Michelle DiBona Trefren Dust Bowl Unit - Music Lesson Grades 6-12 Objective/Essential Questions: - How does society

change as a result of natural disasters? - How do musicians respond to natural disasters? - What genres of music respond? - What message does the music focus on (i.e. Does the music Reflect/React? Plead for a solution? Offer a solution? Retell a story? Grieve? Triumph?) - What musical elements do they use? (Form, texture, text) Summary Students will listen to and analyze music composed in response to three different natural disasters (Dust Bowl, Hurricane Katrina, Haiti Earthquake). They will compare music written for these causes to other music of that respective time period. Students will create their own lyrics, in the form of one of the chosen songs, in response to a current or recent natural disaster/ devastation. Procedure Intro: Play one of music excerpts from Dust Bowl Unit 1) Dust Bowl: Woodie Guthrie - Great Dust Storm Disaster (Retelling a story. Genre: Folk. Form: AAAA....) 2) Katrina: Ben Harper - Black Rain (Retelling a story/Grieving/Triumphing. Genre: Funk. Form: ABA`B bridge Refrain) 3) Haiti Earthquake: Charles Aznavour and many rappers, hip hop & pop artists (Retelling a story/Pleading for help. Genre: Mix of pop, rap, hip hop. Form: ABCBDB, etc. Each artists adds a line.) Activities: 1) In small groups, identify musical elements of selected song (Verse, Refrain, Form, Genre, Free form, Improvisation). 2) How does this song relate to other songs of the time period/artist? Is there a unique aspect of this song that is different from other songs from this time period/artist? 3) After doing some research, do you think this artist was able to spread his/her message? What are some societal responses?w 4) Can you relate to this song? What other devastation can you express through music today? 5) Using the form and style of your chosen song, create lyrics for a song to either Retell, Reflect/ React, Plead, Grieve, or Triumph over a current devastation. 6) Practice and perform your song to be used to express your concern for a current/recent devastation.

Differentiated Instruction - Provide text for songs. Students can use this format to create their own lyrics. - Have all students contribute to lyrics, so that everyone has input.

Time Allotment 2-3 class periods Instructional Materials - Song lyrics - Youtube videos - Garageband/Instruments/Prerecorded tracks STANDARDS 1.1: The Creative Process: All students will demonstrate an understanding of the lements and principles that govern the creation of works of art in music. 1.1.12.B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions. 1.2: History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. 1.3.12.B.3 Improvise works through the conscious manipulation of the elements of music, using a variety of traditional and nontraditional sound sources, including electronic sound-generating equipment and music generation programs. 1.3.12.B.4 Arrange simple pieces for voice or instrument using a variety of traditional and nontraditional sound sources or electronic media, and/or analyze prepared scores using music composition software.

1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. 1.4.12.A.2 Speculate on the artists intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. ASSESSMENT 25 Possible Points Activity Questions are answered thoroughly and thoughtfully. (1-5) Student shows evidence of research for societal responses. (1-5) Student thoughtfully responds to personal connection. (1-5) Group works together to create meaningful lyrics. (1-5) Group practices to present music to the best of their ability. (1-5) Lyrics are well thought-out and follow a planned form. Music accompaniment follows a planned form. Students work together cooperatively to overcome challenges in performing/practicing. Students show progress from practicing with their group. Student perform piece smoothly from beginning to end using a recording method.