific function in the students' music education, while a "moral" to the story is learned. Students will perform instrumentally and vocally, analyze existing music (the contest song), participate in creating music (a class song), and promote their work, which will inadvertently reinforce the theme of the unit. The activities included in this unit incorporate various learning types.
Thus, the unit encourages self-discovery and finding confidence in the value of their individual contributions, with musical activities serving as the vehicle for them to do so. Students will learn that it is okay to be themselves, to embrace who they are, and that as individuals they are enough.
Lesson 1 Title: "Different Strokes for Different Folks"
(Title inspired by the theme song for the television show “Different Strokes” and the English colloquialism)
Lesson Overview:
Students will make a chart of their existing knowledge of music and what they desire to learn about music through class discussion. Students will also listen to a variety of music of different genres, and then discover how their personalities are represented by the music they listen to.
Length: 45 minutes
Grades: 5-8
Arts Subjects: Music
Instructional Objectives:
Students will:
- Complete the "K" and the "W" parts of a K-W-L Chart during the introductory lesson of this unit.
- Become aware of their existing knowledge of music and its influences on people, and discuss what they would like to know further about this topic.
- Listen to samples of music from a variety of genres.
- Through writing, express their ideas as to how music influences them and discuss as a class.
- Be introduced to the topic of musical expression and individuality.
Supplies:
- A flip chart
- A compact disc player
- Compacts discs of music from various genres of teacher's choosing
Student Materials:
· Writing utensils, paper
Instructional Plan:
Step 1: Create the "K" (Knowledge) section of a K-W-L Chart. Ask students to answer the following questions and record their responses on a flip chart: "What do you know about the ways in which music helps people?"
Step 2: Create the "W" (Want) section of a K-W-L Chart. Ask students to answer the following questions and record their responses on a flip chart: "What would you like to learn about the ways in which music helps people?"
Step 3: Play samples of songs from various genres of music and ask students to listen to each example. Five examples should be sufficient, choosing from the following genres: Classical, Jazz, Rock, Pop, and Oldies (however the choices are contingent upon the preferences of the teacher). Play approximately one (1) minute per song. Then ask the students which genre they most like to listen to, identify with, or like. Allow time for each student to answer.
Step 4: Ask students to write their individual responses to the following question on a piece of paper: "What does the music you like tell us about you?"
Step 5: Ask students to share their responses.
Step 6: Wrap up. Review and summarize their responses to the "K" and "W" sections of the Chart, and their responses of how the music they like describes them personally. Then introduce the topic of the next class lesson. Inform the class that next time they will "learn a song about a person that describes who he was, what he did, what he wanted as an individual."
Assessment:
Full class participation that generates at least ten responses for what they know and five
questions for what they want to know. Full class participation of listening, writing, and sharing
activities.
National Standards for Arts Education: 6, 9
Lesson 2 Title: "I Have a Dream"
(Title inspired from Martin Luther King’s “I Have a Dream” speech)
Lesson Overview:
Students will learn about an individual with unique ideals, values, and goals who changed our country and became one of the most important historical figures in our history. Students will learn and sing a song about Martin Luther King, Jr. that describes his individual contributions. The song includes some of King's "I Have a Dream" speech, and students will have the opportunity to explore their own dreams.
Length: 45 minutes
Grades: 5-8
Arts Subjects: Music
Other Subjects: History
Instructional Objectives:
Students will:
- Listen to and sing a song about a historical figure (Martin Luther King, Jr.).
- Discuss his dreams, how his dreams were unique, and how his dreams contributed to social change.
- Complete a fill-in-the-blank worksheet that describes their personal dreams and aspirations.
- Explore symbols of power.
Supplies:
- Compact disc recording of "A Man Named King" from the supplemental text Music & Movement
- A compact disc player
- Handout of song lyrics/"What Are Your Dreams?" worksheet, containing the phrase 5 times, for students to fill in the blanks
- Index cards
Student Materials:
- Handout of song lyrics "A Man Named King"/"I Have a Dream…" worksheet
- Writing utensils
Instructional Plan:
Step 1: Review with students how the music they like tells others about them.
Step 2: Ask students to tell you what they know about Martin Luther King, Jr. Then, ask the students to listen to a song about King (handout song lyrics). After the song, ask the students what the song taught them about King.
Step 3: Ask the students to join in singing during the "Alleluia" section of the song (refrain). If the students are able, ask them to also join in singing during the verses of the song.
