HighSchoolGeneralMusic UnitPlanOverview

Name:DianaLambert UnitTopic:ComposingandRecordingAfricanPercussionPieces DetailedUnitDescription: ThisunitinitiallyintroducesstudentswithbasicrhythmsandpatternsfoundwithinAfricandrumming.Thestudentsthenapplythis knowledgekinesthetically,byperformingrhythmicpatternsusingbodypercussionandeventuallyvariouspercussioninstruments.Oncestudents aremorecomfortablewithplayingtheserhythmicpatterns,theywillexplorewiththeconceptofimprovisationandfreeplayingwithintheformofa piece.Afteracoupledayshavebeenspentfamiliarizingthestudentswiththisfantasticnewworldofrhythmandensembleplaying,thestudents willbeintroducedtotheconceptofcomposition.Theywillbeplacedinsmallgroupsandbegivenafewdaystocomposeanoriginalpieceof music,basedoffoftheAfricandrummingpatternswehavebeenfocusingon.Finally,studentswilllearnthebasicsofselfrecording,andwill recordtheircreationwiththeirgroup.Thisprocesswillincluderecording,editing,mixing,andfinalizingtheirpiece.Thestudentswillbegiventime toshareandpresenttheirselfrecordedcompositiontotherestoftheclassattheendoftheunit. UnitObjectives: 1.StudentswillgainabasicunderstandingofAfricancultureanddrumming. 2.Studentswilldifferentiatebetweenafewbasicrhythmicfigures. 3.Studentswillrecognizerhythmswithinpatterns,allowingthemtosightreadthroughtheserhythmicpatternsusingbodypercussion. 4.Studentswillperformvariouscontrastingrhythmicpatternstogetheronpercussioninstruments. 5.Studentswillexplorewithimprovisationwithinthesetformofapieceofmusic. 6.Studentswillunderstandthebasicsofcomposition. 7.Studentswillapplytheirpriorknowledgetotheirownmusicalcompositionswithagroup.

8.Studentswillunderstandthebasicsofrecordingmusic. 9.Studentswillcollaboratewiththeirgroupandrecord,editandmixtheircomposition. 10.Studentswillpresentandexplaintheircompositionandtheprocesstheytooktogether. NationalMusicEducationStandards: NS#2.Performingoninstruments,aloneandwithothers,avariedrepertoireofmusic. NS#3.Improvisingmelodies,variations,andaccompaniments. NS#4.Composingandarrangingmusicwithinspecifiedguidelines. NS#5.Readingandnotatingmusic. NS#6.Listeningto,analyzing,anddescribingmusic. NS#9.Understandingmusicinrelationtohistoryandculture.

NewYorkStateStandardsforTheArts: NYS#1.Creating,Performing,andParticipatingintheArtsStudentswillactivelyengageintheprocessesthatconstitutecreationandperformance inthearts(dance,music,theatre,andvisualarts)andparticipateinvariousrolesinthearts. NYS#2.KnowingandUsingArtsMaterialsandResourcesStudentswillbeknowledgeableaboutandmakeuseofthematerialsandresources availableforparticipationintheartsinvariousroles. NYS#3.RespondingtoandAnalyzingWorksofArt.Studentswillrespondcriticallytoavarietyofworksinthearts,connectingtheindividualwork tootherworksandtootheraspectsofhumanendeavorandthought. NYS#4.UnderstandingtheCulturalContributionsoftheArtsStudentswilldevelopanunderstandingofthepersonalandculturalforcesthatshape

artisticcommunicationandhowtheartsinturnshapethediverseculturesofpastandpresentsociety.

MaterialsNeededforUnit:

Material PercussionInstruments(handdrums,shakers,maracas,rainsticks, etc.) Posterswithrhythmicpatterns Staffpaper RecordingsoftraditionalAfricansongs

Source PersonallyownedinstrumentsthatIwillprovideforthestudents

Selfmade Printedfreefromblanksheetmusic.netorelsewhere PersonalcollectionofCDs Canalsobeaccessedthroughnaxosmusiclibrary.comoryoutube.com Youtube.com GarageBandorProTools(freetrialisavailable)

