TeachersName:LarryMiller Date:10/21/2013 Grade:6th9th TitleofLesson:ViewingArtistsasaCollectionofTheirSounds

Plan:WhatLearnersWill
Beabletodo (Behavioralobjective) Whenpresentedwitharecording ofmusic,studentswillbeableto describethesoundsincorporated intothemusicwithanaccuracy rateof95%. Understand (Cognitiveobjective) Whenasked,studentswillbeable toexplainwhatitmeanstoview musicasaseriesofcreative sounds. Encounter (Experientialobjective) Outsideofclass,studentswill assessmusicthattheyknowwell inadifferentmanner.Theywill listenforwhatsoundsdefinethe musicasanartisticmessage. Perceivedifferently (Criticalobjective) Afterparticipatinginanewtypeof listening,studentswillrealizethe precisionwithwhichartistsmake musicaldecisions.

Partner:(HonorTHEIRworldbybeginning
withanexperiencestudentsbringtothe classroom.Includetimeforcollaboration throughsharinganddialogue.) Thislessonisintendedtobeoneofthefirst lessonsinacourse.Itisusedtotackleany misconceptionsstudentsmayhaveregarding thefunctionofageneralmusicclass.Italso functionsasawaytointroducethenew studentsbothtoeachandtotheinstructor. Tobegin,chooseapopularmusicianthatcan sparkareactionfromanaudience.Thegoalis nottopredictwhatstudentsliketohear,butto chooseanartistthatwillgetstudentstalking. Forthislessonplan,theexampleisAdele. Simplywritingtheartistsnameontheboard shouldallowforsomediscussion.Allowthis dialoguetoflownaturallythroughoutthe membersoftheclassforawhile.

Present:(Sequenceofthelessonsteps.
TakethelearningfromTHEIRworldtothe worldoftheclassroom.Presentthe informationandallowtimeforstudentsto practice.Engagecriticalthinking,problem posing,andproblemsolving.) Allowfordiscussionoftheartistinquestion. Takementalnoteofthecommentsbeingmade andhowtheyreflectthestudentsunderstandof themusicianandthemusic. Playrecordingsoftheartist.Beforeplaying them,askstudentstothinkaboutorwritedown characteristicsoftheSOUNDofthemusic.For achallenge,userecordingsthatarefrom differenttimesintheartistslife,recordingsthat featuredifferentemotionsandmessages,or both.

Focusing Question:
Inwhatwayswillstudents perceivemusicasaseriesof soundsthatreflecttheartist?

Assessment:
Formative Arestudentsaskingquestions thatreflecttheirfocusonlistening tothesoundsofthemusic? Arestudentsengagedinthenew typeoflistening? Arestudentsperceptivetothe superficialqualitiesofmusicand theircorrespondingimplications? Summative Inevaluatingtheassignmentsof thestudents,didthedescriptions ofmusicexpressachangeof listeningpatterns? Howcomfortablewerestudents whenaskedtodiscusstheirown musicthroughthislens?

FortheexampleofAdele,optionsmayinclude ChasingPavements,RumorHasIt,and SomeoneLikeYou. Createawebonthechalkboardof studentidentifiedcharacteristicsofthemusic. Utilizethefocusingquestion:Howdo thesecharacteristicsofthesoundreflect who(Adele)maybeasanartist? Focusingonthesoundsdisplayedinthemusic, whatsimilaritiescomposeAdelesmusical signature? ListentothestudentsdiscussionofAdeles musicanditssoundscape.Takenoteofthe languageusedandthelevelofinterest.

Personalize:(Makethelearningpersonal
tothestudent.Provideopportunitiesfor creativityandforstudentstobemusicians. Encouragecreativityandinnovation.) Atthispoint,assignaFrayermodelbased onanartistthatthestudentknowswell.Each studentwillcompletethisathomeusingat leastthreerecordingsoftheirchoosing.

Materials:
Availabilityofstereo/speakers Chalkboard,orsomesubstitute Paper

Process:(Afterthelesson,
taketimetoreflect.) Aftercompletingthelesson, whatperceptionsweremadeof thepersonalmusiclibrariesof yourstudents? Howwillthisaffectyour planningofmaterialthatwill engageyourstudents? Isthislessoneffectivein creatingafoundationofanalytical listeningaswellasameanstoget toknowyourstudents?

Perform:(Communicateandsharethenew
learningthroughperformance,demonstration, orexhibition.) UsingthestudentscompletedFrayermodels, guidestudentsincreatingagameofFactor Fib.Usingtheexampleandnonexampleof soundsthatdescribetheirartist,studentswill comeupwithtwotruedescriptionsandone falsedescription. Eachstudentpresentstheirartisttotheclass throughFactorFib.Aftereachfibis discovered,askWhydiditseemthatthis descriptionwasfalseoftheartist? Letdiscussionprogressnaturallyasthe gamecontinues.Bytheend,eachstudenthas beenabletointroducethemselvesthrough musicthattheyknowontheirownterms.