WordPress.com



Musher MusicA Lesson in Music and WritingDeveloped by:Annie Kelley—2017 Iditarod Teacher on the Trail?Discipline / Subject:Music and WritingTopic:MusicGrade Level:All Grades K-8 Resources / References / Materials Teacher Needs:Musher Music HandoutsiPod/speakers (music source)Lesson SummaryIn this lesson students will learn about how music can convey different feelings. They will create a playlist of songs that convey the feeling a musher might have a different checkpoints in the Iditarod. Standards Addressed: Common Core State Standards3rd-8th Grades: HYPERLINK "" CCSS.ELA-LITERACY.W.5.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Pre-K-8:2014 National Association for Musical EducationResponding: SelectEnduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and respondingLearning Objectives:1.) Students will learn about how to select music based on feeling.2.) Students will learn how to describe their selection using proper grammar and spelling.Assessment:Students will turn in the final draft of their selections and descriptions as their assessment.Procedural Activities:1.) Begin playing a few different songs to your students and ask your students how the song makes them feel. Here are a few examples I used with my class: Here Comes the Sun (The Beatles), More Like Love (Ben Rector), Footloose (Kenny Loggins), Ants Marching (Dave Matthews Band), Tornado Alley (Gaelic Storm), Walking on Sunshine (Katrina & The Waves), Peace (O.A.R) and Thank God for Hometowns (Carrie Underwood).2.) Discuss the feelings and emotions a musher might experience along the Iditarod. Go through the example songs on the handout and discuss why a musher might listen to that song, or have the feeling it conveys at that point in the race. 3.) Have students come up with their own “playlist” for the 5 checkpoints given (Willow, Rohn, Iditarod, Unalakleet, and Nome). Adaptation: for younger grades you can come up with a class playlist and for older students you can have them give longer explanations or create a playlist of more songs/checkpoints.4.) Once students are done with their rough draft, they can check in with the teacher. Once their list is approved they can complete the final draft.5.) Share playlists with classmates and other teachers (include your music teacher if you can… mine really enjoyed reading why students picked certain songs).**I did this lesson over two days. I had them listen to songs and come up with their playlist on the first day and on the second day they completed their final drafts and shared with their classmates.Materials Students Need:Handouts—Musher MusicTechnology Utilized to Enhance Learning:iPod for musicModifications for Special Learners/ Enrichment Opportunities:1.) For younger grades you can come up with a class playlist 2.) For older students you can have them give longer explanations or create a playlist of more songs/checkpoints. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download