alison grovine€¦ · major: music education k-12 graduation: 5/21/13 gpa: 3.84 honors: crane...
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Alison Grovine
Music Education
K-12
Table of Contents
1. Cover Page 2. Table of Contents 3. Cover Letter 4. Teaching Phi losophy 5. Resume 6. Reference Letters 7. Unit & Lesson Plan Samples 8. Rubrics and Practice Charts 9. Photo Gal lery
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Alison!Anne!Grovine!89!Angelville!Road,!Chazy,!NY!12921!
Phone:!518;645;6234!Email:[email protected]!!
!June!6,!2014!!!To!Whom!It!May!Concern,!!It!is!with!great!interest!that!I!enclose!my!resume!for!the!music!position!currently!available!within!your!district.!With!my!musical!abilities!and!teaching!experience,!I!am!confident!in!my!ability!to!become!an!asset!to!your!educational!institution.!!As!you!will!note,!I!have!acquired!a!Master's!and!Bachelor’s!Degree,!which!includes!New!York!State!certification,!in!Music!Education!K;12!at!the!Crane!School!of!Music!at!SUNY!Potsdam!in!Potsdam,!New!York.!I!have!also!obtained!a!concentration!in!Music!in!Special!Education,!as!well!as!a!Provisional!Vermont!Teaching!License.!Within!my!education,!I!have!expanded!my!teaching!experiences!to!include!different!types!of!learners!and!age!groups.!!As!a!versatile!individual,!I!currently!hold!the!music!education!position!at!Seton!Catholic!Central!School!in!Plattsburgh,!NY,!where!I!am!responsible!from!7;12!band,!chorus,!and!general!music!classes!and/or!lessons.!As!the!founder!of!the!instrumental!program,!I!have!successfully!grown!the!music!program!at!Seton!Catholic.!I!am!also!the!head!director!of!the!theater!program.!I!have!had!the!opportunity!to!hold!a!number!of!professional!roles!at!my!time!at!Crane!School!of!Music!at!SUNY!Potsdam.!Not!only!have!I!been!the!music!teacher!in!general!music!and!instrumental!music!classes,!but!have!also!had!the!experience!of!teaching!private!lessons!to!students!at!a!variety!of!ages!and!abilities.!I!have!extended!experience!working!with!students!with!special!needs.!I!was!recently!employed!as!a!long;term!instrumental!and!general!middle!school!music!substitute!in!St.!Albans,!Vermont!and!was!a!substitute!teacher!within!select!northern!New!York!high!schools,!Through!these!experiences,!I!have!been!fortunate!enough!to!educate!a!diverse!group!of!students!appropriate!musical!concepts.!!My!goal!is!to!install!a!sense!of!music!appreciation!and!music!as!enjoyment,!while!teaching!musical!concepts!at!the!same!time.!Furthermore,!I!strive!to!create!engaging!lessons!with!a!wide!range!of!activities!to!convey!musical!topics.!By!using!these!methods,!I!am!able!to!reach!out!to!more!students!and!their!individual!learning!needs.!!In!closing,!I!look!forward!to!meeting!with!you!to!discuss!in!greater!detail!how!I!can!be!a!beneficial!contribution!to!the!success!of!your!music!program.!If!you!have!any!questions,!or!would!like!to!set!a!time!to!meet,!please!feel!free!to!contact!me!at!the!number!listed!above.!In!the!mean!time,!thank!you!for!your!time!and!consideration.!!!Sincerely,!
!Alison!Anne!Grovine!
Teaching Phi losophy
I believe that it is a student’s right to an education, which should be complemented by the arts. The arts,
including music, provide students opportunities to expand their minds to
different experiences, which can make them more well-rounded
career-ready citizens as they travel into their unknown futures.
Music is both a scientific and
psychological entity that can be created and manipulated by human
perception. I believe that the purpose for music education is to enable
students to connect and experience the creation and meaning of musical
sounds.
Musical knowledge is an important connective tool within everyone’s life, due to the strong
influence it has on daily life and past histories. Gaining musical knowledge
can be done through the National Music Education Standards.
Alison A. Grovine The Crane School of Music
89 Angelville Road Chazy, NY 12921
OBJECTIVE To obtain the music education position within the selected school district. Teaching music in an everyday school to utilize my skills as an educator.
QUALIFICATIONS
• Initial New York State Certification K-12 Music Education (Effective February 1, 2012)
• Provisional Vermont Music Education Certification (Exp. June 2014) • Highly Quality Teacher Requirements Met • Completion of the Crane School of Music B.M. in Music Education,
Band Track • Certification in Music Education K-12, currently undergoing the M.
