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Context Statement: W e will be working with the men in Gemeinscha Home’s Residen al Program
( h p://www.gemeinscha home.org ). These individuals of various ages are non‐violent, non‐sexual past offenders
naviga ng the transi on between incarcera on and community living. Throughout the semester, many have had
learning experiences with JMU music students developing skills with singing and songwri ng, guitar, keyboard, and
percussion, so it is likely that the men we will teach have a basic introductory level of knowledge regarding singing,
chords, and strumming pa erns. They use music as a means of expressing themselves and connec ng to others,
and are generally interested in songs that relate to their stories and struggles or that provide and encourage hope.
Because they are older men, they might be more comfortable playing larger ukuleles (tenor) instead of the typical
soprano ukuleles. They would benefit from handouts and visual representa ons of the informa on presented,
provided by our chord slides. The se ng we would use is a large open space with many chairs (convenient because
we would likely be working with between 10 to 20 men) that generally does not have technological access. We
would most likely need to print out chord sheets for small groups of men or individuals to look at or use larger
posters that display the lyrics and chords very clearly.
Standards: Goals:
‐ I can recognize and play the chords ( C, Am, F, G, D, and Em) used in the
MIAD.4 songs we are learning on ukulele. (S, K)
MIAD.10 ‐ I can use a relaxed, rounded but firm hand posi on when strumming,
MIAD.18 incorpora ng a variety of different strumming techniques to produce different
MIAD.19 sounds and moods. (S, T)
MIAD.20 ‐ I can describe, compare, and contrast the different moods created by each song
MG.8 (Freebird, Hallelujah, Somewhere Over the Rainbow) using musical terminology
MG.9 (major/minor, slow/fast, etc.) and use this knowledge to further express myself
MG.10 through and relate to the music. (M, T)
‐ I can iden fy my personal feelings about each song and describe how my and
others’ life experiences influence the performance of each song. (M, T)
‐ I can maintain a consistent tempo in my playing individually and within a group
as well as move from chord to chord with no pauses to best accompany the
melody. (S, K)
‐ I can adjust my sound to match with the sound of others playing around me.
(i.e. dynamics, tone quality) (S, K)
Stage 2 - Evidence
Day 1: Hallelujah (played in small groups)
‐ Learner successfully strums correct chords on strong beats.
‐ Learner fingers 2/3rds of chords Am, F, C, G correctly in context.
‐ Learner describes in wri ng or verbally the mood created by the song.
‐ Learner responds in wri ng with what life experiences shape their interpreta on.
Day 2: Somewhere Over the Rainbow (played in small groups)
‐ Learner successfully strums correct chords with the pa ern down, down, up, up, down.
‐ Learner fingers chords Am, F, C, G, Em correctly in context.
‐ Learner describes in wri ng or verbally the mood created by the song using some musical terminology.
‐ Learner responds in wri ng with what life experiences shape their interpreta on and how they
demonstrate that through their performance.
Day 3: Freebird (played in small groups)
‐ Learner successfully strums correct chords with the pa ern down, down, up, down, down, up, up, down,
down.
‐ Learner fingers chords D, F, C, G, Em correctly in context.
‐ Learner describes in wri ng or verbally in group discussion the mood created by the song using musical
terminology and rela ng it to other descrip ve feeling words..
‐ Learner responds in wri ng or verbally in group discussion with what life experiences shape their
interpreta on and how they demonstrate that through their performance.
‐ Learner compares and contrasts in wri ng or verbally in group discussion their different reac ons,
connec ons, and emo ons regarding performing the songs “Hallelujah”, “Somewhere Over the Rainbow”,
and “Freebird”.
Day 1: Hallelujah
‐ Goal: Residents will gain basic knowledge of chords C, F, G, and Am and basic strumming ideas through the
song “Hallelujah” on ukulele.
‐ Process:
1. Listen and sing to the song while instructors play chords and show chord posters.
2. Split into groups with one instructor per roughly five men.
3. Within their groups, Instructors will introduce chords one by one playing through the song, star ng with
the most prominent chords (C, Am). Instructor will provide individual help if needed within groups.
4. A er chords C and Am are solidified, instructors will go over the next group of chords that are also in the
song (F and G).
5. The men will be instructed to play these chords in a simple quarter note pa ern with the song.
Day 2: Somewhere Over the Rainbow
‐ Goal: Residents will review all the chords they have learned, learn a new strumming pa ern and
incorporate it all into a performance of “Somewhere Over the Rainbow.”
‐ Process:
1. Listen and sing to the song while instructors play chords and show chord posters.
2. Split into groups with one instructor per roughly five men.
3. Within their groups, Instructors will review all of the chords used in this song (C, F, G, Am).
4. A er chords last week’s chords are solidified, instructors will go over the Em chord.
5. Instructors will teach the pa ern down, down, up, up, down.
6. Men will perform “Somewhere Over the Rainbow” all of the chords and both strum pa erns.
Day 3: Freebird
‐ Goal: Residents will learn the fingering of the chords D and Em in addi on to the ones they already know.
They will also add strum pa erns to their repertoire through the song “Freebird” on ukulele.
‐ Process:
1. Listen and sing to the song while instructors play chords and show chord posters.
2. Split into groups with one instructor per roughly five men.
3. Within their groups, Instructors will introduce chords one by one playing through the song, star ng
with the chords from last week. Instructor will provide individual help if needed within groups.
4. A er chords last week’s chords are solidified, instructors will go over the D chord.
5. The men will be instructed to play the chords using the pa ern down, down, up, down, down, up,
up, down, down.