Lesson Plan: Creating Your Own Folk Song

Summary/Overview:​ Students come from many different backgrounds, making it difficult for
teachers to program music from all of those backgrounds. For this project, students will research
their culture and background and find music that represents them. After doing research, they will
compose a piece dedicated to themselves including the songs they found. They can also add
their own compositions to truly represent themselves. With this lesson, I plan to help students
learn about themselves as well as about their cultures.

Objectives:
● Students will know how to research online and through music databases.
● Students will know how to use music notation software.
● Students will explore cultural backgrounds.

Relevant ​Virginia Standards of Learning​:

● HII.1 The student will use music composition as a means of creative expression.
● HII.2 The student will apply a creative process for music.
● HII.6 The student will explore the historical and cultural influences of music.
● HII.12 The student will demonstrate music literacy.

Relevant ​National Standards​:

● MU:Cr2.1.E.IIIa
● MU:Cn10.0.H.Ia

Required Materials and Visual Aids:

N/A

Procedures:
● The teacher will address the students on the project and the expectations.
● The teacher will assign the students to ask their families about their background and
heritage.
○ If the students already know their background, they may skip this step.
● The students will access computers to research their background and start their search
for folk songs.
● The students will locate 3-5 folk songs that relate to their culture and write a brief
summary of why it pertains to them.
● The students will then find music to go with the songs they chose
○ The teacher will help with this because music is sometimes difficult to find.
● The students will start composing their very own folk song using a notation software of
their choice
● The students will complete their composition and turn it into the teacher as well as with
the brief summaries on each song.
Assessment:
The teacher will review what is turned in and assess the student’s learning. The teacher will look
for growth and understanding in the student’s work.

Extensions:
If students are very involved in this piece, I may look to see if the individual or chamber groups
would want to perform these pieces for a concert. I may also look into having students present
their music so that students can have a better understanding of their peers as well as other
cultures.
Adaptations:
● Pacing:
○ The teacher can extend the assignment’s due date or make the assignment less
in-depth.
● Modality:
○ Instead of using notation software, the requested/more comfortable notation way
can be used.
Winding:

● Back:
○ Ask the student to create a collection of songs that mean something to them or
their culture
○ Have the student bring any music found at their home to the teacher to talk to the
student about
● Forward:
○ Having the student perform their piece or have a group of people perform the
piece
○ Have a set amount of instruments or measures that need to be included
■ Create more parameters for the student to accomplish