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James Higgs
Page history last edited by James Higgs 4 mos ago
FACTS LESSON PLAN DESIGN :
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Literacy:
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1. Ability to read and write musical notation
2. Ability to express ideas in poetic form
3. Ability to express emotion through words and music
4. Ability to read for comprehension
5. Ability to use critical thinking skills for historical research
6. Ability to understand and manipulate computer software and online software
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Foundations
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Literacy:
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1. Ability to read and write musical notation
2. Ability to express ideas in poetic form
3. Ability to express emotion through words and music
4. Ability to read for comprehension
5. Ability to use critical thinking skills for historical research
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Problem-Solving:
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Developing a "Ballad of Our Town" A story song representing the people, experiences, history and cultures of our school / community. Every culture and people group has shared their history, beliefs and ideas through a music form known as the Ballad. A ballad will tell of the heroes of times past. The great challenges that were faced and the great deeds that were done. It tells of the hope for the future past generations held. Everything important to a people group that should be passed down to future generations are told by musical ballads. By creating a ballad about "Our town" we will create a greater sense of continuity between generations as we understand where we came from and what our forbearers endured so that we could have what we have today. The ballad should help unify "Our Town" around a common heritage. It should challenge us to create a better tomorrow just as our forbearers created a better today for us.
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Knowledge:
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Disciplinary Structure: The framework used to create music The student will develop the ability to use musical notation, chordal progression, and rhythmic background to develop a song "Ballad". The student will use express ideas, emotions and evoke a sense of place through words tied to music.
Disciplinary Processes: How we create music The student will use the creative process of inspiration. Inspiration will be based upon research into the history of the school / community, the people who live there and have lived there and the life experiences of these characters. Musical inspiration will be based upon the historical time period of the research and the cultural background of the subjects.
Disciplinary Narrative: How we talk about Music The student will use musical performance to present the culmination of their research. The student will use a Power Point Presentation to present a more detailed report on their research into the community’s history. The student will create a Digital Photo Story in order to marry the visual, aural, and cognitive intelligences into a single strand that produces a deep emotional response in the audience.
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Using Information:
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Students will conduct research through the internet, old newspapers, and old yearbooks and through interviews with community members to create a database of information about the school and community. The students will record oral histories of community members to add to the data base. The students will then organize the information in a way that they determine in order to create the "Ballad", the Digital Story and the Power point Presentation
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Community:
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The students will research the different cultures, backgrounds, people grounds and languages that currently make up their community and that have made up their community. The students will then show how each of these stakeholders have influenced the school / community of today and will project what changes will occur in the future. The diverse background of the school / community will be explored, appreciated and celebrated as an important part of the integrated culture of the school and community
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Activities
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Authentic Activities:
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1. Research into the history of the school and community
2. Recording oral histories of school and community members
3. Developing Photo Story Presentation about the history of school and community
4. Power Point Presentation detailing research
5. Creation of the "Ballad of Our Town" (a ballad type song based upon a histories, experiences and characters of people from the school / community)
6. The student will use the creative process of inspiration to create words for the ballad. Inspiration will be based upon research into the history of the school / community, the people who live there and have lived there and the life experiences of these characters.
7. The student will use the creative process of inspiration to create the music for the ballad. Musical inspiration will be based upon the historical time period of the research and the cultural background of the subjects.
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Background Building Activities:
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1. Listening to musical examples of ballads from different cultures and time periods.
2. Reading and examine the words of ballad songs such as Chaucer’s "Robin Hood", the old English ballad "Barbara Allen" and the words to "The Ballad of Jed Clampett."
3. The themes and ideas that are common in each of these ballads will be discovered and used for the "Ballad of Our Town."
4. Video tutorials on the use of Finale music composition software will be viewed and then students will experiment with creating their own songs.
5. Students will research the "Living History Project" to discover how to conduct and record living history interviews
6. A tutorial on the use of digital recorders and a hands on activity will familize students in how to record digitally.
7. Examples of Photo Story projects will be shown and students will work in pairs to create short Photo Stories about themselves in order to learn the software.
8. The librarian will be asked to explain how to use newspaper achieves in order to find articles about important events from the communities past.
