I. Curricular Framework

Concept:

Interpretation

Essential Question:

How do musical composers represent different personalities in their composition?

Bridge:

Role Models

Content:

Musical Themes

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students will reflect about their role models and the effects those role models have on the students.

Activity: Students will receive a handout on which will be printed “Name” and the numbers 1-3 (all proceeded by blank spaces). Teacher will then ask students to think about a person whom they consider a ‘role model’. After students have selected one person, the teacher will also ask students to brainstorm three significant and distinct words that either describes that person or describes the student’s perception of/association with their role model.

Assessment: Students will think of high-level adjectives (or other words) that relate to their role models (not just “cute”, “funny”, “happy”, etc.)

2. Attend: Attending to the Connection

Objective: Students will learn about role models for other students and will also gain an implied understanding of what other students value about other people and themselves.

Activity: Students will be divided into groups of 4 people or so and will be asked to share within the groups their role models, the adjectives they chose and any necessary or pertinent information.

Assessment: Discussions will be thought-provoking and students who are listening to the student who is presenting will be active and considerate listeners

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students will use other arts to express their role models.

Activity: Teachers will assign students the task of using visual art or any other non-verbal, non-musical discipline except music to express their chosen role models.

Assessment: Students will produce high-quality representations of role models through the use of art that is neither verbal nor musical.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: With the aid of the teacher, students will listen to various ways composers or musical ensembles chose to represent or pay tribute to ‘role models’ or those who had a significant influence on the composers’ lives.

Activity: Teacher will play the recording of u2’s “Pride (In the Name of Love)” and will ask students to listen for the verse that specifically points to Martin Luther King, Jr. and raise their hands when they hear that verse. Then, teacher will briefly describe the importance of Harriet Smithson on composer, Hector Berlioz, and will play the theme that Berlioz composed in honor of Harriet Smithson.

Assessment: Students will be actively listening to both recordings, and will demonstrate during the U2 recording their comprehension of a direct correlation to an important historical figure.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students will identify pieces of music or musical themes that were influenced by various people.

Activity: Students will form different groups of about 4 people each, this time with the task of researching and seeking at least three musical pieces or themes (preferably from different time periods or genres) that were influenced and/or inspired by a person whom the composer found significant. Students will then share their findings with others in the class.

Assessment: Are students working efficiently in groups and are they sharing the various tasks?

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students will have the opportunity of crafting their own musical representation of someone who has greatly influenced their life.

Activity: Using Finale or Finale Notepad, students will develop a theme or a piece (that is a minimum of eight bars long) that, in their opinion, reflects the personality/character of their role model, or represents a situation/memory that is closely associated with their role model, as previously reflected by adjectives in Step1.

Assessment: Students will develop various music products using varying instruments to depict a specific person. Are the students using all of their tools (relevant instruments, key, etc.)?

7. Refine: Refining the Extension

Objective: Students will have the opportunity to do a preliminary performance of their pieces while students who are the audience will be able to listen to various pieces and critique the composer/performer.

Activity: Once again in different groups of 4 or so, students will perform their pieces for the members of the group, or will use Finale or Finale Notepad to ‘perform’ the piece. Before each performance, the composer must tell the ‘audience’ the three words that he or she used to describe their role model in Step1. Following the performance, the students who are listening must not only assess the performance, but its relevance to the three adjectives that were developed by the composer.

Assessment: The music pieces are relevant to the adjectives that students brainstormed in Step1. Are students in the audience giving high-level constructive criticism?

8. Perform: Creative Manifestation of Material Learned

Objective: Students have the opportunity to share their new compositions with others.

Activity: The teacher and students set aside a specific performance time when the class, other students, the students’ role models and any other willing audience members can assemble for a recital of the students ‘compositions. If possible, the students will be asked to present their role model(s) with a copy of the printed music at the performance. The teacher will also briefly describe the process that was used to create the various musical compositions.

Assessment: Students will perform their pieces successfully for their colleagues, other audience members and, hopefully, for the person who inspired the compositions.

Assessment, Phase Five,Performance, Creative Use of Material Learned: