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    Young Adult Novel LP

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    api-302908764
    This lesson uses the young adult novel "Mountain Man" to teach students about folk music from Western American and Native American cultures. Students will choose a song from each culture to perform, including an improvised solo section. They will discuss the themes and stories of the songs, cultural influences, and their musical choices. The goal is for students to understand the genres of music, perform with proper etiquette, and discuss their artistic decisions. The teacher will provide approved song lists and resources for students to learn about the music and prepare their performances.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Young Adult Novel LP

    Uploaded by

    api-302908764
    84 views3 pages
    This lesson uses the young adult novel "Mountain Man" to teach students about folk music from Western American and Native American cultures. Students will choose a song from each culture to perform, including an improvised solo section. They will discuss the themes and stories of the songs, cultural influences, and their musical choices. The goal is for students to understand the genres of music, perform with proper etiquette, and discuss their artistic decisions. The teacher will provide approved song lists and resources for students to learn about the music and prepare their performances.

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    young adult novel lp

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    This lesson uses the young adult novel "Mountain Man" to teach students about folk music from Western American and Native American cultures. Students will choose a song from each culture to perform, including an improvised solo section. They will discuss the themes and stories of the songs, cultural influences, and their musical choices. The goal is for students to understand the genres of music, perform with proper etiquette, and discuss their artistic decisions. The teacher will provide approved song lists and resources for students to learn about the music and prepare their performances.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    84 views3 pages

    Young Adult Novel LP

    Uploaded by

    api-302908764
    This lesson uses the young adult novel "Mountain Man" to teach students about folk music from Western American and Native American cultures. Students will choose a song from each culture to perform, including an improvised solo section. They will discuss the themes and stories of the songs, cultural influences, and their musical choices. The goal is for students to understand the genres of music, perform with proper etiquette, and discuss their artistic decisions. The teacher will provide approved song lists and resources for students to learn about the music and prepare their performances.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    A.

    Title:
    Mountain Man / ​Type of Lesson:​​ Young Adult Novel

    B. Context of Lesson:
    Students will use this lesson as a part of a unit on folk music, this book acting as both a
    Western American and Native American component. The character in the book
    frequently imitates bird calls and sings while he is in nature, and this context can be
    used to develop improvisational skills, by looking for aural inspirations in the students’
    surroundings. Connections to traditional American folk songs and Native American
    songs will be required, and present a myriad of different options. This activity provides
    the students with an opportunity to engage at their level of comfort, and expand on
    pre-existing musical knowledge including connections with music history (example:
    Massanet). Performances with peers are encouraged and time to collaborate will be
    given as well.

    C. Learning Objectives:
    Understand Know Do

    Students will understand Students will know proper Students will perform a
    the terminology associated solo and ensemble piece including one
    with improvisation (solo, etiquette in an personal improvisatory
    break, tone set, etc.). improvisational setting. section alone or in a group.
    Students will understand Students will know one Students will discuss the
    one example of each Native American Song as musical components and
    musical culture(American well as one American Folk decisions they made, and
    Folk songs (Western) and song. defend their choices.
    Native American songs).

    D.​​ ​Assessing Learning:


    Students will be asked to perform one song from both a Western USA list and a Native
    American list, and include improvisation in their performance. Upon discussing their
    performance they can identify key components (such as the verse, the break, the tone
    set they used), and discuss their musical intent and decisions. They will be able to
    specifically articulate the message or story behind their song, its usage, and the
    changes they made to that song. They will also be able to identify the external
    influences they had on their improvisatory areas.

    E.​​ ​Related Virginia SOL:


    Grade Six General Music The student will explore historical and cultural aspects of
    music by (1) identifying and describing the cultures, musical styles, composers, and
    historical periods associated with the music literature being studied;

    F.​​ ​Materials Needed​​:


    1. Classroom copies of “Mountain Man” students can take home.
    2. List of Native American songs and Western Music songs (prescreened by
    teacher)
    3. Various instruments at school and home (whatever is available!)
    4. Sound system to play recordings of the songs.

    G.​​ ​Procedure​​:
    Preparation:​​ I will provide a list of American folk songs common to the Western USA in
    the mid to late 1850’s, working to separate specifically problematic songs as an option
    (with an added caviatt they their problematic area must be covered), as well as a
    corresponding list of Native American tunes from the same geographic region. These
    lists will include audio links for students to listen.

    Engage-Introduction of the lesson: ​To prepare for our first class, I would ask the
    students to read the first three chapters of the book, marking musical references
    throughout. My introduction for the lesson would be to play two different versions of the
    same folk song, to illustrate the differences that improvisation can have. After this, I
    would ask the students to find three inspirations in nature or around their house to use
    in their solo section. Discussions on problematic subjects, music history, and cultural
    relations may occur here, depending on student interest and natural flow of the class
    conversations.

    Implementation of the lesson

    1. The class will divide up into individuals, pairs, or trios, and listen to the songs.
    2. Students will choose their songs (one from each list).
    3. Students will discuss and write the themes and stories behind their songs.
    4. Students will discuss with other groups (2 groups together) these themes and
    ideas. If students select songs that include problematic elements, a brief class
    discussion will allow for open dialogue.
    5. Students will be given free experimentation time with their plans and the
    instruments in the room. They can record on phones/tablets any ideas they like.
    6. Students will find three inspirations for their solo section at home.
    7. Students will rehearse in their small groups for 5-10 minutes each class for the
    next several class periods.

    Closure

    1. Students will each present their songs in class. After each presentation, the class
    will allow the student to defend their choices and discuss their inspirations.
    2. Students will discuss all interpretations, including commonalities and differences
    after all have been completed.
    3. Students will write an exit slip about their performance and one other they
    witnessed, including the cultural background for the songs chosen.

    Differentiation:

    This project is designed to be individual or group work oriented. If a student


    works alone, they will be invited to discuss with the other individuals and the teacher in
    a larger group when discussions are required. Students will be encouraged to push the
    limits of their improvisational skills, but also can seek structure from the teacher on an
    individual basis if they need it.

    I.​​ ​What could go wrong with your lesson and what will
    you do about it ?
    Students may be uninterested in the selections. If so, they may bring forth their own
    ideas to be discussed with the teacher.

    1. Monitoring and occasionally engaging will keep students from getting distracted.
    2. If group formation causes a problem, the teacher can assign partners
    anonymously.

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