Lesson Overview:
Students will create a song that relates to a specific geographic area of the United States. Through this process, they will come to a better understanding of how music reflects traditions in various cultures, and how geography affects both culture and music.
Length of Lesson:
Three 45-minute periods
Notes:
This lesson is particularly suitable for students in grades 3-4.
Instructional Objectives:
Students will:
- identify locations on a map.
- identify geographic features of an area.
- create a song using geographic information.
- demonstrate an understanding of how music reflects traditions in various regions of the United States.
- develop an understanding of music as an essential aspect of history and human experience.
- develop the ability to creatively organize musical ideas and sounds.
Instructional Plan:
Warm Up
Ask students what are the various purposes of songs (i.e., commercials, protest, entertainment, etc.)? What can lyrics tell us? Ask students to brainstorm the different kinds of music, such as country and western,
rock, jazz, and blues. Discuss how music represents people and where they live.
Introductory and Developmental Activities
Give each student a desk map of the United States. (Free maps can be downloaded and printed from the National Geographic's Xpeditions site.)
Have students think of songs about different cities and states. They should then locate each place described in a song on the map.
Guided Practice
Distribute the America the Beautiful handout and have students match the state songs to the correct locations on the map. Using pre-recorded music of particular songs about the United States, students can have a sing-a-long.
Independent Practice
Have students research the geographic, historical, and/or story facts of a city, state, or region, and use what they have learned to create a song, rap, or jingle that is no longer than three minutes. The following Internet resources can be used to find interesting state facts:
Students can work in groups of two to four to create their work. For more information on music composition, see ARTSEDGE's Music Composition unit.
Closure
Have students sing their compositions to the class or to other fourth grade classes using Orff and rhythmic instruments to accompany themselves. Student performances can be tape recorded in order to assess their work.
Assessment:
Evaluate whether the students' compositions are historically and geographically accurate and if they are within the three-minute time frame. Teachers may view tape recordings of performances to assess student work.
Sources:
Web:
Authors:
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Mary Ann Fox, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
