Two Week Unit Plan
Italian…It’s Greek to Me.
Scott Sexton
ELED 6803
11-30-04
Two Week Unit Plan
Italian…It’s Greek to Me.
Scott Sexton
ELED 6803
11-30-04
Introduction
This unit plan was developed for use in a beginner band class to teach the meanings of a selected list of musical terms. This unit is designed to accommodate for one student’s moderate learning disability in reading and spelling. While this exceptionality is mild when compared to that of moderate or severe mental retardation, it is nonetheless the most sever exceptionality of any student that I teach on a daily basis. While I could have designed a unit to use with elementary students, some of whom have more sever exceptionalities, I would only have been able to include two lessons for a two week unit as was assigned. This is because I see each grade of elementary students once per week. For this reason I am compelled to form a unit for a less exceptionally inclined but more frequently meeting class.
Goals
To familiarize students with musical terms for tempo, dynamics, and change in dynamics (crescendo and decrescendo) in written and verbal form.
To teach students to recognize and reproduce the effects of the meanings of the terms presented in class.
Topics covered will move from dynamics, to crescendo and decrescendo, to tempo, and will finally include all these areas simultaneously.
Objectives
(1) After a two week unit centering on selected musical terms, the students will be able to correctly spell these terms and draw/write their symbols to within 80% accuracy.
(2) After a two week unit centering on selected musical terms, the students will be able to correctly pronounce these terms to within 80% accuracy.
(3) After a two week unit centering on selected musical terms, the students will be able to correctly define these terms to within 80% accuracy.
(4) After a two week unit centering on selected musical terms, the students will be able to use those terms to correctly identify properties of musical selections to within 80% accuracy.
(5) After a two week unit centering on selected musical terms, the students will be able to reproduce sounds that demonstrate the concepts of those terms to within 80% accuracy.
Justification of Goals
and Objectives
These goals are aligned to the Arkansas State Frameworks for music, strands M.3.1 “read and notate simple and compound meter, rhythm, pitch, and dynamics using standard symbols and terminology,” M.4.2 “evaluate the elements and components of a musical composition using appropriate terminology,” and M.4.5 “utilize technology to listen to, analyze, describe, and evaluate music and musical performance.
By writing or drawing symbols, and spelling terms, students demonstrate that they can notate specific musical terminology. By correctly pronouncing these terms, students demonstrate that they can read specific musical terminology. By correctly defining these terms, students demonstrate an effective understanding of the meaning of the terms which is essential in music notation. By correctly evaluating the elements of musical selections and by successfully reproducing the musical effects that the terms describe, students show understanding of the meanings behind the assigned terms. Use of a classroom CD player and computer, if deemed useful during instruction, also comply with M.4.2 and M.4.5.
Needs Assessment
As a student with a moderate learning disability in reading and spelling, John is to be taught according to the guidelines of his IEP. John’s ability level does not preclude him from learning all of the material presented in this unit to a level of mastery, but it does make this level of achievement more difficult to attain. John functions well with other students and can easily participate in group work. He concentrates better when instruction comes in short bursts with frequent breaks for activities or time to process the information.
Modifications
Modifications were made for “John” as required by his IEP. John has a moderate learning disability in reading and spelling. To encourage John’s success in this unit, he was allowed to read the unit words from a handout when asked questions in class. All students were allowed to do this, but John was allowed to keep his worksheet for much of the unit to give him more practice reading and identifying the terms by sight. John was also given a “word hint” sheet for the fill in the blank section of his final assessment. This hint sheet was created by John with my supervision to give him clues about the spelling of the words without blatantly giving him the answers. John was given ample time to finish the final assessment. All students finished before the end of the class period.
Lessons
1) “In the beginning…of the unit.”
Pretest and Introduction to Unit.
A pretest is given to gather information on which terms the students already know. The test is collected and reviewed as terms are defined by the instructor. The purpose of the unit is described to the students “to acquaint them with an effective understanding of musical terms for tempo, dynamics, and change in dynamics.” General questions about content, relevance, and unanticipated concerns of the students are addressed.
2) “Piano…it’s not just an instrument anymore.”
