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How Music Forms a Culture. Madelaine Feakins Emily Meehan. Intro. Our goal is to suggest alternates to the teaching methods we saw when observing Hartford classrooms The classrooms are very diverse but there is limited material taught about the different cultures of the students
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How Music Forms a Culture Madelaine Feakins Emily Meehan
Intro • Our goal is to suggest alternates to the teaching methods we saw when observing Hartford classrooms • The classrooms are very diverse but there is limited material taught about the different cultures of the students • To fix this, we are teaching a curriculum on musical history, and how music can shape a culture or heritage
Plan • 1 ½ hours for five days will be devoted to this topic • Students will pick a particular song from their culture and research when this song was written in their cultures history, and for what purpose • At the end of the week students will present a project to the class about their own culture
Objective 1 • Students will gain an understanding of the importance of personal identity and how heritage plays an important role in this concept.
Objective 2 • Students will develop intrapersonal and interpersonal intelligence skills through research of their own cultures and presentations
Objective 3 • Students will be exposed to music from various cultures
Objective 4 • Students will learn that music differs between cultures and develop an understanding of how music expresses a cultures experiences, beliefs, and values. • One history standard for fourth graders in Hartford is to “analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view (cite evidence to explain the various feelings/points of view of people in a historical situation and predict various points of view people might have on a contemporary issue).”
Wednesday • Speaker from The Arts Collective in Hartford • Perform for the class • enhances musical intelligence • Express the importance of music in culture • Students will do an activity that stresses the importance of taking social action • Work in partners and think of a social issue • write song/poem/short story about it • Social action allows the students to learn on a higher level of Bloom's Taxonomy of Educational Objectives • Synthesis • Teacher, Linda Christensen stressed the importance of taking social action in the community • “my students walk out the school door to social emergency...I believe that writing is a basic skill that will help them both understand that emergency and work to change it” (Christensen, 162).
Evaluation • Presentation in front of the class • Students can grade each other • Grade based on whether or not we believe they met the objectives • they gained an understanding of the importance of personal identity and how heritage plays an important role in this concept. • They gained an understanding of how music expresses a cultures experiences, beliefs, and values.
Resources • Connecticut State Department of Education. State of Connecticut, 2002. Website. April 26.<http://www.sde.ct.gov/sde/lib/sde/PDF/Curriculum/Curriculum_Root_Web_Folder/frarts.pdf> • Connecticut State Department of Education. State of Connecticut, 2002. Website. April 27.<http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/CT_Social_Studies_Curriculum_Framework_2011.pdf> • Helen1434. “Native American -Music- (Rain Dance).” Online Video Clip. Youtube. YouTube, April 22 2006. Web. April 25. <http://www.youtube.com/watch?v=0WNLLNxURt4> • MichaeljacksonVEVO. “Michael Jackson -Black or White.” Online Video Clip. Youtube. YouTube, April 22 2006. Web. April 25. <http://www.youtube.com/watch?v=F2AitTPI5U0> • Musical instruments from the music classroom in our school • Silver Burdett: Making Music. Persons Education Inc, 2002. Website. April 25. <http://www.sbgmusic.com/html/teacher/reference/cultures.html> • The Artist Collective. The Artist Collective. Planet Bret. Website. April 26. <http://www.artistscollective.org/about.htm>
