MUED380

Final

Shelby Hall

1. Context

a. My intention while planning this unit was to design it for the student

population similar to the one I observed at Mountain View

Elementary. Mountain View Elementary school consists of 508

students, with a 16:1 student to teacher ratio. 71.9% of the population

is White, 22.2% are Hispanic, and 2% are of American Indian descent.

45.3% of the students receive a free or reduced price lunch. 52% of

the students are male, and 48% are female. 20% of the students are

enrolled in the gifted and talented program. 5% of those have

limitations. 7% of students in the school have a learning disability.

16% of the students have limited English proficiency. However, I think

this unit could be used in a variety of school settings. It is a world

music unit, therefore there is no particular tie to a local or even

national identity. Some students may resonate with a few songs more

than others, but I believe that most of the activities will expose all

students to something new.

2. Experience Overview: Five Sketches

a. Russia: Troika Folk Dance

i. Students will learn the Russian folk dance Troika. They will

have many opportunities to repeat the dance and listen to the

music. After learning the dance, (while resting because it

 seems exhausting), the students will watch a video clip from

The Nutcracker. Then, the students will break into small

groups and talk about what similarities they saw between the

dance they learned and the video they watched. We will talk

about it as a full class. This will lead to discussion about

aspects of the Troika.

ii. Troika Dance:

https://www.youtube.com/watch?v=CZYEp51tPiw

iii. Nutcracker Video:

https://www.youtube.com/watch?v=NzSGBGWO3r4

b. Mexico: Dos y Dos Son Cuatro

i. Students will sing and move to this song as a class. The class

will be divided into two groups for the last two lines of the

song. This will serve to introduce the concept of question and

answer, or call and response in music. Once students are able

to sing and move to the song, they will transfer the song to Orff

instruments. They will discuss what types of people are talking

in this song, and how we can communicate the characters of

those people with instruments.

1. Students could practice reading and notating music

with this song as well.

c. Nigeria: Funga Alafia (Lesson Plan 1)

 i. There is an excellent video of Nana Malaya at the Kennedy

Center performing this song and explaining this meaning, so

the class will watch it together either before class as they walk

in, or while they are waiting to leave towards the end of class.

Students will first learn the song by moving and singing.. The

students will be given the opportunity to create their own

movements demonstrating welcome, and will perform them

using the drum beat provided in Malayas video. The students

will then learn this song on Orff instruments. This song would

be an awesome concert opener, so the students will figure out

how they want to perform it, (ex everybody singing, song

dancing, some on Orff, etc). This song could also lead to a

discussion about important elements of West African music,

(drums, dance, etc).

ii. Video: https://www.youtube.com/watch?v=GTegkMJq15M

d. Taiwan: Diu Diu Deng

i. I had a hard time finding an original recording of this folk song,

whoever I found a choral arrangement and a more modern

version with pipa, voice, and other instruments. Students will

learn a coordinated movement activity to this song. This

version says the lyrics in the traditional language and English,

so the students will be able to understand the meaning of the

song. Students will be asked to guess where this song came

 from and why they think its from the place they choose.

Students will be shown a picture of the pipa, and will be

provided with more examples of that it sounds like. They will

also be asked to describe what this song about (a train rand the

water droplets that hit the train), and what elements of the

song contribute to that. If there is time, students will listen to

the choral version of the same song, and be asked similar

questions. They will also be asked what is different and similar

between the two versions of the folk song. The goal is to show

them that folk songs can be incorporated into music in a

variety of ways.

1. Video of choir:

https://www.youtube.com/watch?v=3UwF3bE6owU

2. Elena Moon Parks version:

http://www.npr.org/2012/10/19/163252117/dumpli

ngs-bunnies-and-trains-asian-folk-songs-for-kids

e. Caribbean: Habia una Vez

i. Students will first sing the song with a passing game to help

them feel the steady beat in the midst of syncopation. Students

will have the opportunity to read and practice selected

rhythms from the song using Caribbean/Latino percussion

instruments. All students will practice reading and performing

the tune on xylophones. During the next class period, students

 will work in groups to create their own sail arrangement of the

tune using Orff instruments and Caribbean percussion

instruments.

