This is My Country
This is My Country
Grade Levels
Course, Subject
Rationale
Vocabulary
- Expressive Qualities
- Inspiration
- Lyrics
- Meaning
- Emotional Affect
- Arrangement
- Orchestration
- Instrumentation
- Meter
- Tempo
- Pitch
- Rhythm
- Dynamics
- Timbre
- National Anthem
- Nationalism
- Patriotism
Objectives
1. Students will analyze and identify common musical and conceptual components of select National Anthems.
2. Working in groups, students will create National Anthems based on established criteria.
3. Students will perform original, group-composed National Anthems.
4. Using a class-designed assessment tool, students will evaluate original, group-composed National Anthems.
5. At the conclusion of the unit, students will reflect on both the aesthetic and critical processes applied in the evaluation and creation of National Anthems.
Lesson Essential Question(s)
1. What qualities make music meaningful to an individual person or group of people--such as what makes music good, important, and/or valuable?
2. What compositional devices do composers and arrangers use when creating purposeful music (such as National Anthems)?
3. How do lyrics, music, and setting (context) combine to cause an emotional response?
Duration
Six to Ten 45-minute sessions
Materials
- Recording of traditional version (with lyrics and accompaniment) of The Star Spangled Banner (Lesson 1).
- Computers with internet access (all lessons).
- Class-designed template (Lesson 2).
- My Country’s Context assignment task sheet (Lesson 3 handouts).
- Class developed assessment tool (Lesson 3 handouts).
- Notational and/or Accompaniment Software, Music Instruments as Needed (Lesson 4).
- Projector and screen for possible student presentations (Lesson 5).
Suggested Instructional Strategies
Instructional Procedures
Lesson 1
As students enter the class the teacher plays a traditional recording of The Star Spangled Banner.
The teacher begins a discussion by asking guiding questions, such as . . .
- What is the name of this music?
- Where have you heard it before?
- What is the purpose of this song? When and why was it composed?
- How does this music make you feel?
The teacher records appropriate answers informing the students that they will be using this information throughout this unit.
The students gather in teacher-assigned, mixed-ability groups of not less than four students.
Each group is given a recording, or a website link and a copy of the lyrics to a different National Anthem. Countries may be chosen for a variety of reasons such as geographic locations, class demographics, connection to other music or interdisciplinary units, etc.
Students are asked to listen to their anthem, research historical background of the anthem, interpret the meaning of the lyrics and analyze the musical characteristics of the recording.
Groups are told to record their observations for use in the next lessons of the unit.
WHERETO:
W The introductory activities of this lesson help the students determine the direction of the subsequent lessons. The whys and ways of evaluation become evident to the students in the subsequent lessons.
H The playing of The Star Spangled Banner at the beginning of the class and the teacher developed questions and class discussion are designed to engage the students’ interest in the topic.
E The experience of listening and interpreting the lyrics to National Anthems from other countries, as well as researching the background of the anthem, develops understanding. Working in teacher selected groups gives students opportunities to collaborate toward successful completion of the assignment.
R There is time for reflection during the research. Recording their observations following group discussions allows for revision and rethinking.
E Students express their feelings through their interpretations of the lyrics and their analysis of the expressive qualities of the music.
T Students are grouped in mixed ability groupings in order to ensure that they are successful in all aspects of the unit.
0 Conceptual understandings begin through the direct instruction at the beginning of class and by meeting the specific criteria given for small group assignments.
Lesson 2
The teacher displays the three essential questions to the class. The teacher asks each student to think about these questions during today’s lesson. Students are informed that they will be asked to respond to these questions at a later time.
Using The Star Spangled Banner as an example, the teacher models how to analyze the anthem using expressive qualities, interpretation of lyrics, emotional affect, meter, tempo, pitch, rhythm, dynamics, timbre, arrangement.
Students are given time to review and add to the data they gathered during the last period on their assigned anthems.
The teacher asks students what criteria would be appropriate to compare and contrast the data collected by each group. Guided by the teacher, the class develops a template to organize and collate information.
Each group presents their findings to the class and a designated student enters the information on the template. When all the groups have shared their findings students examine the data and compile a list of commonalities among anthems and findings unique to specific anthems.
WHERETO:
W As students present and organize information, they gain increased understanding of the essential questions and the criteria to be used for assessing their final products.
H By displaying the essential questions and not requiring an immediate response the teacher engages the students in thinking about the lesson.
E The experience of presenting their small group findings and organizing the data collected prepares students for their creative project assignments.
R Each small group is given the opportunity to review, reflect and refine their responses prior to sharing their data with the class. The opportunity for review and reflection is also embedded in the organization of the data.
E The opportunity for each group to present their findings and assist in organizing the data enables the students to evaluate their work in relation to the work of their peers.
T The comparing and contrasting and organization of data into one document enables each student to successfully complete the unit assignments.
O The teacher modeling the lesson assignment at the beginning of the class and the sharing and comparing and contrast of group findings increases student understanding of the concepts of the unit.
Lesson 3
The teacher displays the essential questions on the board and asks the class how they would answer the questions using the information they gathered and organized in the previous class.
