ARTS EDUCATION TEACHER HANDBOOK

ELEMENTARY LESSON PLAN

Submitted by Terry Anne Denny, Wake County Public Schools

Lesson Title:
Music Around the World: United Nations Week

Grade Level or Course:
Grade 4 ? Music (Can be easily adapted for Grade 5 by modifying objectives to match grade level)

Time Allotment:
two 40 to 45 minute periods

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course
of Study and Grade Level Competencies, K-12:

• 1.01-Sung with pitch accuracy
• 1.02-Match pitch within a developmentally appropriate vocal range, using head tones.
• 1.03-Sing with rhythmic accuracy.
• 1.04-Sing with proper vocal technique including pure head tone, clear diction, and correct posture.
• 1.05-respond to the cues of a conductor.
• 1.06-Sing expressively with appropriate dynamics and phrasing.
• 1.09-Sing music representing diverse styles, genres and cultures.
• 1.10-Show respect for the singing efforts of others.
• 2.01-Play with pitch accuracy
• 2.02-Play with rhythmic accuracy
• 2.03-Play with appropriate technique and posture.
• 2.04-Play expressively using appropriate dynamics.
• 2.06-Respond to the cues of a conductor.
• 2.07-Play music representing diverse styles, genres and cultures.
• 2.08-Show respect for the playing efforts of others.
• 6.02-Demonstrate perceptual skills by conducting, moving to, answering questions about, and describing aural examples of music of various styles and cultures.
• 6.03-Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
• 6.04-Identify visually and aurally a variety of instruments, including many orchestra and band instruments, and instruments from various cultures.
• 6.06-Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.
• 6.07-Show respect while listening to and analyzing music.
• 7.02-Explain personal reactions to specific musical works and styles using appropriate music terminology.
• 7.03-Show respect for the musical efforts and opinions of others.
• 9.01-Identify the styles or genre of aural music examples from various historical periods and cultures.
• 9.02-Describe in simple terms how elements of music are used in music examples from various cultures in the world, past and present.
• 9.03-Identify various uses of music, and describe characteristics that make certain music suitable for each use.
• 9.04-Identify and describe roles of musicians in various music settings and cultures.
• 9.05-Show respect for music from various cultures and historical periods.

Lesson Objective(s):

Students will listen to and perform music and music from cultures around the world, and learn about United Nations Week. Students will become familiar with the goals and purposes of the United Nations, and its history. Through examination of music from some of the countries of the U.N., students will gain insight into the cultures and people of these nations.

Materials/Equipment Needed:

World Map, pictures of the U.N., pictures of the different countries covered, CD player, suggested CD's and tracks listed below, scarves, musical instruments: Hand drums, triangles, finger cymbals, castanets, sticks, opt. Orff instruments, Limbo Pole (could use low C boomwhacker) Asian fans
(optional: PowerPoint Presentation using pictures of the UN, maps and photos of the countries. All of these can be downloaded from copyright-free sites on the internet, and prepared in a PowerPoint presentation, if a computer is available.)

Optional CD and track list: (any multicultural recordings may be substituted)
For the Children:? (DISNEY) - Track 1
World Sound Matters 1: ( SCHOTT) - Tracks 26, 5, 13
World Sound Matters 2: (SCHOTT) - Tracks 24, 21
Island Steel Drum Favorites: (LASERLIGHT) - Track 8
Greek Party: (PPI) - Track 15
African Tribal Music and Musics: (LASERLIGHT )- Track 4
Japan:Traditional Music: (ELECTRA) - Track 5

Lesson Procedure

Begin lesson with the song GIVE A LITTLE LOVE (Track 1 of For The Children CD). Teach the refrain, have students sing along, and listen to the verses. After the song, introduce the U.N. information. Explain that it is United Nations Week (if you are using this in conjunction with that event). Show pictures (or begin PowerPoint, if available) of the U.N. and have a short discussion of its purpose and goals. Compare the words of the song to the preamble of the U.N. constitution (which is available on-line). THE SENTIMENTS ARE VERY SIMILAR. Explain that this lesson will be an around-the-world tour of music from different countries that belong to the U.N. For each country show a map and some pictures, and briefly discuss the culture of that country. Trace the route on a world map also. There will be different activities for the music. A suggested order for the lesson would be as follows:

Music from North America, Native American. Students will play drums and shakers as they listen to the music and discuss the heritage.
Music from Cuba: play rhythm instruments with musical example.
Music from Trinidad: examine steel drum, music the Limbo
Music from Brazil: listen and play rhythm instruments

Part 2 of lesson continues here:
Music from Norway: listen to lullaby in Norwegian
Music From Spain: Play castanets and rhythm sticks, show video clip of Spanish dancing, if available
Music from Greece: Students will perform scarf music with partners.
Music from Egypt: listen to example, discuss art and culture
Music from Africa: Play African shakers and drums, examine African instruments
Music from India: Listen and analyze
Music from China: Play wooden instruments, woodblocks, temple blocks
Music from Japan: music with fans
Music from Indonesia: Play Orff instruments (imitate Gamelan) teacher plays recorder
Closure: A review and comparison of countries covered over"world trip."

Assessment:

Written:
Students will complete journal reflections on the music of the different cultures, either by writing their own thoughts, or by answering specific questions posed by the teacher, such as "Compare the music of two cultures"; for example, Spain and China.

Performance:
Students will music or play instruments to show understanding of styles and musical elements.

Conversation:
Teacher will conduct interviews, have informal discussion with the class and ask oral questions during the lesson and following.

Observation:
Teacher will observe formally and informally

Document:
Teacher will use a checklist of items to document student success and understanding. Singing of opening song, rhythms played on instruments, participation in music and discussions.

Special Considerations:

Music examples may be changed, added, or deleted as needed. The unit can be extended if desired by adding additional countries to the list. Songs could be added for singing as well. Follow up activities may be used, if desired, in conjunction with learning centers:

• Reading/Writing Center: research different cultures, answer questions or write journal entries
• Computer Center: Review PowerPoint, look at internet sites selected by teacher, use geography software if available.
• Instrument Center: explore instruments around the world
• Keyboard Center: Play simple folk tunes from around the world
• Video Center: watch select videos of cultures
• Listening Center: CD examples from class or additional, answer guide questions
• Manipulatives:Jigsaw puzzle maps of various countries or continents

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