RAP1 EDU250 2/8/14

EDU 250
NAME: Brad OBrien

1. STANDARD # 7. NAME OF ANCHOR STANDARD: PLANNING FOR
INSTRUCTION

2. Choose the ones that best fit the activity you are completing. Choose at least three but no
more than five.

PERFORMANCE INDICATORS
7(d)
CRITICAL DISPOSITIONS
7(h) 7(k)
ESSENTIAL KNOWLEDGE
7(n)

3. EXPLANATION OF THE ACTIVITY:
This activity is asking that the teacher create a lesson plan with the intent of introducing
and engaging students in recognition of diversity of some form.
We are asked to use Dr. Madeline Hunters 7 part lesson plan model.

4. ARTIFACT:
The lesson plan per Dr. Madeline Hunter.

Ethnomusicology: For HS Music Program Elective Curriculum
Anticipatory
The music you listen to today could not exist without the music of Africa, the Caribbean or
the classical European composers.
Introduction of Ethnomusicology,
(the root words from which the term is derived and what it means in a modern context.)

Purpose
The object of todays lesson will be to understand not only what ethnomusicology is but
how it has helped shaped contemporary music. Students should leave todays class with an
understanding of the value of a broader awareness of the music of various cultures both as
musicians and as listeners.

Strategy:
This lesson will be presented in mixed mediums including lecture, video and listening
examples.
Web links to Society for Ethnomusicology - World Music Organization - etc.
Group discussion identifying examples.

Modeling (show) demonstrate or show examples of competencies associated with the
lessons
Horace Silver, a very famous jazz and latin-jazz pianist and composer, wrote Song for My
Father. in 1965. The famous (and standard) Latin-American bossa-nova bass line which
the song opens with has been borrowed by several artists such as Steely Dan, Stevie
Wonder, and Earth Wind & Fire. The concept that music is a cultural phenomenon directly
RAP1 EDU250 2/8/14

related to the area in which it evolved is only the basis for seeing how the music we hear
and perform now has come to be. The power and speed of technology will allow all of us to
see and hear music from remote areas of the world that might never have been available to
us otherwise. Tuvan throat singing from Tibet is a beautiful example.
Styles specific to locations
Instrumentation specific to culture.

Guided Practice:
Including several more examples of how one cultures music has influenced anothers I
would ask students to consider and discuss any subcategories of music that they could
already identify, listing each on a blackboard insuring that we cover three major types of
ethnic music: those based on region, religion, relocation and homogenization. (Tibet,
Throat singing. Judaism, Klezmer. American South, slave chanting/blues. Texas, Texas-
Swing/coutnry-jazz.)

Check for Understanding
Assigned Homework. Each student will be asked to chose one song of their preference and
find another song, from another world region or ethnicity, which could be identified as an
influence to the first. Students will be asked to defend their choice in a short writing not to
be less than 200 words using proper grammar, punctuation, and language. These may be
submitted via E-mail or in writing. Emails may include YouTube links to songs. Each
submission will be returned to the student printed out, with reflections on the accuracy of
their assessment and will include additional information to consider in their responses as
well as being edited for grammar and spelling.

5. REFLECTION:
In beginning this assignment I was, for a time, made nervous by the broad nature of the . I
believe it would be much easier to develop a plan for a given topic than to choose the topic.
Finding something that I want to give so much weight that I would want to present it in this
theoretical context was very difficult indeed.
I had to ask myself how can I relate diversity to something I know how to teach, or
something I believe I have enough essential knowledge of, to relay it to the students in a
way that is engaging.
I learned the Hunter outline for building a lesson plan. Although I do not have experience
with lesson planning for groups, I did recognize several key elements I often include in my
private lessons: capturing the attention of my student or audience, imparting the value of
the potential knowledge or skill, methodology, modeling and guided practice. Later
following with an evaluative period to ensure students have the ability to pursue the
knowledge further on their own.
Im not certain the level of depth which is expected in this RAP, or in the lesson plan itself. I
look forward to

6. EXPLANATION OF HOW THIS ACTIVITY MET THE PERFORMANCE
INDICATORS, CRITICAL DISPOSITIONS, AND/OR ESSENTIAL KNOWLEDGE OF
THIS STANDARD:

This lesson plan was intended for use in a elective music curriculum for high school
children ages 13-17. Music is a cultural phenomenon that is highly socialized at this age.
RAP1 EDU250 2/8/14

Most students have some prior, if anecdotal, knowledge and inherent interest in the topic
based on the students enrollment in the elective.

7(d) The teacher plans for instruction based on
formative and summative assessment data, prior learner
knowledge, and learner interest.

The writing element of the assessment requires students to express themselves up to their
ability with skills they have learned in other disciplines. Use of technology in capturing the
attention of students and allowing the learners to use technology in seeking out their own
sources and responses allow for growth in areas outside of the concentration of the course.

7(h) The teacher understands how integrating crossdisciplinary
skills in instruction engages learners
purposefully in applying content knowledge.

7(k) The teacher knows a range of evidence-based
instructional strategies, resources, and technological
tools and how to use them effectively to plan instruction
that meets diverse learning needs.

Each learner in this class will have an opportunity to draw from their own unique
background and experience in participating. Using prior knowledge to connect the new
information students choosing their own materials for the learning opportunity connects
them and adds value to the information presented. Class discussion allows for individuals
to bring ideas

7(n) The teacher respects learners diverse strengths
and needs and is committed to using this information to
plan effective instruction.