Step 4: Review with students what King's dreams consisted of. Then ask students to flip their handouts over to see the question, "What Are Your Dreams?" Point out the phrase "I Have a Dream…" written five (5) times on the sheet and instruct students to fill in the blanks next to each phrase. When they are finished, ask students to flip the paper over and draw a cartoon of themselves dreaming and to write their dreams in a dialogue bubble above their heads. Allow enough time for students to complete the activity.
Step 5: (Optional) Ask class to share one of their dreams.
Step 6: Pass out blank index cards and instruct students to draw a symbol of something important to them or something they think represents power. Suggest that it could be anything from a doll to a dollar bill.
Step 7: Randomly call two students up to the front of the class and ask them to reveal what they've drawn and what their symbol of power is. Then ask the class which symbol is more important. Repeat this activity several times until each student has participated at least once.
Step 8: Discuss with the class that each symbol of power was subjective. Explain that it is impossible to decide that one symbol is more important than another and that it is unfair to favor one dream over another, as people had done to Dr. King. Remind students that while something may be important to them and not to another, when an activity involves both, both items are equally important.
Step 9: Wrap up. Recap with students that King was a unique person that had dreams and worked to realize them. Remind class members that each had their own dreams, ideas, and symbols, and that each was equally important. Inform the class that the next lesson will combine many different items, and that each is just important as the next class activity. Keep them guessing as to what the items will be.
Assessment:
Full class participation in listening to and singing song. Full class participation of writing of
dreams, and drawing of symbols, and in sharing their symbols. Full participation in class
discussion.
Extensions (optional):
This lesson may be broken up and taught over two lessons, depending on how much time the
teacher wants to spend on discussing King, the sharing of students personal dreams, how many
songs the teacher wants the students to learn, the relation of musical elements to their skill level,
or the sociological ideation of symbols of power. The latter may be played as lengthy game. This
lesson may also be an interdisciplinary effort between the music and history teachers.
National Standards for Arts Education: 1, 6, 8, 9
Other National Standards: NSS-USH.5-12.9, NSS-C.5-8.5
Sources:
Traugh, Steven. Music & Movement. Huntington Beach: Creative Teaching Press, 2000.
Lesson 3 Title: "I May Rock, But I’m Not an Island"
(Title inspired by the Simon & Garfunkel song, “I Am a Rock, I Am an Island”)
Lesson Overview:
Length: 45 minutes
Grades: 5-8
Arts Subjects: Music
Instructional Objectives:
Students will:
- Learn the equal importance of every instrument to an orchestra/ensemble.
- Play identical beat patterns using rhythm sticks. Students will participate in call and response playing with the teacher leading.
- Lead the call and response playing by creating their own beat patterns (ostinatos).
- Work up to playing several ostinatos at once. While in groups, using either ostinatos they created or the teacher created, they will participate in a drum circle.
- Use different instruments to represent their groups.
- Participate in the drum circle by independently joining, having the freedom to create their own rhythm.
Supplies:
- Musical index cards
- Rhythm Sticks, and any other hand percussion such as bells, triangles, drums, maracas, wood or tone blocks, tambourines, etc.
Instructional Plan:
Step 1: Review with class that they learned a song about a unique individual whose contributions were important. Also review that one's dreams or ideas were no more important than another's.
Step 2: Pass out musical index cards with pictures of instruments printed on them. Randomly call two students to the front of the class to reveal their cards. Ask the class which instrument is more important. Repeat this activity until each student has had a chance to participate and share.
Step 3: Reveal to the class that while the percussion family has the most important job in an orchestra (keeping the beat), no instrument is more important to the orchestra, that each instrument has a unique sound and has a specific purpose that cannot be replaced.
Step 4: Inform students that they will be playing percussion instruments, and that they will all begin playing on the same instrument. Ask the class why this is important (to warm up, to focus, to work as a team, to hone their skills, etc.), and then invite the class to participate in repeating a steady beat and then ostinatos.
Step 5: After the class performs the patterns you demonstrate, invite each student to create and perform an ostinato pattern of their own. The class will then participate in this call and response activity. You may divide the class into groups at this point, and distribute a different instrument to each group. You may teach each group an ostinato or you may ask each group to create their own that they will perform.
Step 6: Step 5 may be omitted in order to focus more on Step 6, or modified to match the teachers' goals for Step 6. The students will join in a drum circle. Explain to the class how a drum circle works (one student begins, others join in consecutively). Explain that this is non-verbal communication, and that they are to focus on expressing themselves through their ostinato. Ask one student to begin the circle by playing their ostinato. Invite all other students to voluntarily play their own ostinatos, until everyone is playing their patterns repeatedly, and then ask students to consecutively drop out of the circle, until it is no more.
Step 7: Ask the class what they learned in drum circle, and lead the class in a discussion of individuality (playing alone and with their own creation) and how an individual fits into a group (playing together). Ask the class to evaluate their performance and contribution. Ask if they felt their contribution was important, and whether they felt alienated or included.
Step 8: Wrap up. Congratulate the class for being able to perform their own unique pattern, and that they were able to contribute to being part of a group that created something great, while still being able to be themselves and do their own thing. Finally, explain that during the next class, they will listen to a song and analyze the lyrics. Explain that the song addresses the importance of self-identification: knowing who you are, accepting who you are, and being proud of yourself as an individual.
Assessment:
Full participation in sharing what instrument or instrument family is the most important. Full
participation and effort in drum circle, regardless of skill. Performance ability and skill. The overall
understanding of theme of the lesson.
Extensions (optional):
This is up to the discretion of the instructor. The lesson may be spread over several class
periods, depending on the skill level of the class and the focus of the teacher. An advanced group
may be able to perform in a drum circle and maintain it while feeding off of the other rhythms of
classmates. This would reinforce the purpose of the lesson and the theme of individuality,
purpose, and expression. This lesson may also branch off into a heavy discussion of musical
roles, and social roles, with students exploring such questions as, "Who am I?" "What is my
purpose in this circle (in this group)?" This may also be a cross-curricular lesson performed with
the history teacher where students learn about the history of drum circles.
National Standards for Arts Education: 2, 3, 7
Lesson 4 Title: "I Don't Want to Be Anything Other Than Me"
(Taken from the lyrics of the song by Gavin DeGraw, “I Don’t Want to Be”)
Lesson Overview:
The lesson will address the pressures put on individuals by peers, the media and pop culture, expressed in song. The main focus of the lesson will be on the message of the song: know who you are, be who you are, and like yourself for it. This will be done through analyzing the lyrical content of the song and discussion thereof, exploring the self through drawing, and acknowledging individuality through writing.
Length: 45 minutes
Grades: 5-8
Arts Subjects: Music
Other Subjects: Social Studies
Instructional Objectives:
Students will:
- Listen to the song "I Don't Want to Be" by Gavin DeGraw.
- Analyze the lyrical content of the song, write their interpretations and discuss and as class.
- Listen to the song a second time and draw what they hear, and then share with the class how their creation represents their interpretation of the song.
- Write their responses to the lines: "I don't need to be anything other than…I don't have to be anything other than…".
Supplies:
- A compact disc player and compact disc of the song.
- A handout with the lines: "I don't need to be anything other than…I don't have to be anything other than…".
- Blank paper
- Writing utensils
Student Materials:
- A handout with the lines: "I don't need to be anything other than…I don't have to be anything other than…".
Instructional Plan:
Step 1: Recap the previous lesson. Remind students that they were able to successfully play as a group, in small groups, and as individuals with confidence.
Step 2: Play the song for the students and ask them to listen carefully. Let them know that you will be asking them questions about what the song means after they listen to it. When the song is over, ask the students to share their thoughts on the meaning of the song.
Step 3: Explore how individuals are depicted in pop culture and media and discuss the terms "conformity" and "individuality". Discuss how these topics relate to the song.
Step 4: Play the song again for the students. This time ask them to write what they take from the song personally. Afterward, ask the class to share their interpretations, and summarize the meaning of the song.
Step 5: Invite the class to evaluate the artists' performance. Such questions as, "Do you think he was sincere?" "Do you think this was a personal experience?" "Is he a good singer?" "Does he sing with conviction?" "What do the lyrics, 'Part of where I'm going is knowing where I'm coming from' mean?" "Do you think the song is well-written?"
Step 6: Play the song a second time, and invite the class to draw what they hear while listening to the song. The class may share their drawings.
Step 7: Pass out the worksheet with the lines: "I don't need to be anything other than…I don't have to be anything other than…" and ask the students to fill in the blanks. Also ask them to write at the bottom of the page why they think being an individual is important. The class may share their responses.