VideosofAfricandrumming/improvisationexamples Recordingsoftware

Justification(Whyteachthisunittostudents?): Inmanymusicprogramstoday,studentsarebuiltuptofeartheworldoutsideofreadingmusiconastaff.Ibelieveitistrulycrucialforall studentstobecomecomfortablewithconceptssuchasimprovisationandcompositionatayoungage.Inorderforastudenttobecomea

wellroundedmusician,theseconceptsarejustasimportantassightreadingandmemorizingscales.Asenseofprideandcommunitydefinitely buildsthroughthecreationandsharingofstudentcompositions.Also,studentsintodaysworldhaveaccesstosomanyinterestingprograms,such asGarageBand,anditisdefinitelyimportantthattheyunderstandhowtoproperlyuseeachofthem.Studentsareenabledtoworkthroughthe entireprocessofmusicalproduction,whichistrulyinspiringandencouragingforeachandeverystudent.Finally,learningthesewonderful conceptsthroughenteringtherichcultureofAfricaisanadditionalbenefitofthisunit.Studentsareencouragedtodiveintoatotallyunfamiliar culture,wheretheybecomecomfortablewithitshistoryandinfluenceontodaysmusic.

Day

Objectivesforthe Day

Procedure:LearningActivitiestoMeet Objective

Incorporated National/New YorkState Standards NS#5. NS#6. NS#9.

MaterialsNeeded

Assignmentsand Assessments

Studentswillgaina basicunderstanding ofAfricanculture anddrumming. Studentswill differentiatebetween afewbasicrhythmic figures.

Introductiontounitexplain backgroundtoAfricancultureand drummingespecially. WatchvideoonAfricanculture includingadrumcircleperformance. Introductiontovariousrhythmic figures(wholenotes,halfnotes, quarternotes,eighthnotes,sixteenth notes). Beginreadingthrough,countingand playingavarietyoftheserhythmic

NYS#1 NYS#4

Africanculture Assignment:Listentoa videoonYouTube varietyoftraditionalAfrican drummingpiecesandbringin Poster avideo/audioofaspecific /Powerpoint performancethatspoketo providingrhythmic you.Writeabrief figuresinrelation explanationofwhyyou toeachother chosethispiece. Worksheetof rhythmicfigures Assessment:Student participation,studentability tokeepupwithclass performance,homework assignment

figures. 2 Studentswill recognizerhythms withinpatterns, allowingthemto sightreadthrough theserhythmic patternsusingbody percussion. Reviewofrhythmicfiguresfrom yesterday. Introductionofcombiningthese figuresintobodypercussionpatterns. NYS#1 Playthroughbodypercussionpatterns togetherasaclass. Breakintosmallergroupsandeach playaseparaterhythmicpattern, creatingapercussivepieceofmusic. PlaytogetheralongwithanAfrican recording,maintainingasteadytempo. 3 Studentswill performvarious contrastingrhythmic patternstogetheron percussion instruments. Reviewrhythmicpatternsfromlast class Tryplayingourpercussivepieceof musiconvariouspercussion instruments.(Iwillgivefirstexample ofinstrumentation,andthentheclass willdecideonasecondwaytoplay throughthepiece). Beginplayinginadrumcircletype NS#2. NS#4. NS#5. Percussion instruments Assignment:Writeashort reflectionofthisprocessso far.Whathaveyou learned?Whatareyou hopingtolearn? Recordingof Africansong JamboBwana NS#2. NS#5. Poster/ Powerpoint providingrhythmic patternsinrelation toeachother Assignment:Practiceeach rhythmicpatternsoyoufeel comfortableperformingeach ofthemtomorrowinclass. Assessment:performance ofeachrhythmicpattern individually,withpeers,and withrecording

NYS#1 NYS#2

Poster/ Powerpoint providingrhythmic patternsinrelation Assessment:homework toeachother assignment,performance withinclass,participationin classdiscussion

setting,andworkonfollowingaleader whotellseachinstrumentwhentojoin andwhentodropout.Taketurns beingtheleaderofthecircle. 4 Studentswillexplore withimprovisation withinthesetformof apieceofmusic. Introduction/Explanationof improvisation.Watchvideosof improvisationinvariousgenresof music. Reflection/Discussion Studentsaregivensomestructured boundariestoexploreimprovisation within.Givenafewrhythmicfigures tochoosefromandonlytwobarsto improvise. Haveeveryonegetintoacomfortable, smoothgroove.Explainwheneach soloistwillcomein.Giveeachstudent atwobarsectiontoimprovisewithin. 5 Studentswill Introduction/explanationof understandthebasics composition.Whatiscomposition? ofcomposition. Explainthroughvariousdifferent genres. Showvideoofacouplefamous NS#4 NS#5 Computerto showvideos NYS#2 Composition worksheet Assignment:finish compositionworksheetat home Assessment:composition worksheet,participationin NYS#1 NYS#3 NS#2 NS#3 NS#4 Computer/ projectortoview videos Percussion instruments Assignment:Researchand findavideoofone improvisedsoloinanygenre. Writeareflectionaboutwhy thisparticularsolostruck you. Assessment:homework assignment,participationin groupdiscussion, improvisationproved understandingofoverarching concepts.