9. Students will brain storm ideas of what type of events should be in the ballad, who should be interviewed, where other information can be found about the events and how to check the sources for accuracy.
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Sharing Activities:
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1. Public Performance
2. Public Presentation of PowerPoint
3. Publish on You Tube
4. Publish on School Website
5. Write an article about the research and submit to local newspapers
6. Create a Wiki with the research and allow others to add to it
7. Create a blog with stories about developing the ballad, the problems encountered, solutions found, what the students individually learned, how they feel about the project
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Contents
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Contents:
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§117.60. Music, Level I. (1) In music, students develop their intellect, making connections among music, the other arts, technology, and other aspects of social life. (2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. (c) Knowledge and skills. (4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: (A) create a variety of musical phrases; and (B) arrange a variety of musical phrases. (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) listen to and classify music by style and/or by historical period; (B) identify and describe the uses of music in society and culture;
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Tools
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Tools:
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1. CD Player
2. Computer with headphones, instrument mic, internet connection
3. Smart Music Subscription
4. Overhead Computer Projector
5. TV 6. Sound system with mic
7. Finale, Band in a Box, Siberaus or some other comparable Music Writing Software 8. Access to Old yearbooks
9. Access to old newspapers
10. Portable recording devices (to take oral histories)
11. Power Point Software
12. Word Processing and or Desk top Publishing software
13. Photo Story 3 or some type of Digital Story Making software
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Systems of Assessment
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Assessments:
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1. Public Performance - rubric on quality, use of instruments and voices, enjoy ability
2. Written arrangements of Composition - assessed for musicality, originality, standards of harmony
3. Digitized recordings of the composition - rubric on use of music editing / composition software, available in at least 3 ways ex: cd's, you tube, pod cast, some type of downloads
4. PowerPoint Presentation of research about project- Content reliability, clarity of presentation, enjoyably of presentation, depth of work
5. Photo Story Presentation - Rubric on the use of software, use of background music, choice of pictures, did it tell the story
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To Do
FACTS LESSON PLAN DESIGN
Foundations
| Literacy: |
1. Ability to read and write musical notation 2. Ability to express ideas in poetic form 3. Ability to express emotion through words and music 4. Ability to read for comprehension 5. Ability to use critical thinging skills for historical research |
| Problem-Solving: |
Developing a "Ballad of Our Town" A story song representing the people, experiences, history and cultures of our school / community |
| Knowledge: |
Disciplinary Structure: The framework used to create music The student will develop the ability to use musical notation, chordal progression,and rhythmic background to develop a song "Ballad". The student will express ideas, emotions and evoke a sense of place through words tied to music. Disciplinary Processes: How we create music The student will use the creative process of inspiration. Inspiration will be based upon research into the history of the school / community, the people who live there and have lived there and the life experiences of these characters. Musical inspiration will be based upon the historical time period of the research and the cultural background of the subjects. Dispcilainary Narrative: How we talk about Music The student will use musical performance to present the culmanation of their research. The student will use a Power Point Presentation to present a more detailed report on their research into the communities history. The student will create a Digital Photo Story in order to marry the visual, aural, and cognitive intelligences into a single strand that produces an deep emotional response in the audience. |
| Using Information: |
Students will conduct research through the internet, old newspapers, old yearbooks and through interviews with community members to create a database of information about the school and community. The students will record oral histories of community members to add to the data base. The students will then organize the information in a way that they determine in order to create the "Ballad", the Digital Story and the Power point Presentation |
| Community: |
The students will research the different cultures, backgrounds, people grounds and languages that currently make up their community and that have made up their community. The students will then show how each of these stakeholders have influenced the school / community of today and will project what changes will occur in the future. The diverse background of the school / community will be explored, appreciated and celebrated as an important part of the intregrated culture of the school and community |
