jhberry

AFRICAN MUSIC


 * Summary of ideas for overall project:

Goal 9 The learner will understand music in relation to history and culture.
** 4.04 Use a variety of sound, notational, and technological sources to compose and arrange music. **  1)How does music of other cultures compare or contrast with what I listen to and why? 2)How would I compose a musical piece and make it sound as if I were from Africa? 1)What is the primary musical element used in African Music? 2)What family or category of instruments is most often used in traditional African Music?
 * 9.01 Identify **** the style of aural musical examples from various historical periods and cultures. **
 * Goal 4 ** **The learner will compose and arrange music within specified guidelines.**
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 * ====Subject and grade level: Music/5th Grade====
 * ====Topic of your Unit: African Music====
 * Curriculum Framing Questions:
 * Essential Question: Do You Hear what I hear?
 * Unit Questions:
 * ====Topic of your Unit: African Music====
 * Curriculum Framing Questions:
 * Essential Question: Do You Hear what I hear?
 * Unit Questions:
 * Content Questions:
 * The project idea-real world connections, authenticity:
 * ====Concerns, questions, desired feedback====

Visual Ranking
 * As a pre-unit activity, students will take the eight elements of music and rank them in order of importance based on their prior experiences and knowledge. Then after learning about several cultures in Africa, students will again rank the elements according to what they learned about the music of these specific African cultures, Ghana, Guinea and Egypt.

Seeing Reason  > Research Question:What makes the African music of _Ghana sound different from what I listen to? Click on this link to listen to music from Ghana. > http://educate.intel.com/workspace/student/login.aspx?LID=en  Showing Evidence  > > Individually, students research th perspectives using any and all resources available. They examine the issue objectively and devise a claim answering the Unit Question: > When someone says to us: "My music's better than your music.", what are they basing their opinion upon? Especially if the music is from a culture or style with which we are not familiar. In this project students will state an agree or disagree claim to the question: "Do you believe African music is valuable to our culture in the United States?" Students will research and listen to musical example to aquire and integrate knowledge to be placed in the Showing evidence tool. Students will rate and evaluate positive and negative evidence. Based on their investigation students will make a conclusion to summarize their response to the project question. > Students with similar claims collaborate. Working in teams of two or three, students use the //Showing Evidence Tool// to structure the support for their answer. Teams should have five pieces of evidence to support their claim and three that could weaken the claim. Students cite their evidence and rate it according to how reliable it is. > > Afterwards, student teams are assigned another team’s work to review. Then, students present their claims in a class debate. > Finally, students reflect upon their point of view versus other groups’ perspectives. Using information and knowledge they gleaned from using the //Showing Evidence Tool// and participating in the debate, students respond again to the essential question: Is my music better than your music? > > http://educate.intel.com/workspace/student/login.aspx?LID=en
 * In this music unit, students analyze the processes used in making important decisions that affect their music making--specifically, analyzing the environment and situations of one country on the continent of Africa. To begin understanding the issues of creative music making, we need to know what effects musicians choices when creating music. Taking on the role of an African musician, students will use the Seeing Reason Tool to create a map that represents research and data to support their own answer to the question, What makes the African country of 's music sound different from what I listen to? Students will present a composition performance that represents their understanding of the environmental and situational issues facing them as a musician from Africa.
 * The teacher will use two pieces of music that reflect two different cultures. The teacher teaches one of the two pieces to the class, then asks the class to consider the Essential Question: Do you hear what I hear//?// The class briefly discusses. Then the teacher the second piece. The class discusses any new or different information they learned from the second piece. The teacher then asks the class to think about: Is our first piece better in quality than the second or visa versa? They discuss multiple perspectives and how to find the evidence to support their position.
 * List concerns you have using Showing Evidence in your unit.

The project idea-real world connections, authenticity:
Acceptance of others culture and national heritage.

Concerns, questions, desired feedback:
Lesson Plan Unit Attachment: