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Understanding By Design Curriculum Unit Music and Culture Katherine Tellier What enduring understandings are desired? Students will understand… What are the overarching "essential" questions? How does music affect culture? How is music an integral part of the Music is essential to a culture Music of a particular culture affects their cultures of Latin America, Africa traditions and/or Middle Eastern countries ? Music from various cultures affects the music of other cultures How does the music of Latin America, Africa and/or the Middle East affect outside cultures? What will students understand as a result of this unit? Students will know… About different Latin American, African and/or What "essential" and "unit" questions will focus this unit? How does music span cultures? the Middle Eastern cultures About traditions, of which music plays an integral part, from Latin America, Africa and/or the Middle East How are traditions affected by music? How the music of other cultures has been affected How does music form cultures? by the music of Latin America, Africa and/or the Middle East Students will be able to… Talk intelligibly about the music of a particular culture using proper language and content specific vocabulary Reflect on their learning through writing and discussions What evidence will show that students understand...? Performance Tasks, Projects Students will sing songs from Latin America, Africa and/or the Middle East Students will keep a journal of the cultures they have learned about and write reflections via guided questions Students will create a dance or beat/rhythm that was inspired by a particular culture of Latin America, Africa and/or the Middle East Quizzes, Tests, Academic Prompts Students will be assessed via written questions/responses, multiple choice questions/responses, exit cards, journals Other Evidence Teacher observations Student Self-Assessment Self-evaluations Summary: This unit will cover how Music relates to Social Studies units about Latin America, Africa and/or the Middle East and India Grade/Level: Grade 6 Time Frame: One term Subject(s): Music/Social Studies Topic(s): Latin American, African and/or Middle Eastern music and celebrations and traditions Notes: Use aspects of lessons from Music Express Magazines, bring in information from other resources such as CD’s, books, internet, etc. Standards: National Standards: 1-sing alone and with others a varied repertoire; 2play instruments; 3-create a song, rhythm inspired by another culture; 4-create a dance inspired by another culture; 5- following music; 6Listening to, analyzing, and describing music; 8-understanding relationships between music, the other arts, and disciplines and outside the arts; 9- understanding music in relation to history and culture Enduring Understandings: Essential Questions: Knowledge and Skills: Performance Task: Students will know… About different Latin American, African and/or Middle Eastern cultures About traditions, of which music plays an integral part, from Latin America, Africa and/or the Middle East How the music of other cultures has been affected by the music of Latin America, Africa and/or the Middle East Students will be able to… Talk intelligibly about the music of a particular culture using proper language and content specific vocabulary Reflect on their learning through writing and discussions Performance Prompt: Music is essential to a culture Music of a particular culture affects their traditions Music from various cultures affects the music of other cultures How does music affect culture? How is music an integral part of the cultures of Latin America, Africa and/or the Middle East? How does the music of Latin America, Africa and/or the Middle East affect outside cultures? Students will sing songs from Latin America, Africa and/or the Middle East Students will create a dance or beat/rhythm that was inspired by a particular culture of Latin America, Africa and/or the Middle East Students will keep a journal of the cultures they have learned about and write reflections via guided questions Assessment/Rubrics: Students will be assessed via written questions/responses, multiple choice questions/responses, exit cards, journals Sequence of Students will be learning about the continents of Latin America Activities: and Africa in their Social Studies classes. I will be supplementing their knowledge through mini-lessons on the various cultures and countries of those continents. During the introduction of each country and/or continent, the students will read about that area. Countries of focus: Latin America (Mexico, Brazil, Trinidad and Tobego), West Africa (Nigeria, Ghana, Liberia), Middle East (Israel), and India. They will also read about a celebration that takes place in that country or region: Mexican Independence Day, Carnival, The West African Yam Festival, Hanukkah, the Festival of Holi. In each issue of Music Express there is a cultural aspect that includes information on either a country or a culture and a song either directly from that country or culture or an original song written in the style of the music from that country or culture. Upon learning about the different festivals celebrated in those areas, we will learn a song associated with that festival and about traditions surrounding those festivals. The Latin American cultures will be covered first. The students will learn about Brazil, then Trinidad and Tobago and finally Mexico. With each addition, the students will build their knowledge of these countries and be able to bring this additional level of understanding back to their Social Studies classes. In this portion of the unit, the students will learn about Mariachi music of Mexico and sing a song with a Mariachi feel. They will talk about their experiences with this style of music and or their experiences with the Mexican culture and/or Mexican Independence Day celebrations. We will then focus on two countries that celebrate Carnival and learn about the similarities and differences between the ways that each country celebrates. We will also explore various styles of music from those countries, i.e. samba, soca, calypso. We will learn and perform drumming rhythms that form the basis of those styles of music and experience firsthand the feeling that surrounds the celebration of Carnival. We will then travel east towards Africa. The students will learn about Nigeria and Ghana, and then Liberia. Again, the goal is to increase their level of understanding of these cultures and countries and allow them to make new connections as they study other aspects of these countries in their Social Studies classes. As with the Latin American countries and music, we will explore the African traditional rhythms and instruments that are a major part of the culture of Africa. We will create rhythms in the style of African groove rhythms and play African beat games to help the students get into the groove. They will sing in the language of the people they are learning about. We will extend our learning to encompass some of the music we are more familiar with as much of the popular music in our own culture is largely based on those African beats and rhythms. We will end our tour by learning about some Middle Eastern countries and traditions. India, focusing on the festival of Holi; and Israel, focusing on Chanukah. We will explore popular music of this area of the world, i.e. Bollywood style music. As new issues arrive, other countries and cultures will be added should they fit in with the unit. Differentiated Instruction: Resources: I will be using aspects of the Music Express Magazines, music recordings, African Attachments and Latin American percussion instruments, computer, articles, Student Work Samples videos