Donna
Lerch
Feitshans
5/6 Grade Center
Springfield, Illinois
UIUC/C&I
407
Summer 1999
The major product of the course will be a piece of technology-intensive integrated curriculum (a module) that:
Guides for the major project
The project has two main components, a student part and a teacher part.
Student (to provide instruction for approximately two weeks)
Teacher's guide
The reform proposal for the Primary Concerns group is the Ridgely Learning Community: A Century of Pride. The focus of the proposal is to unify and help students learn about the neighborhood and community in which they live. Each group member is contributing to the further development of the Ridgely Learning Community theme. All grade levels are being represented in the project proposal in order to illustrate how all students will participate in the celebration and learning. Janeen's project, designed for kindergarten and first graders, will help students understand and learn about community and what it is (the school, cites in the city, mapping skills, etc.). Lynn is focusing on a Duke Ellington unit for second and third graders. Julie's project is to have fourth graders create a new time capsule for Ridgely Elementary School's next 100 years. Shellie's project is to have the fourth and fifth graders develop a walking tour of the Ridgely Community. Donna will have her fourth and fifth grade music students research the history and music of the closing century, and create a time line of the period. As the title indicates, Ridgely Elementary School is preparing to celebrate its 100th year in the community. The individual projects of each group member are intended to enhance this centennial celebration.
Description of Curricular Unit
Subject:
General Classroom Music integrated with Social Studies - Fourth or Fifth Grade Classes
Objective:
To create 100 year time line of historical and musical events that occurred during the first one hundred years of Ridgely School.
Goals:
1. Working collaboratively, design a time line. Gather data, through traditional sources and innovative technology, and decide value and importance of historic, arts, and cultural events.
2. Develop understanding of how music is interwoven in history and people's lives.
3. Demonstrate how music has changed in the last century
4. Communicate #2 to the community with Time Line- on paper to be displayed at Ridgely (check with North Branch of Lincoln Library for temporary display, also). Time Line also to be published on Web, linked to Ridgely Home Page.
Materials Needed:
Research Sources:
Software required:
Internet Research Sources:
Music
One
Hundred Years: A Duke Ellington Timeline
Southern Music
Network Timeline
The Midi Mirage
Yahoo-
Twentieth Century Music Search
Twentieth
Century Classical Music
Valkhorn High
Quality MIDI Files
Scott Joplin-
Maple
Leaf Rag MIDI
Aaron Copland-
Appalachian
Spring MIDI
George
Gershwin-Rhapsody
in Blue
History
Women's Biographies:
Distinguished Women of Past and Present
A Deeper
Shade of History: Events and Folks in Black History
Twentieth
Century Movements (Art Links)
America in
the 1930s
Edison
Motion Picture and Sound Recordings
American Memory from the
Library of Congress
At
Home in the Heartland Online Home
Flapper Culture and
Style
Psychedelic
'60s
Presidents
and First Ladies
Technology Resource
Check books on Springfield entertainment- also the Journal-Register
First Week:
Lesson One: Introduce Time Line Concept- talk about important events in the last 100 years. Display sample/ unfinished time line. Describe finished project- exhibit for parents, community, world on the Internet. Show prototype Internet site. Explain assignment for first week:
Students will collect data- each to get 6 events that occurred during Ridgely Learning Center's 100 year history. Two should be basic history, two should be musical milestones, two should be family or community history.
Students begin research during first class, continue through second and possibly third class.
Emphasize that historical items may come from all aspects of life- sports, the arts (film, literature, visual arts), human rights, politics, medicine, disasters, science, inventions
Remind students that events will be selected by class to include
in time line
On the board write the following:
Use this list to decide if to choose a event:
Data Collection Sheet
Find Six Items for the Ridgley One Hundred Year Time Line.
Give the date (at least the year) when it happened, and maybe a sentence or two why it is important.
1) An Historic Event that happened between 1900 to 1949
2)An Historic Event that happened between 1950 to 2000
3) A Music milestone that happened between 1900 to 1949
4) A Music milestone that happened between 1950 to 2000
Interview people- your parents, grandparents, or neighbors.
Extra Credit given for before 1950 events and Ridgely/Springfield
area information.
5) An event that was important to them
6) A favorite song, artist, or musical event that was important to them.
Divide class into station groups.
Stations:
Assessment: First day introduction and research in station days would be informal, primarily by teacher.
Are students staying on task?
Are students using time effectively?
Are students finding relevant items?
Station work may continue through third lesson, depending on those answers and level of completion. Information sheets would receive a letter grade- A for properly completed, B for inaccurately completed, C for incomplete, but primarily (about 2/3) finished, D for 1/3 completed, F for no effort.
