Google Spreadsheet: https://docs.google.com/spreadsheet/ccc?key=0AmJL5kf39jyJdHZnbk4yYU8zakhZN2dhUENGb3RqT0E
Lesson plan originally by Will Kuhn
1. NJCCCS Standards:
1. NJCCCS Standards:
Common, recognizable musical forms often have characteristics related to specific cultural traditions.
1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.
Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.
Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.
1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.
2. Teaching Strategies prescribed in this lesson plan:
-Research (Finding drum breaks from the 70’s funk tradition for audio samples)
-Media Production (Students create an authentic musical work from the ‘breakbeat’ tradition using the prescribed sets of rules for that musical style.
-Lecture (Teacher has a list of steps to take to create a final product)
3. Research is more student-centered because it makes the student responsible for learning and participating in finding the right audio for the music he/she will create. It would become more teacher-centered if the teacher simply gave all the students one audio sample to work with.
Lecture is teacher-centered because it focuses on what the teacher knows, not the questions or needs of the students as much.
What becomes more student centered in this lesson is that the teacher asks the students to apply the styles and concepts in the lesson on their own after the teacher has demonstrated. In step five, the teacher turns the students loose to create their own supporting instrument tracks after the foundational concept has been achieved, which in this case is the “breakbeat”.
Step six is very student centered – after the students complete their tracks, they are asked to perform it for their other students. This also adds a dimension of authentic practice to their music making and covers the different skills of composition, arranging, and performing.
2. Teaching Strategies prescribed in this lesson plan:
-Research (Finding drum breaks from the 70’s funk tradition for audio samples)
-Media Production (Students create an authentic musical work from the ‘breakbeat’ tradition using the prescribed sets of rules for that musical style.
-Lecture (Teacher has a list of steps to take to create a final product)
3. Research is more student-centered because it makes the student responsible for learning and participating in finding the right audio for the music he/she will create. It would become more teacher-centered if the teacher simply gave all the students one audio sample to work with.
Lecture is teacher-centered because it focuses on what the teacher knows, not the questions or needs of the students as much.
What becomes more student centered in this lesson is that the teacher asks the students to apply the styles and concepts in the lesson on their own after the teacher has demonstrated. In step five, the teacher turns the students loose to create their own supporting instrument tracks after the foundational concept has been achieved, which in this case is the “breakbeat”.
Step six is very student centered – after the students complete their tracks, they are asked to perform it for their other students. This also adds a dimension of authentic practice to their music making and covers the different skills of composition, arranging, and performing.