The students discuss the essential questions as a large group, facilitated by the teacher.
Emphasizing the criteria collected during Lesson 2 for comparing musical compositions, the teacher leads the class in developing the assessment tool for the evaluation of original, group-composed National Anthems. Specifically, the assessment tool should address both lyrics and compositional techniques.
The teacher distributes “My Country’s Context” task sheets to all group members.
My Country’s Context
Scenario: Your group is now the governing body of a newly founded country. Your goal is to create a National Anthem that represents your country’s ideals and vision.
Task 1: Write a brief narrative describing the characteristics of your county. Be sure to give your country a name and a capital city and any other interesting facts. (Creativity is encouraged.) You may want to consider the following:
- Population
- Geography
- Natural Resources
- History
- Governance Structure
- World Events
- Your country’s flag
Task 2: Use the list of commonalities previously discussed in class, as well as unique attributes of your new country to write lyrics for your National Anthem.
Task 3: Compose a melody for your lyrics. You may also add harmony and/or an instrumental accompaniment.
Task 4: Your group will present your country’s background information in a format of your choosing. You will give a live performance of your National Anthem.
Your national anthem will be assessed using one of three levels and the criteria developed by the class for peer evaluation.
Level 1 |
Lyrics sung to your melody Melody is notated using standard music notation |
Level 2 |
Lyrics sung to your melody with a basic accompaniment Melody and Accompaniment is notated using standard music notation |
Level 3 |
Lyrics sung to your harmonized melody with a harmonized accompaniment All music is notated using standard music notation |
Each group will begin the work of completing the four assigned tasks. The teacher monitors each group as needed to facilitate task completion.
WHERETO:
W By facilitating the class discussion and emphasizing the importance of the criteria collected during Lesson 2 the teacher provides direction to the class. The task sheet informs each group of the choice of projects and how each will be evaluated.
H The task sheet and assignment are open-ended and gives student choices. These strategies engage the students.
E The experience of creating their own country and composing a piece of music (which reflects that country’s values) leads to better understanding of criteria and compositional devices.
R Students reflect and revisit the information gathered earlier in the unit to complete their assignments.
E Students collaborate to complete the tasks. This requires them to engage in group discussion of the task and evaluate their process and product as they collaborate.
T The teacher selected groups and the choice of level of project give each student the opportunity to be successful at the tasks.
O The teacher guides the discussion at the beginning of class and reviews the information gathered and organized in earlier lessons. The students then independently apply their knowledge to their tasks.
Lesson 4 (May take 2 or 3 class periods to complete all tasks.)
Groups continue process of completing the four assigned tasks.
Lesson 5 (May take 2 or 3 class periods to complete all presentations & performances.)
Each group presents their background information and performs their country’s National Anthem. The class provides constructive feedback based on the criteria established in the previous lessons.
The teacher assesses each group using the assessment tool developed using this criteria and provides feedback.
WHERETO:
W Students apply the criteria for assessment developed in previous lessons.
H Students will be interested in hearing each group’s presentation and performance. The use of a student generated grading tool focuses their listening and thought process (e.g., analysis, interpretation, and evaluation).
E The use of a student generated assessment tool focuses the students’ listening and thought processes on the criteria.
R Each group receives feedback from their peers, which is used in the revision of their products.
E The students are given time to discuss the peer feedback and determine what, if any, revisions they may want to make to their product.
T Each group can determine among themselves who will present and perform. Giving the students autonomy allows them to select roles that represent their skills and interests.
O At this point in the unit plan students are sharing their work-to-date--with the teacher facilitating feedback as necessary.
Lesson 6
Students individually reflect on their process and product by writing an essay using one or both of the two Big Ideas as their thesis sentences.
WHERETO:
W The written reflection allows the students to revisit the process and criteria used in the unit.
H The written reflection encourages breadth and depth of thought among students.
E Students reflect on the Big Ideas from the perspective of their roles, both in their groups and within the class.
R By giving students time to reflect--and by making their reflections part of the process--the teacher reinforces the importance of reflection in critical and creative thinking.
E Students express their ideas and feelings through the written reflection.
T Students reflect upon the process and write their own essays. By giving a choice as to the number of Big Ideas to address, the learners may work to their strengths.
O The entire unit encourages and enables the learners to apply skills and concepts gathered under teacher direction to collaborate with their peers to create an entirely new product.
Optional Enrichment Activity
Invite guests who are native to foreign countries (such as exchange students) to share their National Anthems and views of Nationalistic and Patriotic qualities.
Formative Assessment
The content of this unit provides ongoing opportunities for formative assessment. For example, conference with student groups during their work time about their progress--asking questions and providing feedback. As well, student responses during class discussions and the development of assessment tools provide additional moments for feedback.
Note: The group presentations, and the application of compositional techniques, at the end of this unit serve as the summative assessment of student learning. The quality of actual musical performances is not an emphasis in student evaluation.
Related Materials & Resources
Software Suggestions for Students: Band-In-A-Box, Finale Notepad, Garage Band, Noteflight
Suggested Websites:
http://en.wikipedia.org/wiki/List_of_national_anthems
http://www.noteflight.com/login