Download Lesson Plan 4

Subject: General Music
Title: Genres Over Time day 4
Grade: 9-12
Standards
Apply teacher-provided criteria to select music that expresses a personal
experience, mood, visual image, or storyline in simple forms (such as onepart, cyclical, binary), and describe the choices as models for composition
MU:Re7.1.C.HSI
Objectives
By the end of the lesson, students will:
Create a map showing the development of various post-Jazz styles of music into modern styles
(Hip Hop, Funk, Go-Go) by comparing key musical details in aural examples of each genre.
Create a design template for their museum exhibition showing the development of various styles
of music.
Essential Question
How did modern music develop from earlier genres of music?
Rationale
Modern American music is a distillation of earlier types of music.
Task
Analyze examples of modern music and compare them to post-Jazz genres. Create design
template for museum exhibition.
Time
Student actions
Teacher actions
3 mins
Share “focus artists” for
project--modern artists
around whom students will
focus their exhibit.
Hypothesize (and share
from research) what types
of music influenced their
artist.
Prompt students focus artist.
-Lead discussion about musical
influences. “What kind of music
do you think is most influential on
modern music? What musical
ideas from the past do you think
are influential?”
10 mins
Students select (or are
assigned) a modern genre:
Give students exemplar recording Internet access,
titles and artists to analyze. If
smartphone, etc.
District of Columbia Public Schools
Materials needed
Page 1 of 3
Hip-Hop, Rock, Go-Go (or
students’ choice). Students
find and analyze an
example of that music (use
Recording Exemplars List)
and connect it to previous
genres of music, analyzing
those previous genres of
music.
teacher has access to these
specific recordings, provide
access for students. Otherwise,
help students find recordings on
YouTube or similar service.
Help students analyze music.
Family Tree for
Hip-Hop
development
T-Chart for Go-Go
development
T-Chart for Rock
Evolution
Students who
choose their own
genre must make
their own family
tree graphic
organizer
10 mins
Complete the class genre
map. One at a time, a
representative from each
group draws another genre
on the “family tree” on the
whiteboard representing
the fruits of their analysis.
In the second round, add
musical details. Record
student responses in
notebook.
Teacher recreates genre map
from previous lesson. Students
add to the genre. Ask students to
critique peer responses: “How do
you think Deejay music
influenced Hip Hop? How do you
think Disco influenced Go-Go?”
etc. For the second round,
students connect musical details
in “parent” and “child” genres.
Whiteboard
20 mins
Students complete design
template. Use notes from
previous days, recordings
found on recording
exemplars (to make
judgments on new
recordings).
Help students complete design
template. Suggest recordings to
analyze that are similar to the
Recording Exemplars List. Prompt
students to justify their selection
of songs. “What makes this an
ideal recording? How does this
music represent Rhythm & Blues
music? What traits of this music
exemplify Jazz music?” etc.
Internet access,
smartphones, etc.
Museum Exhibition
Design template,
student notebooks.
District of Columbia Public Schools
Page 2 of 3
Assessment
Graphic organizer for development of modern music
Design template for Museum Exhibition project
Standard
Exceeds Expectation
Meets Expectation
Needs Improvement
MU:Re7.1.C.HSI
Selection of recordings
includes exemplars
from Jazz genres, postJazz Genres (R&B, Rock
& Roll) and pre-Jazz
genres (Blues,
Country/Western,
Brass Bands, Spirituals)
and justification for the
selection of these
exemplars based on
their similarity to the
models provided in
class.
Selection of recordings
includes exemplars
from many of the
genres, and
justification for their
selection
Selection of recordings
includes exemplars
from few of the genres,
and little or no
justification for their
selection.
Spelling/ Grammar
The project is free of
errors in spelling and/ or
grammar.
Used class time well.
Focused on getting the
project done.
Cooperated with others.
The project contains 1-3
errors in spelling/
grammar.
Used class time well.
Focused on getting the
project done. Did not
distract others.
The project contains 4 or
more errors in spelling/
grammar.
Did not use class time to
focus on the project.
Distracted others.
Use of class time
District of Columbia Public Schools
Page 3 of 3