3. Rationale

a. Incorporating world music into any curriculum is helpful simply

because it exposes students to something they havent heard before.

Even in a very diverse classroom, students will not recognize every

song within the world music unit. I want my students to feel safe and

comfortable in my classroom, but I also want them to have moments

of discomfort from experiencing something that is new and different. I

also think that teaching world music forces the teacher to learn too,

and being open about that with students sets the example of a life long

learner. In 1967, professionals at the Tanglewood Conference decided

that incorporating world music and pop music in the curriculum

would be beneficial for students (Abril and Gault 2016). World music

allows plenty of opportunities to teach folk dances,

composition/arranging/improvisation, and details about a particular

culture. Depending on what the students a relearning in other classes,

it can also support concepts being taught in a history or language arts

class. The sketches are arranged in a way that prevents folk dances

from being taught back to back. I also put the songs that more

rhythmically challenging toward the end of the unit.

 i. Sources: Abril, C. R., & Gault, B. M. (2016). Teaching general

music : approaches, issues, and viewpoints. New York, NY :

Oxford University Press, 2016.

4. Experience Designs:

Experience Design 1

Funga Alafia

Understanding Statements:

1. Through this experience, students will be participating in a West African folk

song and dance. From this song, students will experience a syncopated

rhythm. They will also have the opportunity to create their own movements

that communicate a message within the music. They will also have the

opportunity to work in small groups, and by using a variety of percussion

instruments, create a short arrangement of the folk song. Later on, the entire

class will create a large arrangement of this piece for their next concert.

I can statements:

1. I can dance, sing, and create movement for an African folk song.

2. I can create an arrangement of a folk song using various percussion

instruments.

Standards Addressed:

1. 4.3 The student will play a variety of pitched and non-pitched instruments

alone and with others, including

2. 4.4 The student will perform rhythmic patterns that include dotted quarter

note followed by an eighth note.

 3. 4.5 The student will respond to music with movement by

a. 1. performing non-choreographed and choreographed movements;

b. 2. performing traditional folk dances and other music activities;

4. 4.7 The student will explore historical and cultural aspects of music by

a. 3. listening to and describing music from a variety of world cultures;

Materials:

1. Scarves

2. Youtube video: https://www.youtube.com/watch?v=GTegkMJq15M

a. Drum beat part is 2:45 to 3:20

3. Various percussion instruments

a. Xylophones and non pitched drums for sure.

4. Hula hoops to help keep groups organized and to keep the percussion

instruments in the same place.

Procedures:

1. Students will stand in a large circle around the circle rug. Each student will

be given a scarf.

2. Teacher will lead the students in a series of movement activities, and teach

the song as each part is covered.

a. Heart to the sky (Funga Alafia, ashae, ashae)

b. Heart to the ground (Funa Alafia, ashae ashe)

c. Hands to the side (Weve come to greet you, ashae, ashae X2)

d. Heart to the sky (Funga Alafia, ashae, ashae)

 e. Heart to the ground (Funa Alafia, ashae ashe)

i. Students will run through the song once completely (ABA)

without the background track, and then once with the drum

background track.

ii. Students will be asked where they think this song is from and

why.

1. Drum beats/sounds

2. Dance movements

3. Language

3. Students will be asked what this song is about (Welcoming someone).

Students will break into small groups and choreograph their own movements

that convey the theme of welcome.

4. The teacher will play a background track with a drum beat, and groups can

perform their dance (either one at a time or all at the same time).

a. Students will be asked what they did to show that they were

welcoming.

5. Students will get back into the same groups, but this time with pitched and

non pitched percussion instruments.

a. Groups will be sent to a hula hoop with various instruments in it.

b. Students will work together within their groups to figure out the

melody on the xylophones.

c. After a minute or two to explore, the teacher will show the written

notation of the melody on the board.

 d. In small groups, students will come up with an arrangement of Funga

Alafia.

e. Groups will be given the opportunity to play their arrangements for

the rest of the class.

