Rationale: What is the purpose of this design in relation to the musicianship,
scholarship, leadership, and personhood of the learner? Why this experience? Why with these learners? When? The purpose of this design is to help students learn how to use music as a medium to uplift others. This song specifically obtains very positive message that can be applied to all aspects of life (in and out of school). KebMo is a great example of using music to express positivity. The students will be taking this song and interpreting it in their own ways and relating the meaning to their everyday life. 2. Understanding Statements: Statements will be related to skills (what students can do), and knowledge (what students will know). Students will know how to interpret/analyze music, keep a steady beat, and know the structure of a song. 3. I can statements/standards: Select 2-4 standards from either the VA SOLs (pick a grade level)Links to an external site. or Core Arts StandardsLinks to an external site. (pick a grade level) that might serve as assessment anchors in this design. Reframe the standards as "I can" statements that students will be able to say they can do, know, synthesize, etc. at the end of the experience (consult Bloom's Taxonomy for verbsLinks to an external site.). I can analyze music by identifying the structural form of a song. I can explain why music has quality and value. I can keep a steady tempo. 4. Materials - A device to listen to the music - The lyrics to the song - Paper and drawing utensils 5. Detailed Process: pedagogical steps including thoughtful questions and time stamp of how long each step will take. Be sure to include the fleshed out Weikart process somewhere. Also, be sure to plan our your transitions from 1 activity to another one. 1. While the students are entering the classroom, the song will be playing in the background. 2. Now, I will ask them to pick a space in the room where they will be able to see me and still have room for movement. 3. For the verses they will be side stepping to the beat. For the chorus we will be doing a movement sequence together. 4. After doing this, I will ask them what part of the song sticks out to them. What do you think the song is about? 5. Now, I will ask them to sit down wherever they are and instead of snapping, listen to the words. 6. When they have listened to it again, now I will ask them to speak with a someone closest to you about the parts that stuck out to them. Then, share them with the class. 7. I will then pull up the lyrics so we can all look at them together. 8. After this is complete, we will brainstorm different ways we can communicate the meaning of the song. With this being said, we can all share what we think the deeper meaning of the song is. Now, say that you needed to share the message of this song to someone who might not be able to hear the music or read the lyrics. How else would we be able to share the message of the song? (through a picture, through an acting skit, through another movement sequence, through sign language, through facial expressions, through examples of being kind or sticking up for yourself and others, etc.) 9. Once we have brainstormed enough ideas, I will separate them into different groups (yellow, blue, purple, green, instead of numbers) and have them pick a way to express the verses and then have them merge back into the chorus with the movements they learned at the beginning of class. Half of the groups will take on the first and second verses while the other half will take on the third and fourth verses. 6. Assessments: some specific assessment process and metric tied to each I can. a. While they are brainstorming and giving out ideas, I will be able to assess if some are catching onto the meaning of the song. If some students dont give out their ideas, I will be walking around during the group interactions and ask individual people question to help the group. b. I will be able to assess their movements while I am teaching them to see if they catch onto the different musical changes in the song. c. I will see if they can keep a steady tempo with the song while they are snapping at the beginning. 7. Adaptation: How will you open this experience up for learners with different ways of engaging and knowing? Consider adaptations to: 8. - Color- For students who might have a harder time remembering numbers, for the different groups, I sectioned them out by color. 9. - Shape/Size- For students who need their own space, I have them spread out at the beginning. For students who do well with brainstorming with others, I have them working in with partners. 10. - Pacing- They are able to be at different levels as far as brainstorming goes by giving different ideas to others. I also give them individual time to think about the meaning on their own. 11. - Modality- They are able to interpret the chorus through movements. For the lyrics, I have them listen to them first, but then I provide a visual where they can read them. 12. Extension (what would you do next and/or how could you make this experience longer?) I would make this experience design into a project. We would then brainstorm ways how we can help the school and people in the school to let their own light shine. We would make a music video with the ideas that we come up with. Not only this, but we would record ourselves singing the song. This would not only include them learning instrumental music and the song to sing it, but it also includes them learning how to produce music.