Step 8: Wrap up. Ask the class what they learned from the song and whether the song inspired them. Remind them to be who they are and be proud of who they are because there is only one of them in the world.
Assessment:
Full participation in class activities and discussion. Comprehension of lyrical content through their verbal discussion of the message of the song. Interpretation is usually subjective however, the refrain of the song makes the composers’ thoughts and message clear. Ability to express their individuality through drawing and responding to lyrics on worksheet.
Extensions (optional):
A possible idea for an extended lesson would be to take the class to the computer lab to research
the composer online (www.gavindegraw.com) to learn about him as an individual. Another
possible idea is to ask the class to bring in a recording of a song that represents them as
individuals to play in class, however you’ll need to set aside an entire class period to do so.
National Standards for Arts Education: 6, 7, 8, 9
Sources:
· DeGraw, Gavin. I Don’t Want to Be. J Records compact disc B00009V8Z9.
· www.RockLibrary.com
Lesson 5 Title: “Express Yourself”
(Title inspired by the song “Express Yourself” by Madonna, as well as the English colloquialism)
Lesson Overview:
Length: 45 minutes
Grades: 5-8
Arts Subjects: Music
Instructional Objectives:
Students will:
· Compose lyrics (one line) that show their response to a topic given by the teacher.
· Learn the process of songwriting.
· Combine lyrics to create a class song.
· Create slogans for their song that conveys the meaning of their song.
· Pick a slogan that best represents their song and use it for the title.
Supplies:
· Strips of paper and masking tape
· Markers
Instructional Plan:
Step 1: Ask students to restate the title of the song learned during the last class, and ask students to recap the meaning of the song. Ask the class if anyone felt differently about themselves during the week following the lesson, or if the message of the song changed them or the way they see themselves.
Step 2: Provide students with a topic relating to the theme of the contest song and unit. Topics that deal with individuality, the struggle to maintain individuality, or why it is good to be themselves would be ideal. Distribute blank sentence strips of paper and ask the class to write a one-line response to the topic. After this task is completed, ask students to share their responses.
Step 3: After students have shared their responses, discuss the major themes or connecting points of their lines to establish commonality among the class. The summary will help them form a theme for the song. Explain to the class that their lines will serve as lyrics for a class song concerning what they have learned about individuality. Ask each group for a volunteer to record their responses and distribute one sentence strip of paper and a marker to each volunteer. This activity should take about 5-7 minutes.
Step 4: Invite the class to hang their lines on the front board or classroom wall. Allow enough time for students to go up to the board and review the lines created by their classmates.
Step 5: Spend time with the class rearranging the lines into an order or sequence. Explain that the lines need to make sense, because the lines will become the verses to the song.
Step 6: Upon return to their seats, divide the class into no more than 6 small groups. Have the class separate themselves to parts of the classroom where they feel comfortable. Explain to the class that they are to create a slogan that represents their song. Ask each group for a volunteer to record their responses and distribute one strip of paper to each volunteer.
Step 7: When this task is complete, ask each group volunteer to read their slogans aloud. After they have finished, ask each group volunteer to hang their slogan with masking tape on the front board. Then, ask the students which slogan they feel best represents their song. After one is chosen, reveal to the class that this slogan will serve as a title for their song.
Step 8: Wrap up. Restate that the class was able to express their individual ideas about individuality through writing. Remind them that they were able to maintain their individuality while still participating in a group activity, and that they can do this whenever they participate and interact with others. Also remind them that their individuality contributed to their groups and their class creating something beautiful. Congratulate the students for becoming composers and writing their first song. Finally, inform the students that they will conclude the unit during the next class by reading their class song and filling in the “L” part of their K-W-L Chart.
Assessment:
Full participation in class activity. Effort put into responding to the topic and writing their lyric line.
Willingness to share their ideas with the class. Participation in and contribution to creating a
slogan with their group.
Extensions (optional):
There are several possible follow-up activities to this lesson. Those would include creating a refrain for the song; composing a melody and chordal progression (for a more advanced class); performing the song vocally and/or instrumentally for the school. With advanced classes, you may also arrange time for the students to record their song in a recording studio; however this may be done in class with the appropriate equipment.
National Standards for Arts Education: 4
Lesson 6 Title: “That’s a Wrap!”