Activities
| Authentic Activities: |
1. Research into the history of the school and community 2. Recording oral histories of school and community members 3. Developing Photo Story Presentation about the history of school and community 4. Power Point Presentation detailing research 5. Creation of the "Ballad of Our Town" (a ballad type song based upon a the histories, experiences and characters of people from the school / community) |
| Background Building Activities: |
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| Sharing Activities: |
1. Public Performance 2. Peer Performance |
Contents
| Contents: |
§117.60. Music, Level I. (1) In music, students develop their intellect, making connections among music, the other arts, technology, and other aspects of social life. (2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. (c) Knowledge and skills. (4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: (A) create a variety of musical phrases; and (B) arrange a variety of musical phrases. (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) listen to and classify music by style and/or by historical period; (B) identify and describe the uses of music in society and culture; |
Tools
| Tools: |
1. CD Player 2. Computer with headphones, instrument mic, internet connection 3. Smart Music Subscription 4. Overhead Computer Projector 5. TV 6. Sound system with mic 7. Finale, Band in a Box, Siberaus or some other comperable Music Writing Software 8. Access to Old yearbooks 9. Access to old newspapers 10. Portable recording devices (to take oral histories) 11. Power Point Software 12. Word Processing and or Desk top Publishing software 13. Photo Story 3 or some type of Digital Story Making software |
Systems of Assessment
| Assessments: |
1. Public Performance 2. Written arrangements of Compostition 3. Digitazed recordings of the composition 4. Powerpoint Presentation of research about project 5. Photo Story Presentation of subject the "Ballad" is about |
To Do
The Efficiency Model
A Learning Design
Top 10 Principles of the Efficiency Model
1. Measurable Outcomes based upon stated objectives 2. Instruction sequential 3. Teacher is the expert 4. Student actions are manipulated through behavior reinforcement 5. Pretest, teach, retest, reteach, retest 6. Chucks of information taught in a non-holistic manner 7. Classroom environment arranged for control and dispensation of knowledge 8. The brain is primary tool used 9. Teach specific facts 10. Each student does their own work
Top 10 Challenges to the Efficiency Model
1. Does not address different ways different students learn 2. Assumes a large number of students will not get it 3. Does not promote concept extension 4. Students do not see relevance of information 5. Does not allow for different methods of assessment 6. School learning becomes separated from life learning 7. Does not promote information sharing between students 8. Transference of learning between subjects is hindered 9. Does not provide tools students need for today’s world 10. Does not provide an environment that values student differences
Step One: Define a Learn Goal
Students will be able to name the lines and spaces of the treble clef staff.
Step Two: State Objectives
Using staff paper, the student will put the names of the lines of the treble clef staff at 100 percent accurancy.
Step Three: Sequence Instruction
1. Using the whiteboard the teacher will draw five lines and spaces which represent the staff and the students will do the same on a piece of paper. 2. The teacher will draw a treble clef sign. 3. The students will draw a treble clef sign on their paper ten times. 4. The teacher will put the correct letter name on each line of the treble clef. 5. The students will practice putting the letter names of the treble clef on their paper 10 times. 6. The teacher will teacher the acrostic: E very G ood B oy D oes F ine by writing it on the board as a memory tool for the lines and spaces. 7. The students will write the acostic 10 times. 8. The will teach the students to use five fingers to remember the names of the lines and spaces.
Step Four: Determine Learning Success
1. Students will turn in their papers for a grade. 2. Students who have not mastered the skill will be given a sheet that has the names of the lines and spaces of the treble clef staff on it for home study.
A Reflection and Critique of the Design
The above lesson does not take advantage of computer software such as Music Ace which allows the student to practice the skill at their own pace. Music Ace also plays the notes and then uses songs that the student will know to reinforce the skill. This creates more authetic instruction and and helps to create interest in learning more.
The FACTS Model of Design
Teachers as Designers: A Cinquain Poem
Teachers Always Learning Moving towards Future Kinda Scary Educators
Teachers as Designers: A Diamente Poem
Teachers Life Changers Working, Traveling, Moving Guides, Facilators,Hope,Learners Challenging, Changing, Moving The Future Students
The FACTS Model: A Summary
What we want the student: F- to be: foundation A- to do: activities C- to know: content T- to use: tools S- to show: assessment
The F is for Foundations
The things we want the student to know and be able to do when they finish 12 years of Schooling.