Dynamic terms, symbols, and meanings.
Terms and symbols for fortissimo, forte, metzo forte, metzo piano, piano, and pianissimo are given. Terms are defined through direct lecture then discussed in a semi-formal group conversation where pronunciation is encouraged and monitored.
After discussion, musical examples at given dynamic levels are played for student observaion. Musical examples at unspecified dynamic levels are then played for students to attempt application of their terminology in written and oral activities. Specifically, students are to write the word for the dynamic level that they feel best describes the selection. Then, students are to verbally respond by correctly pronouncing their answer and justifying it, also verbally. Students are also to demonstrate given dynamic levels with their voice or instruments.
3) “I crescendo when you don’t decrescendo!”
Terms, symbols, and meanings for “getting louder” and “getting softer”
Terms and symbols for “getting louder” and “getting softer” (crescendo and decrescendo) are presented on the class whiteboard and verbally. Terms are defined through direct lecture then discussed in a semi-formal group conversation where pronunciation is encouraged and monitored.
After discussion, musical examples of specified effect (crescendos and decrescendos) are played for student observation. Musical examples of unspecified effect (crescendo or decrescendo) are then played for students to attempt application of their terminology in written and oral activities. Specifically, students are to write the correct term for the given example. Then, students are to verbally respond by correctly pronouncing their answer and justifying it, also verbally. Students are also to demonstrate a given effect (crescendo or decrescendo) with their voices or instruments.
4) “Time flies when you’re moving prestissimo.”
Terms, symbols, and meanings for tempos.
The terms
After discussion, musical examples at given dynamic levels are played for student observaion. Musical examples at unspecified dynamic levels are then played for students to attempt application of their terminology in written and oral activities. Specifically, students are to write the word for the dynamic level that they feel best describes the selection. Then, students are to verbally respond by correctly pronouncing their answer and justifying it, also verbally. Students are also to demonstrate given dynamic levels with their voice or instruments.
5) “But wait…there’s more.”
Bringing everything together for integrated term use.
The terms, symbols, and meanings of the previous lessons are reviewed in group discussion and unclear or forgotten areas are retaught. Memory strategies are reviewed or replaced as needed. Group interaction and group teaching are encouraged as concepts are reviewed. Musical examples are presented in the same manner as in previous lessons in the unit, but assess multiple factors simultaneously. Examples: “What is the tempo and dynamic level of this song?” “At this (indicated) point in the song, the music the dynamic level is changing. The correct term for what is happening is ____________.” As with previous lessons, students will answer verbally and with written responses, and will demonstrate concepts with their voices/instruments.
At the end of class I describe the next lesson’s learning/assessment activity/game and students prepare by asking questions to clarify the presented situation and general rules of the game (as described in the following entry) and formulate strategies and plans for the activity.
6) “It’s like a plan…but different.”
Problem solving, storytelling activity.
Students participate in a storytelling game in which the teacher and students interact to tell the story of five students (as represented by the five students in the class) who wake up one morning in an unfamiliar house. Students ask question to find out about their surroundings and make decisions based on what they deem important to do or find out. Although the plot of the story can take wildly different directions depending on the choices of the students, the basic plot of the story involves the students discovering that they have somehow been transported to a mansion in Italy and finding a way to return to the United States before they are captured, overrun, killed, or otherwise done harm by an antagonistic force.
The specific nature and goals of the antagonistic force are decided by the students to ensure that materials used in the game are not offensive or objectionable. The nature and objectives of the antagonistic force have been decided at the end of the previous lesson in order for me to have time to prepare clues and challenges for the story. For this class, the antagonistic force takes the form of goblin or troll-like creatures standing approximately seven feet tall and brandishing wooden clubs. The intention of the creatures is to capture and eat the students. All students agreed to these elements of the story. Also, it is important to note that the classroom students are not actually doing any of the things described. They are merely describing what they want their story counterpart to do. Then I describe the outcome of their actions.
When the students “awake” in the
mansion, they ask questions about their immediate surroundings, discovering
that the residence is the countryside.