Assessment:

1. Students will be assessed informally on their ability to explain their musical

choices.

2. Students will be assessed informally on their ability to work in small groups.

Extension:

1. Students will learn this song on the recorder.

2. Students will create an arrangement of this as a class, with a variety of parts,

and perform it on a concert as the opening piece!

a. Each group could be in charge of a different part. One group could

choreograph the movement, another could figure out a drum beat,

etc).

Accommodations/Adaptations:

1. Movements and instruments can be modified to accommodate for physical

limitations.

2. The written notation will have color differentiation between the notes

(because that helps everyone).

Experience Design 2
 Habia Una Vez 1

Understanding Statements:

1. Through this experience, students will experience and read rhythms

involving eighth notes, eighth rests, dotted quarter notes followed by eighth

notes, and sixteenth-eighth-sixteenths. In the class period following this plan,

students will also be able to create their own arrangement of this tune using

Orff instruments and other instruments with Caribbean/Latino heritage. This

will allow students to work with others, compose/arrange, and experience a

piece of Caribbean culture.

I can Statements:

1. I can read, sing, and play rhythms using eight notes, eighth rests, dotted

quarter notes, and sixteenth notes.

2. I can play and identify Caribbean/Latino instruments.

3. I can play Habia Una Vez on Xylophone.

Standards Addressed:

1. 4.3 The student will play a variety of pitched and nonpitched instruments

alone and with others, including

a. 2. playing melodies of increasing difficulty written on the treble staff;

2. 4.4 The student will perform rhythmic patterns that include dotted quarter

note followed by an eighth note

3. 4.10 The student will analyze music by

a. 1. identifying instruments from a variety of music ensembles visually

and aurally;
Materials

1. Orff Instruments

2. Bongos

3. Drums

4. Claves

5. Cabasas

6. Guiros

7. Hula Hoops

8. Bean bags (one special)

Procedures

1. Students will stand around the circle rug, They will perform a short passing

activity to this song.

a. Students will pass a bean bag around the circle to the beat of the song.

They will pick up on the lyrics and sing as the game progresses. A

specific bean bag (marked by a color or a symbol) will be the special

bag. Whoever the special bag lands on at the end of the song will be

sent to a hula hoop. (If the game takes forever then only a few

students will be sent to hula hoops this way. Others will be told to go

to a certain color hoop).

2. Students will be sent to a different colored hula hoop towards the edge of the

room after each round of the passing game. Each hula hoop has a variety of

instruments, and rhythm cards showing a rhythm from the song.

 a. They will practice reading and playing the rhythm on the card. After a

few minutes, they will rotate to the next hoop.

b. The teacher will pick up one of each instrument, and ask students if

they know what its called and/or where it comes from. The teacher

will review the name and origin, and demonstrate how to play it.

c. While students are dong this activity, the teacher will walk around

and assist when needed.

d. Each student will stand behind an instrument. The melody of this song

will be projected onto the front board one line at a time. Notes will be

color coordinated to help with reading.

i. Rhythms will be isolated first (to assess what they practiced in

the hula hoops).

ii. Lines can be reviewed or repeated as many times as needed.

iii. If the class cannot play the entire song by the end of class,

more time will pent reviewing and learning this tune in the

next class.

Assessment

1. Students will be assessed on their ability to read and play rhythms

accurately.

2. Students will be assessed on their ability to work well in teams.

3. Students will be assessed on their ability to read and play the correct pitches

on Orff instruments.

Extension
 1. Students will review the tune using voice and Orff instruments.

2. Students will get into groups and create an arrangement using Orff and

Caribbean instruments.

Accommodations/Adaptations

1. Larger bean bags, or a different object, can be used for the passing game if a

student has trouble grabbing the bean bag.

2. Colored tape can be added to the bars of the Orff Instruments to help those

struggling to hit the correct bar.

3. Groups will be assigned intentionally, but students with disabilities will be

placed with students who will be helpful. They will be placed in groups with

at least 1 friend.