The A is for Activity
The real life based, problem solving activites the students will do.
The C is for Content
The knowledge and skills that we want the student to learn throught the lesson cycle.
The T is for Tools
The appropriate tools which allow the students to solve the problem while addressing the different learning modalities.
The S is for Systems of Assessment
The way we determine the student learned the content (overt curriculum) and the foundational knowledge and skills (covert curriculum)
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Problem-Solving:
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Developing a "Ballad of Our Town" A story song representing the people, experiences, history and cultures of our school / community. Every culture and people group has shared their history, beliefs and ideas through a music form known as the Ballad. A ballad will tell of the heroes of times past. The great challenges that were faced and the great deeds that were done. It tells of the hope for the future past generations held. Everything important to a people group that should be passed down to future generations is told by musical ballads. By creating a ballad about "Our town" we will create a greater sense of continuity between generations as we understand where we came from and what our forbearers endured so that we could have what we have today. The ballad should help unify "Our Town" around a common heritage. It should challenge us to create a better tomorrow just as our forbearers created a better today for us.
|
|
Knowledge:
|
Disciplinary Structure: The framework used to create music The student will develop the ability to use musical notation, chordal progression, and rhythmic background to develop a song "Ballad". The student will use express ideas, emotions and evoke a sense of place through words tied to music.
Disciplinary Processes: How we create music The student will use the creative process of inspiration. Inspiration will be based upon research into the history of the school / community, the people who live there and have lived there and the life experiences of these characters. Musical inspiration will be based upon the historical time period of the research and the cultural background of the subjects.
Disciplinary Narrative: How we talk about Music The student will use musical performance to present the culmination of their research. The student will use a Power Point Presentation to present a more detailed report on their research into the community’s history. The student will create a Digital Photo Story in order to marry the visual, aural, and cognitive intelligences into a single strand that produces a deep emotional response in the audience.
|
|
Using Information:
|
Students will conduct research through the internet, old newspapers, and old yearbooks and through interviews with community members to create a database of information about the school and community. The students will record oral histories of community members to add to the data base. The students will then organize the information in a way that they determine in order to create the "Ballad", the Digital Story and the Power point Presentation
|
|
Community:
|
The students will research the different cultures, backgrounds, people grounds and languages that currently make up their community and that have made up their community. The students will then show how each of these stakeholders have influenced the school / community of today and will project what changes will occur in the future. The diverse background of the school / community will be explored, appreciated and celebrated as an important part of the integrated culture of the school and community
|
Activities
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Authentic Activities:
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1. Research into the history of the school and community this will include archive search of newspapers, yearbooks and public records and online research through search engines etc.
2. Recording oral histories of school and community members at least 20 different ones from different age groups, ethnicities and social-economic status
3. The student will use the creative process of inspiration to create words for the ballad. Inspiration will be based upon research into the history of the school / community, the people who live there and have lived there and the life experiences of these characters.
4. The student will use the creative process of inspiration to create the music for the ballad. Musical inspiration will be based upon the historical time period of the research and the cultural background of the subjects.
|
|
Background Building Activities:
|
1. Listening to musical examples of ballads from different cultures and time periods
2. Reading and examine the words of ballad songs such as Chaucer’s "Robin Hood", the old English ballad "Barbara Allen" and the words to "The Ballad of Jed Clampett."
3. The themes and ideas that are common in each of these ballads will be discovered and used for the "Ballad of Our Town."
4. Video tutorials on the use of Finale music composition software will be viewed and then students will experiment with creating their own songs.
5. Students will research the "Living History Project" to discover how to conduct and record living history interviews
6. A tutorial on the use of digital recorders and hands on activity will familiarize students in how to record digitally.
7. Examples of Photo Story projects will be shown and students will work in pairs to create short Photo Stories about themselves in order to learn the software.
8. The librarian will be asked to explain how to use newspaper archives in order to find articles about important events from the communities past.
9. Students will brain storm ideas of what type of events should be in the ballad, who should be interviewed, where other information can be found about the events and how to check the sources for accuracy.
