+ Music and Expression with an Easel By Raquel Beckford and Adam Skaggs

+ Introduction Intended for all 5 th grade level 1 hour and 15 minute afternoon Music classes, our “Music and Expression with an Easel” thematic unit seeks to expose students to different genres of music using both “lecture” and “hands-on” methods over the course of one week. In this thematic unit, students listen and learn about the different genres of music that interest students. At the end, they also get to create their own art while learning about the many facets of music and music expression. Over the course of one week and five lessons, students will make connections to music (old and new), music history, and on Friday (Day 5) hone into their personal artistic abilities through an “Art Easel” workshop.

+ Objectives Students will learn about the history of music from different time periods and reflect on the experience over the week through reflections and discussion Students will analyze music’s importance and make connections to their lives while exposing their musical interests to students with different genre tastes Students will develop their own creative talents and appreciate the importance of art in human experiences. Students will make connections between music and history. Students will be able to express their feelings towards the music through art expression (painting/drawing)

+ Framework Howard Gardner’s Multiple Intelligences Bloom’s Taxonomy Theories of Learning Musical Intelligence Intra-personal Intelligence Inter-personal Intelligence Six Levels: From Knowledge (Recall) to Evaluation (Making Judgments) John Locke ( ) Lockean Atomistic Model

+ Standards Taken from Connecticut State Department of Education State Standards MUSIC K-12 Performance Standards: Instrumental “Educational experiences in grades 5-8 will ensure that students will perform music representing diverse genres and cultures, with expression appropriate for the work being performed.” K-12 Performance Standards: Evaluation “Educational experiences in grades 5-8 will ensure that students will evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement.” K-12 Performance Standards: History and Cultures “Educational experiences in grades 5-8 will ensure that students will classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary.” K-12 Performance Standards: History and Cultures “Educational experiences in grades 5-8 will ensure that students will describe distinguishing characteristics of representative music genres and styles from a variety of cultures.”

+ Day Three ObjectiveActivity Students will develop their own creative expression and appreciate the importance of art in human experiences. Students will listen to one song per five major genres taught in class on library computer using CD given to each group. (35min) In groups, students will create their own song in relation to their assigned genre. Students are graded on how well they stick to the genre’s unique characteristics taught in class. Students then present song to the class. (40min)

+ Day One Students will analyze music’s importance and make connections to their lives while exposing their musical interests to students with different genre tastes Day Two Students will learn about the history of music from different time periods and reflect on the experience over the week through reflections and discussion Day Three Students will develop their own creative expression and appreciate the importance of art in human experiences. Day Four Students will make connections between music and history. Day Five Students will be able to express their feelings towards the music through art expression (painting/drawin g) Students will begin class with reflection question and share with class. (20min) Students are grouped according to different musical interests, races, and ability level and assigned to one genre per group in order to expose students to new genres.(30min) Students will do activity where they will guess five major music genres and link them to their respective characteristics. At the end, students choose their favorite music genre (15minutes) Students will learn about five major music genres through PowerPoint and listening to the music. Students will be given facts along the way (50min) In groups, students will write reflections on their initial perception of music and how it changed since learning about its history. (15min) For homework: In groups, students will be given a specific genre and must write a 2 paragraph reflection about the specific genre they were assigned and how it differs from other genres they learned about. Students will listen to one song per five major genres learned in class in library. (35min) In groups, students will create their own song in relation to their assigned genre. Students are given a rubric and are graded on how much they stick to the genre’s unique characteristics. Students then present to the class (40min) During lunch, students will attend an afternoon field trip (12pm-3pm) to The Museum of Fife & Drum where they will have the chance to hear music from different time periods. Students create their own music in workshop. Students have a chance to put their song lyrics to a rhythmic melody in the workshop. For homework: students will write a 2 paragraph reflection on the experience creating their own music. Students will play a game. Students will listen to various genres of music and must be able to express what comes to mind through the art they create. Drawings/paintings must be relevant to the theme presented through the music. (50min) Students will present their art to the class at the end of the game.(25min)

+ Evaluation Class participation plays huge role in how students are graded. Students will be evaluated based on their overall participation and engagement in class activities. Students’ final activity during the art easel workshop will also aid teachers in grading the students. Students do not have to be experienced artists. However, they must express an understanding of the material presented to them over the course of the week through the workshop. As a result, this will show teachers how engaged students were over the course of the week. Furthermore, students will show teachers that they gained new knowledge through their participation in the various activities throughout the week.

+ Participation Rubric SkillA 4B 3C 2D 1 Work Management Use of Time Provide leadership in class activities through sustained effort and attention. Gives consistent attention and effort to class activities and instruction. Give inconsistent attention or limited effort to class activities and instruction. Frequently inattentive to class instruction. Gives little effort to class activities. Transitions (Changes) Change activities or tasks silently and efficiently. Usually changes activities or tasks quietly and efficiently. Sometimes change activities or tasks quietly and efficiently. Often talkative or noisy when changing activities or tasks. Respectful Learner Respectful and supportive of others who are [presenting] or speaking. Respectful of others who are [presenting] or speaking. Need reminders to be respectful of others who are [presenting] or speaking. Disrespectful or disruptive when others are [presenting] or speaking. *Source: Chatfield Elementary School

+ Resources The following resources will be used throughout our thematic unit: Teacher Resources: * * * * Field Trip Information: * -Supplies * CD’s