UNIT TOPIC__Africa_(Subject) _Music___(Grade)___3-5__
Dates:_ _Jan. Feb. March 15 class periods_ Teachers: Akridge________________
GPS #s or QCC #s
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What students should be
ABLE TO DO
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3.1 3.6 3.8 3.18 3.19 3.20
4.1 4.6 4.8 4.18 4.19 4.23 4.24
5.1 5.14 5.15 5.18 5.20
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Identify similarities and differences between American music (instruments, voices, style) using the musical elements as a guide.
ID similarities and differences in culture and dance.
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Perform African Dance.
Perform in a Drum Circle using a variety of techniques.
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UNIT ESSENTIAL QUESTION
How has the music of West Africa influenced music in America?
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LIST THE ESSENTIAL QUESTION FOR EACH OF THE ACQUISITION LESSONS
(Include Key Questions if applicable)
How do you make a characteristic tone on the recorder?
KEY QUESTIONS:
How do you correctly play a Bass Tone, Open Tone and Slap Tone on a Djembe?
How does a Drum Circle function? What is the participant’s job? What is the facilitator’s job?
Describe West African music in terms of Timbre, Rhythm, Texture, Beat, Melody, Form, Harmony, Style, Dynamics and Expression.
How is music used in West Africa?
How are other art forms integrated into West African culture and how do these compare to our customs?
How is dance used in the West African culture and how do these compare to our customs?
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CULMINATING (SUMMATIVE) ASSESSMENT(S): Describe the Performance-Based Assessment, Major Test, Etc. (Attach Rubric and Student Directions for performance-based assessments and copy of major test , if applicable)
Students will perform a West African Dance. Students will perform on traditional West African instruments in a Drum Circle. Students will write a paragraph detailing at least one similarity and one difference between West African and American music.
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FORMATIVE ASSESSMENT(S) TO BE USED TO DETERMINE MASTERY: (Describe each assessment)
-Question/Class Discussion
- Student Self-Assessment (What is one thing we did correct? What is one thing
we could improve?)
-Visual check of posture, hand/body position
-Visual and Auditory check of drum technique/rhythms
- Pair-Share followed by questioning
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EXTENDING/REFINING MINI-LESSONS/LESSONS
Type of Activity (Describe cause/effect, error analysis, etc.)
Error Analysis: What is one thing we did correct? What is one thing we could improve?
Overview of Lesson including graphic organizers, rubrics, etc. to be used (Describe the assignment and Attach GO and rubrics)
Placement of Lesson with regard to Acquisition Lessons (When will this lesson occur?)
This will occur as a class discussion or pair share periodically when new skills are introduced or when reviewing previously learned material. ie. How did you do when you played a Bass Tone? How could you improve? Or When we played the Orbit how did we do? Were we successful? Why?
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LAUNCH ACTIVITY
Link to Prior Knowledge (Describe Cognitive Thinking Strategies; KWL; Word Splash; Anticipation Guide; Prediction; or Flexibility Web):
KWL when introducing other instruments used in West Africa.
Cognitive Thinking Strategy – Counting methods for rhythms (See Differentiation for details).
Orbit – What is an orbit? What do you predict we are going to do during this game given what you know about drum circles up to this point?
Key Vocabulary (Attach Word Map):
Djembe, Log Drum, Thumb Piano, African Claves, caxixi, dundun, talking drums, axatse, gankogui, Balaphone, Timbre, Rhythm, Texture, Steady Beat, Rhythm, Tempo, Melody, Call and Response Form, Style, Dynamics and Expression.
Preview ( Attach Advance Organizer): See Attached
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DIFFERENTIATION
Describe one tiered activity/assessment that will be used to differentiate content, process, product or learning environment. May be differentiated for readiness, interests, or learning profiles. See http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum for examples.
DRUM CIRCLE
Tier 1 – Basic learners will work to produce correct sounds on the Djembe. They will rely on teacher facilitation heavily for rhythms beyond a steady beat. Tier 2 – Grade level learners will work to produce correct sounds on the Djembe. They will perform rhythms including basic quarter and eighth note patterns without assistance. They will rely on teacher facilitation heavily for syncopated or polyrhythm patterns. Tier 3 – Advanced learners will work to produce correct sounds on the Djembe. They will perform rhythms including basic quarter and eighth note patterns, syncopated or polyrhythm patterns without assistance.
Rhythm Improvisation/Creation during Drum Circle Activities
Tier 1 – Basic learners will create and perform rhythms while thinking about the rhythms of words. Ex. Apple, Pear, Bannana, Yum! Tier 2 – Grade level learners will create and perform rhythms while thinking about the Ta and ti counting system. Tier 3 – Advanced learners will create and perform rhythms while think about the standard counting system (1 2 3 & 4)
WEST AFRICAN DANCE
Tier 1 – Basic learners will work to perform the steps of the West African dance achieving 2 out of 4 correctly with teacher assistance. Tier 2 – Grade level learners will work to perform the steps of the West African dance achieving 3 out of 4 correctly with teacher assistance. Tier 3 – Advanced learners will work to perform the steps of the West African dance achieving 4 out of 4 correctly with teacher assistance.
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SYSTEMATIC REVIEW PLAN (List Major Concepts to Cover)
Advanced Organizer - See Smart Board file pg 1
Class Discussion to include key vocabulary and focus on the Key and Essential Questions.
Visual/Aural identification and correction student performance.
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READING AND WRITING (Describe Focus for Reading Assignment and Type of Writing e.g. Persuasive and Expository)
Students will complete a graphic organizer listing at least one similarity and one difference between West African and American music. Students will write a paragraph beginning with the topic sentence: There are similarities and differences between American and West African music.
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RESOURCES (in addition to traditional textbooks):
Making Music 5th grade Bk Unit 8 Lesson 4
Activate Magazine – PBS Kids visit Africa lesson ideas and websites.
Smartboard File Name: Africa Unit
Drumbeat in our Feet by Patricia Keeler and Julio Leitao
African Dance 4 Children DVD
West African Drum and Dance Book, CD & DVD
Together in Rhythm: A Facilitator’s Guide to Drum Circle Music by Kalani
African Seed Rattle, African Claves, Ghana double Gonkogwe Bell, Log Drum, Djembes
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