Second Week:
Students begin to map out events- discard duplicates- narrow down to four or so each. Students will be asked to choose or be assigned 2 events- one to write a brief paragraph about the significance/ impact on history- one to create an illustration of event. Medium to be decided by student and availability (Claris for Kids, KidPix, or hand drawn/written) Half size sheets of paper for the paragraphs and illustrations- quarter or eighth size for the two stated events. Students would mount events on color-coded paper ( one color for music, varied colors for other categories).
Assessment: Again, assessment would be primarily informal- Are the students engaged in the learning process? The students would not be graded on the quality of this work--writing and drawing--only on the level of achievement of work finished. ( + or - score would be given) Students would be continually evaluating the worth of the events, until all phases of the project development is completed.
Third Week:
Create Time Line on bulletin board paper. Students add their four or so events, gluing events, paragraphs, and illustrations to long bulletin board paper time line for hallway- to be displayed at 100 year Birthday Party, Alumni Day, Parent Night, community center (North Branch of Lincoln Library- Senior Citizen Center?)
Assessment: Students to complete following questions:
What did you learn from this project?
Did this help you to understand how music has changed in the last one
hundred years?
Has your research of musical developments in the 1900's contributed
to your understanding of other important historical trends of this
time period?
Has this project made you more interested in hearing different types
of music, or reading more about history?
Publish Time Line on the Web. View prototype Ridgely Learning Center Time Line
This project aligns with the Illinois State Board of Education Learning Standards for Fine Arts Goal 27.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
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|
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TimeLine Alignment Rating |
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A. Analyze how the arts function in history, society and everyday life. |
27.A.1a Identify the distinctive roles of artists and audiences. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation. |
27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre. gallery). 27.A.2b Describe how the arts function in commercial applications (e.g., mass media and product design). |
27.A.2a #1 Rating -Moderate Alignment 27.A.2b #0 Rating- Little or No Alignment |
|
B. Understand how the arts shape and reflect history, society and everyday life. |
27.B.1 Know how images, sounds and movement convey stories about people, places and times. |
27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times. |
27.B.2 # 2 Rating- Strong Alignment |
District 186 Learning Standards (which align with the ISBE Standards)
Goal 27 Understand the role of the arts in civilizations, past and present.
Learning Standard A
•Identify different musical styles (e.g., patriotic).
•Sing selected traditional and folk songs.
•Describe the distinctive roles of musicians and audience
members (e.g., relationship of audience to performers in a symphony
concert).
•Identify and relate characteristics of songs from other
countries and American songs to their cultures. •Relate facts
about selected composers (e.g., Haydn, Bizet, Bach, Beethoven,
Bernstein).
•Identify forms of selected music (e.g., AB, ABA, theme and
variation).
Describe the role of the arts in civilizations, past and
present.
Describe and/or demonstrate how works of art are produced.
Describe similarities, differences and connections within the
arts.
MENC (Music Educators National Conference)
GRADES K-4
Performing, creating, and responding to music are the fundamental music processes in which humans engage. Students, particularly in grades K-4, learn by doing. Singing, playing instruments, moving to music, and creating music enable them to acquire musical skills and knowledge that can be developed in no other way. Learning to read and notate music gives them a skill with which to explore music independently and with others. Listening to, analyzing, and evaluating music are important building blocks of musical learning. Further, to participate fully in a diverse, global society, students must understand their own historical and cultural heritage and those of others within their communities and beyond. Because music is a basic expression of human culture, every student should have access to a balanced, comprehensive, and sequential program of study in music.
6. Content Standard: Listening to, analyzing, and describing music
Achievement Standard:
Students
a. identify simple music *forms when presented aurally
b. demonstrate perceptual skills by moving, by answering questions
about, and by describing aural examples of music of various styles
representing diverse cultures
c. use appropriate terminology in explaining music, music notation,
music instruments and voices,and music performances
d. identify the sounds of a variety of instruments, including many
orchestra and band instruments, and instruments from various
cultures, as well as children's voices and male and female adult
voices
e. respond through purposeful movement 4 to selected prominent music
characteristics 5 or to
specific music events 6 while listening to music
7. Content Standard: Evaluating music and music performances
Achievement Standard:
Students
a. devise criteria for evaluating performances and compositions
b. explain, using appropriate music terminology, their personal
preferences for specific musical works and styles
8. Content Standard: Understanding relationships between music, the other arts, and disciplines outside the arts
Achievement Standard:
Students
a. identify similarities and differences in the meanings of common
terms 7 used in the various arts
b. identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of
music
9. Content Standard: Understanding music in relation to history and culture
Achievement Standard:
Students
a. identify by genre or style aural examples of music from various
historical periods and cultures
b. describe in simple terms how *elements of music are used in music
examples from various cultures of the world 9
c. identify various uses of music in their daily experiences 10 and
describe characteristics that make certain music suitable for each
use
d. identify and describe roles of musicians 11 in various music
settings and cultures
e. demonstrate audience behavior appropriate for the context and
style of music performed