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Hannah Larson 11/28 Name:________________________________ Date:____________________

High School Circle of 5ths Quiz - Introduction to Protest Songs Grade:__________ Title:_________________________________________

Musical Focus : concepts/skills to emphasize Playing instruments Timbre Singing Harmony Melody Creating Rhythm Movement Expressive Qualities Form

Preparation: (link to prior knowledge or jump start)

Time

Style

Circle of 5ths Quiz

Materials:

Process & Personalization: (teaching sequence & student participation)


What if you could change something you didn't like? Think about society and what happens when people don't like something. What happens? Learning Style: How do people protest? Why do people protest? Riots, Protests, Petitions, Movements Learning Style : What is a protest? Pass out "Where is the Love" lyric sheet and play the song Think, pair, share: What are they protesting? Pass out John Lennon's "Imagine" lyric sheet and play the song Think, pair, share: What is he protesting? How is this different from the last protest? Think, pair, share: Learning Style: What if you could protest something? It can be as big as freedom in America or as little as the food in the lunchroom. Individual time: Write a letter to the president, a teacher, a friend. Take less than five minutes to jot down your ideas for things you would protest. Why would you protest them? See if you can come up with three different things. Groups: Come up with your own protest song in a group. Each group will have one thing that they are protesting. The song will be a verse and a chorus (at least) Suggestion: Focus on lyrics first. What is the song about? If you'd like to use the internet/your phones to look up different protest songs/poetry for ideas, feel free! Add in instruments, melodies, spoken word, found sounds.

Focusing Question(s): How will students be able to apply their knowledge of composition and make it into a song about something that matters to them? How will students think critically about protest songs in culture and apply it to their personal lives?
National Standard(s) Addressed:

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Singing, alone & with others, a varied repertoire of music Performing on instruments, alone & with others, a varied repertoire of music Improvising melodies, variations and accompaniments Composing & arranging music within specific guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music & music performances Understanding relationships between music, the other arts, & disciplines outside the arts Understanding music in relation to history and culture

Learning Styles: I II Why What

III How

IV If

Perform: (consolidation of lesson)

Objectives: Learners will


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Be able to (behavioral): Understand (cognitive): Encounter (experiential): Change/add value (critical):

Each group will perform their song after having time in class to practice. As a class, be listening for certain things: Melody, harmony, steady beat, and other musical elements we've learned in class. As well as this, what are the different protests?

compose protest songs


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cultural events affecting music


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standing up for what they believe in


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history and music relationship


Assessment:
s s Written Individual Group s Informal Performance Other:

Notes/Extension:
This is the first time we've applied lyrics into the mix of compositions. Be sensitive to the fact that rhyming, word timing and flow may be confusing for students.