1.

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.