Lesson Plans
Lesson Plan I: "Understanding and Thinking About Culture Heritages"
Objective: To analyze the functions of traditions with regard to its influences on cultural heritages.
Notes to the teacher: This is an introductory lesson for this curriculum unit. The length of time for the segment is one class period at ninety minutes. The pedagogical strategy implemented for this segment is the directive and the meditative strategies (refer to the pedagogy strategies section and Figures 2 and 3 in the Appendix). In addition, refer to the power point section in the Appendix.
Materials Needed: KWL Chart, Venn diagram, drawing paper (11 x 17), pens, pencils, paper, reference, materials, books, maps, transparencies or a multimedia projector, power point presentation disc, internet access and computer.
Procedure
My lesson will began by introducing the unit, lesson, and lesson sequence titles using a power point presentation (refer to appendix). In the first activity, my students will complete a KWL Chart to write as well as reflect on their prior knowledge for the vocabulary terms: culture, heritage, customs, and traditions. Next, I will explain the definitions for the terms in the vocabulary list and give examples. Afterwards, my students will be divided into pairs. Each pair will complete a Venn Diagram. The information used in the Venn Diagram will be used to make a comparison of the family traditions and customs (in celebrating birthdays, holidays, etc.) for each person in the class. This information will be shared by each student in the class by using the "round robin" format.
The third activity will include creating a "My Heritage Storybook". Each student is given a sheet of drawing paper. The paper is folder into three equal parts. On the cover, each of my students will label or write the above title as well as add their name in the middle of the front cover. Near the bottom, the students will draw a map of the state in which they were born. Next, on the inside cover of the first section, my students will label the top by writing the word, traditions. On the second section, my students will label this section by writing the word, customs. On the third section, my students will write the word culture. On the back of the third section, my students will write the word heritage. Under each section, each student will write a brief paragraph about their family's traditions, customs, culture, and heritage. This assignment will be subjectively evaluated by me.
For the remainder of the class period, my class will go to the school's library. Using the Native American outline, the students will use the reference books, internet, and computers to research the history of the Native Americans.
Lesson Plan II: "Native American Culture Areas"
Music Objective: To develop a perspective on how music and dance from the past and present reflect political, cultural issues, and traditions within a given time period.
Notes to the teacher: This part of the unit will implement both the meditative, collaborative, and generative strategies.
Materials needed: Transparencies of Culture Areas, overhead projector, CD player, and music CDs, students research papers, computers, digital pianos, Sibelius software program, Slowgold software, printer, and CD-RW computer discs.
Procedure
This lesson will began with me giving an explanation of various Native Americans culture areas using the maps on the transparencies. For the next activity, I will explain the tribes related to each culture area as well as the location of their territories. My students will use their reference materials and research information to discuss the events and background information about each tribe.
For the next activity, my students will draw maps to illustrate or show how each culture area is different with regards to lifestles. Next, the students will listen to examples of Indian songs. They will compare instruments, rhythm, melody, tempo, and texture for each song. My students will construct charts to illustrate their comparisons. Last, my students will analyze the effects of the differing tribal practices in maintaining their traditions and customs as well as their contributions to American folk music genres. My students will compare their information using a collaborative group discussion. Using the information learned through the musical analysis, my students will compose a folk song using one of the following scales: anhemitonic, tertial, or secundal. In addition, the meter signature will be in 2/4, 4/4, or 6/8 meters. The musical form will be A B or A B A. The length of the song will be a total of twelve measures. More importantly, my students will use both the Sibelius and Slowgold software programs, in addition to the multi-tracking and rhythm generator on the digital pianos. Evaluations will be made by me in the form of a critiques.
Lesson Plan III: "Field Study Project I"
Music Objective: To utilize research techniques in a field study project.
Notes to the teacher: The part of the lesson will be conducted on the Alabama-Coushatta Indian Reservation in Polk County, Texas ( refer to Figure 4 in the Appendix and the field study project design).
Materials needed: Bus and Field Trip Permission Forms
Procedure
This activity will take place on the Alabama-Coushatta Indian Reservation. My students will tour the reservation, museum, and view the performances of songs and dances. Afterwards, my students will interview the performers as well as the elders of the tribe in order to compare the first-hand information with the historical records. Last, they will evaluate their findings and record this information in their journals.
Lesson Plan IV: "Field Study Project II"
Music Objective: To utilize research techniques in a field study project.
Notes to the teacher: The part of the lesson will be conducted on the Coushatta Indian Reservation in Kinder, Louisiana.
Materials needed: Bus and Field Trip Permission Forms
Procedure
This activity will take place on the Coushatta Indian Reservation. My students will tour the reservation, museum, and view the performances of songs and dances. Afterwards, my students will interview the performers as well as the elders of the tribe in order to compare the first-hand information with the historical records. Last, they will evaluate their findings and record this information in their journals.
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