10. Students will learn the basis for a good newspaper article by taking newspaper articles and identifying the who, what, when, why, and how
11. Students will visit chosen Wiki sites and blog sites to see develop and understanding of what these items are
12. A tutorial (either online or video or PowerPoint) will be presented and the students will go through the steps up setting up a Wiki and a blog site
13. Video interviews with composers will be show as they talk about the art of inspiration and how they use it what it means to them. Students will then write short poems on selected subjects in practice the art of inspiration and they will be given the chance to use musical instruments or musical software to create short (8-12 measure) melodies
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Constructing Activities:
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1. Developing Photo Story Presentation about the history of school and community
2. Power Point Presentation detailing research
3. Creation of the "Ballad of Our Town" (a ballad type song based upon a the histories, experiences and characters of people from the school / community)this will include the narrative story or words of the song and the actual musical melody and harmonies
4. Production of the Ballad using voices and instruments. This can be recorded or synthesized
5. Newspaper type of articles summarizing the research
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Sharing Activities:
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1. Public Performance
2. Public Presentation of PowerPoint
3. Publish on You Tube
4. Publish on School Website
5. Write a article about the research and submit to local newspapers
6. Create a Wiki with the research and allow others to add to it
7. Create a blog with stories about developing the ballad, the problems encountered, solutions found, what the students individually learned, how they feel about the project
|
Contents
|
Contents:
|
§117.60. Music, Level I. (1) In music, students develop their intellect, making connections among music, the other arts, technology, and other aspects of social life. (2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. (c) Knowledge and skills. (4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: (A) create a variety of musical phrases; and (B) arrange a variety of musical phrases. (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) listen to and classify music by style and/or by historical period; (B) identify and describe the uses of music in society and culture;
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Tools
|
Tools:
|
1. CD Player
2. Computer with headphones, instrument mic, internet connection
3. Smart Music Subscription
4. Overhead Computer Projector
5. TV / DVD player / VCR
6. Sound system with mic
7. Finale, Band in a Box, Siberaus or some other comparable Music Writing Software 8. Access to Old yearbooks
9. Access to old newspapers
10. Portable recording devices (to take oral histories)
11. Power Point Software
12. Word Processing and or Desk top Publishing software
13. Photo Story 3 or some type of Digital Story Making software
14. Tutorial software, videos, power points on how to create a Wiki and a blog site
15. Microsoft Office
6. Examples of Ballads from across the ages both narrative style and song style and performance examples of these ballads
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Systems of Assessment
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Assessments:
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1. Public Performance - rubric on quality, use of instruments and voices, enjoyability
2. Written arrangements of Composition - assessed for musicality, originality, standards of harmony
3. Digitized recordings of the composition - rubric on use of music editing / composition software, available in at least 3 ways ex: cd's, you tube, pod cast, some type of downloads
4. PowerPoint Presentation of research about project- Content reliability, clarity of presentation, enjoyablity of presentation, depth of work
5. Photo Story Presentation - Rubric on the use of software, use of background music, choice of pictures, did it tell the story
6. All rubrics will have 4 columns: with 4 being the best grade: 4- meets all objectives, 3-almost all objectives, 2-most objectives, 1-some objectives
7. Each objective in the rubric will be chosen and defined with class participation and then a copy of the developed rubric will be given to each participant so that they can measure their work against it as they progress
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Learning Environment
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Environment:
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1.The Classroom will be arranged for groups of 2 -4 to be able to work together as needed
2. Stations will be placed around the classroom to help facilitate work and allow several groups to work at once. Example of stations: *a computer with internet access, *a musical station with a computer, composition software piano or midi-keyboard controller, headphones *desktop publishing area *recording area for interviews and editing of recordings *a open area for whole group meetings *long work table
3. Teacher will be able to move from group to group, station to station freely through the open center area and students will also be able to move freely this way
4. Teacher and other "experts" will be available for conferences and to ask questions to help keep the groups focused and going
5. Smart board will be available so students can project their projects and make changes suggested by other class members
6. The project will be a six project with at least 2 days a week of class time devoted just to the project
7. Technologies and content from the project will be integrated into lessons during the 3 days not devoted to the project
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To Do
James Higgs
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