composersfromcontrastingstylesof music. Theoryreview(timesignature, rhythmicfigures,howtodraweach rhythm) Compositionactivityworksheet. Practicecomposingwithinafewset guidelines 67 Studentswillapply theirpriorknowledge totheirownmusical compositionswitha group. Explainprojectthatweareaboutto NS#4 begin.Studentswillbecollaborating withasmallgroupandcomposingtheir NS#5 ownpercussionpiece. Breakstudentsdownintosmall NYS#1 groupsoffourorfive,giveeachgroup aworksheetandsomestaffpaper. NYS#2 Allowstudentstobrainstormtogether. Walkaroundandhelpeachgroup individually. 89 Studentswill Introductiontorecordingmusic. understandthebasics ofrecordingmusic. ExplainthebasicsofGarageBand(or whicheversoftwareweareusing)to theclass. NS#1 Group assignment worksheet Staffpaper

classdiscussion, understandingoftheory review

Assignment:continue brainstorming/workingon yourcomposition.Bringa fewnewideasintoclass tomorrowtosharewithyour group. Assessment:homework, collaborationwithgroup, involvement/participation

NYS#1

Computerwith Assignment:Createalist recordingsoftware ofafewideasyouhavefor yourgroupsrecording Worksheet session.Bringtoclass tomorrowtosharewithyour

NYS#2 Givestudentswithquicktipstoassist themwiththeirnewsoftware. Demonstratethebasicrecording processbyrecordingtheoriginalpiece weplayedtogetheronbody percussion. Showafewtechniquesonhowto edit,andblendthepartstogether. 101 1 Studentswill collaboratewiththeir groupandrecord,edit andmixtheir composition. Quickreviewofrecording process/answeranyquestionsstudents mayhave. Leavemostofclasstimeforgroup collaboration.Walkaroundandhelp groupsindividually. NS#2 NS#6 NYS#1 NYS#2 Computers Percussion instruments Worksheet

group. Assessment:homework assignment,participationin groupactivity/discussion.

Assignment:continue brainstormingideasforyour grouprecording.Be preparedtoexplainwhyyou chosecertainmusical aspectsforyourpiece.You willbeaskedtoexplainyour worktotheclass. Assessment: participation/collaborationin grouprecordingactivity. Notingifstudentsare makingmusicaldecisions andhavereasoningfortheir choices.

12

Studentswillpresent Alloweachgrouptopresenttheir NS#6 andexplaintheir compositiontotherestoftheclass. compositionandthe Eachgroupmustexplaintheirprocess,

Computer Peerassessment

Assignment:Individual reflection

processtheytook together.

andreasoningsfortheirmusical decisions(bothinthecompositionstep andtheeditingstep).Eachstudent mustaddsomethingtothe presentation. Everyoneelsemustfillouta peerassessmentsheetabouteach grouppresenting.Iwilltakestudent feedbackintoconsiderationwhen grading. Fullclassdiscussiononceeverygroup haspresented.Discusswhatwe learnedthroughthisprocessandhow wecanusethisinlifeoutsideofmusic class. Reflectionsheetwillbehandedoutfor homework,wherestudentscangive detailed,individualfeedbacktome.

NYS#3

sheet Reflectionsheet

Assessment:homework, participationinpresentation

SelfAssessment:Iwillreviewalloftheindividualreflectionsfrommystudentsandtakethemintoconsiderationwhenassessingthesuccessof thisunit.Iwillalsohaveeachstudentsendmeacopyoftheirrecordedcomposition,soIcanreviewtheirworkagainoutsideofclass. Conclusion:IwilltakeallofthestudentsrecordingsandputthemtogetheronaCD.EachstudentwillreceivetheirclassCDwithalloftheir compositionsonit.