(Inspired by the “show business” colloquialism)
Lesson Overview:
Students will conclude this unit by filling in the L part of their K-W-L Chart, reviewing what they’ve learned during this unit. The theme of the contest song will be reinforced through discussion of the strong influence of society on character and individuality, and students will explain in their own words how they were able to maintain their individuality while working in groups. Students will also explain that songs and other musical activities serve as a vehicle for individuality, creativity and self-expression. Students will also become aware that they themselves nurtured their own individuality through musical activities (listening, singing, playing, analyzing, and composing). They will realize that the lessons learned during this unit will help them in other areas of their lives. Finally, students will also have the opportunity to view their class song in print.
Length: 45 minutes
Grades: 5-8
Arts Subjects: Music
Instructional Objectives:
Students will:
· Review the “K” and “W” sections of their K-W-L Chart.
· Complete the “L” (What have you learned?) section of their K-W-L Chart.
· Discuss and describe in their own words how music has helped them become their own person and offer at least ten (10) ways in which music fosters individuality.
· Pick one adjective they feel best describes them as an individual.
· Be presented with their song lyrics in print to read.
· Read the song aloud as a class.
· Complete a reflection page.
· Ultimately recognize that musical activities help nurture individuality.
Supplies:
· A flip chart
· Handout of their song lyrics
· Handout of questions reflecting the unit
· Index cards
Student Materials:
· Handout of their song lyrics
· Handout of questions reflecting the unit
· Writing utensils
· Construction paper or a large sheet of colored paper
Instructional Plan:
Step 1: Introduce this lesson by reminding the class how impressed you were that they successfully composed the lyrics to their own class song, as well as with their ability to contribute uniquely to their class song.
Step 2: Display the K-W-L Chart and ask students to volunteer to read their responses to the questions asked in Lesson 1 for the K and W sections of the Chart. Lead the class in a review of their prior knowledge of music and what they wanted to learn more about.
Step 3: Complete the L section of the Chart. Ask the students, “What did you learn about the ways in which music helps people to be individuals?” Students will be eager to offer their new knowledge of music from a subjective standpoint. As a class, students should offer at least ten (10) ways in which music fosters individuality.
Step 4: Distribute blank index cards to each student and ask them to write one (1) adjective that describes their uniqueness and individuality. After this task is complete, ask students to read their adjectives aloud. Then, ask class members to tape their adjective cards to a large piece of construction paper or colored paper for the purpose of creating a collage. Hang the collage and display in your classroom or outside your classroom door.
Step 5: Next, distribute the class song to each student and read aloud as a class. Each student will read the line they contributed to the song aloud. Then lead a discussion on their thoughts on the completed song.
Step 6: (Optional or extended plan) Students may take this time to compose a refrain for the song by brainstorming as a class ideas that tie the verses together. You may record on paper or mentally their words and modify so as to fit the song. Students may write the refrain, once concise and completed, at the bottom of their lyric sheets.
Step 7: Distribute a handout that finalizes the unit. Explain that this is a reflection activity to be completed and due at the end of class. This handout asks such questions as, “What have you personally learned from this unit?” “How has music helped you as an individual?” “How will you apply what you learned to other aspects of your life?” “How will music help you grow as a person, and help you develop your individuality?” “Did you find that you enjoyed one particular activity of music over another?” “What did you learn to do to develop your musical skills?” “What would you say to the composer of the contest song if you had the chance, about what you learned from his song?” “Would you tell him what you learned personally about yourself as an individual?” “Would you ask if this was a true story?” “How would you explain to the composer that his song inspired us to write your own song (or sing or play an instrument)?” Finally, ask the students to turn the sheets in when they are finished.
Step 8: Congratulate the class on how much they have learned about music, musical activities, and themselves. Tell them how much you’ve enjoyed learning about them as individuals.
Assessment:
The quality of their understanding of what they learned during the unit. Student comprehension of social influences on individuality. Full participation in describing what they have learned from the unit (L section of Chart), ability to describe/discuss how music helped them to be an individual. Their reactions to reading their song in print.
Extensions (optional):
Possible follow-up activities to this lesson include creating a refrain for the song, composing a melody and chordal progression (for a more advanced class), performing the song vocally and/or instrumentally for the school.
Internet Resources: N/A
National Standards for Arts Education: 6, 8, 9
Appendix
Print Materials:
Traugh, Steven. Music & Movement. Huntington Beach: Creative Teaching Press, 2000.
Non-Print Materials:
DeGraw, Gavin. I Don’t Want to Be. J Records compact disc B00009V8Z9.
www.RockLibrary.com