All textual information in the house is written in Italian. They reason that they are in
The students continue exploring the house, finding that a different style of music is playing in every room of the house. This is significant to determining a specific property of the room and overcoming a challenge or discovering a clue as to how they arrived in the house. Example: In a room with exceptionally loud, fast mariachi music playing (actual musical excerpts are used) there are three keys and two slips of paper. One each key is a tempo term. On each of the slips of paper are a dynamic term and three numbers (such as would be used for a combination lock). This room has two doors other than the one the students went through to enter the room. One door has is locked and requires a key. One door has a padlock. Students must use the key or combination with the correct musical term or release one of the goblin creatures from its secret hiding place.
If the goblin is released, students must correctly answer another question to either fight off or flee from the creature. If the students answer wrong, one of them is captured by the goblin. While exploring the house, students may discover where captured students are being held. If they answer a series of questions correctly, they will be able to free their lost students. They may return to that room to free any subsequent captured students, but the questions get progressively more difficult and drawn out.
Another example of an in-story use of music terminology is the application of musical terms for tempo towards an automated, voice response revolving door. It is moving much to fast for the students to get through. The students must correctly speak “adagio” to have the door move walking speed. Once through the door, the students can either instruct the door to move “presto” or “largo” to prevent another goblin from following them.
The game ends if all students are captured or if they discover how they came to be in this house and formulate a plan to return home. The solution to the puzzle is that the students are dreaming and must wake up. Depending on how the students plan to do this, one final question may be needed to see if they can force their selves to wake up. However, even if they do not answer the question correctly, people naturally wake up when they are finished sleeping. Therefore, the students win the game and have had much practice interacting with the unit information through direct questioning and fictitious application.
7) “But I don’t want to go up the elevator.”
Conclusion of storytelling activity.
The reason for the title of this lesson is because of an elevator in the mansion they find themselves in. It is hinted during the story that something very scary is on the top floor of the mansion. The students must explore the top floor to solve the mystery, and must use the elevator as the stairs are blocked by structural damage.
The story concludes on this day. The time must be monitored carefully both days to make sure that students stay on task and finish the mystery in the given time. If time runs out, students would be asked to write their own ending with appropriate clues, questions, and answers. If the story ends early, the students are asked to draw a picture or comic strip showing important events in the story.
8) “We’ve got spirit! Yes we do! We’ve got spirit! Class is canceled!”
Class is canceled because of a basketball pep rally.
Although class is canceled, students will be questioned the following day about the tempos of cheers, dynamics of speakers, and crescendos or decrescendos at points in the pep rally.
9) “That old familiar feeling.”
Student assessment over materials covered in the unit.
Students are given their final assessment today. Knowledge of all terms, symbols, and meanings are assessed. Students must correctly write and say the terms at different points of the test, and must correctly reproduce the effects meant by the terms. After the assessment, students are free to read or talk quietly. Students may attempt to try their own short storytelling game with appropriate questions.
10) “…and all I got was this lousy t-shirt.”
Go over the assessment scores and review any objectives that were not mastered.
I pass the graded assessment back out to the students to show students their scores and give them an opportunity to check it for grading errors. Areas that were missed by many students are re-taught by me and by peer to peer teaching. Specific questions or areas that students need help with will also be addressed. Students may attempt to try their own short storytelling game, as time permits, with appropriate questions.
Resources
Teacher resources needed for this unit are a CD player, various CDs, teacher-made handouts, and a whiteboard with markers. Computer audio files are optional and may be used as deemed helpful as well as musical examples from in-class instruments. Student resources needed for this unit include instruments and normal classroom stationary. At my discretion, students may bring in CDs or other music files form their home to share with the classroom as is applicable to the concepts being taught.
Summary
This unit was moderately successful in teaching the desired concepts. Modifications, as described in the modifications section, were not successful at bringing John up to par with the rest of the class. This could have been because the modifications were not appropriate or significant, or because of John’s poor attitude and lack of effort. I cannot be completely sure without more information. However, because John has subsequently dropped the class, I am reasonable sure that his score was related to his imminent departure. From a motivational point of view, most students seemed to enjoy this unit, specifically the storytelling game. They have requested more activities of that type.