M. Music Education Program at the Crane School of Music at SUNY Potsdam
EDUCATION M.M, State University of New York at Potsdam Crane School of Music,
Potsdam, NY Major: Music Education K-12 Graduation: 5/21/13 GPA: 3.84 Honors: Crane Graduate Assistantship B.M., State University of New York at Potsdam Crane School of Music, Potsdam, NY Major: Music Education Band Track Performance Concentration Percussion Graduated: 12/16/2011 Concentration: Music in Special Education GPA: 3.74 Honors: Curtis and Irma Bailey Memorial Scholarship, Jeffery Kimball Memorial Percussion Scholarship, North Country Newell Scholarship, SUNY Potsdam Freshmen Scholarship, Rebecca V. Sheard Literacy Award
MUSIC TEACHING EXPERIENCE
Seton Catholic Central School, Plattsburgh, NY 8/31/13-Present • Teacher of the Year • Grades 7-12 Band, Chorus, General Music, Guitar • Started the Instrumental Music Program • Theater Director (GREASE- The School Version, May 2014)
Long-Term Music Education Substitute, St. Albans, VT 5/14/13-6/31/2013 • St. Albans Town Educational Center: Angela Stebbins (802) 297-
7191 • Taught Middle School General and Instrumental Music (grades 5-8) • Provided appropriate lessons for specific levels of thinking and
understanding Jamaican Field Service Project, St. Elizabeth, Jamaica 3/21/13-3/31/13
• Taught General Music within the village of St. Elizabeth • Participated in Jamaican Drumming and Dancing
“My First Music Class” Teacher, Rouses Point, NY 12/2012-1/2013 • Taught students and parents general music ages birth-4 Years
Private Lessons: General and Instrumental Music, (Fall 2010-Present) • Taught Secondary Percussion Lessons and Middle School Trumpet
MUSIC TEACHING EXPERIENCE CONTINUED
Lessons • Taught General Music and Percussion for a student with ADHD and
Autism • Provided appropriate lessons for specific levels of thinking and
understanding Substitute Teacher, Northeastern Clinton Central School District (Champlain, NY: January 2012-Present)
• Taught Grades K-12 Education • Acted as the Primary High School Band Substitute
Substitute Teacher, Beekmantown Central School District (West Chazy, NY: 2012-Present)
• Taught Grades K-12 Education Student Teacher, Woodlawn Elementary and Central Park International Magnet School (Schenectady, NY Fall 2011),
• Woodlawn K-6 General Music • Central Park 4-8 Instrumental Music • Assembled Lesson Plans, Curriculum, and Goals
Teacher of Instrumental Lessons, Independent Practicum, Crane School, Spring 2011
• Managed a group of 7 students of a varied age percussion • Provided lessons and curriculum • Led the entire band in rehearsals
Student Teacher, General Music Practicum St. Mary’s Catholic School, Fall 2010 Music in Special Education Practicum, Crane School, Spring 2011
• St. Mary’s Kindergarten general music • Managed a group of special needs students • Provided Lesson plans for three 30 minute lessons per week • Taught by providing an appropriate style to fit different learners
Teaching Music for Non-Majors, Private Lessons, Crane School, Spring 2010
• Taught a student of College Age Percussion
PERFORMANCE EXPERIENCE
Straw Hatters, Northern Tier Jazz Band, Crane School of Music: Music Education Symposium 9/2012, Adirondack Wind Ensemble 2012, NAFME/MENC Member, Half Hour Recital 4/2011, The Orchestra of Northern New York “Broadway by Demand” 6/30-7/1 2010, Crane Concert Band 9/2008-5/2011, Crane Percussion Ensemble 9/2008-5/2011, Crane Repertory Percussion Ensemble 9/2008-5/2011, Marimba Ensemble 9/2008-5/2011, Contemporary Music Ensemble Springs 2009/2010, Adirondack Wind Ensemble 2008, Northern Symphonic Winds 2/2007, NYSSMA Honors Recital 2006, Area All-State 2005-2008.
RELATED EXPERIENCE
Champlain Children’s Learning Center, Teacher Assistant, responsible for taking care of school age children (5-12 years) Music Education Curriculum Lab Graduate Assistantship, The Crane School of Music at SUNY Potsdam during M.M. Music Education 2012-2013, Responsible for music curriculum resources and instruments Crane Youth Music Camp Councilor, Facilitated the camp and the campers throughout the two week camp at the Crane School of Music at SUNY Potsdam (Summer 2012) New York State Teacher Performance Assessment for Initial
Certification Field Test, Creating detailed lesson plans, video tapings, and graphs according to the New York State Performance Assessment Standards to be sent away and reviewed Literacy Lab, Reading and Progressing Literacy Skills with a student Big Brothers Big Sisters NYSARC Volunteer, Volunteer to help with activities dealing with autistic adults in a recreational group setting Fall 2010/Spring 2011
LEADERSHIP EXPERIENCE
SUNY Potsdam Lifeguard, Section Leader of Concert Band, Big Brothers Big Sisters Fall 2010
REFERENCES
1. Christine Boulé (Seton Technology Teacher & Parent) Address: 240 Jabez Allen Road E-Mail: [email protected]
Peru, NY 12972 Phone: (518) 643-0224
2. Angela Stebbins (Elementary & Middle School Principal) Address: 169 South Main Street, St. Albans, VT 05478. E-Mail: [email protected] St. Albans, VT 05478 Phone: (802) 527-7191 ext. 107
3. Jeff and Brenda Vredenburg (Student Teaching Supervisors) Address: 4 Wedgewood Drive E-Mail: [email protected] Saratoga Springs, NY 12866 Phone: (518) 424-8224 or (518)
584-5487 4. Stephen Gratto (High School Principal) Address: Northeastern Clinton Central School E-Mail:
[email protected] 103 Route 276 Phone: (298) 298-8638
Champlain, NY 12919
6/9/14!!Dear!Selection!Committee,!!It!is!with!great!pleasure!that!I!offer!a!letter!of!recommendation!for!Ms.!Alison!Grovine.!!Alison!has!been!Seton!Catholic’s!music!teacher!this!past!year!and!has!brought!life!back!to!the!program.!!She!is!energetic,!connects!well!with!students,!and!is!respected!by!both!students!and!staff.!!Alison!has!accomplished!so!much!in!her!first!year!at!Seton.!!She!started!a!band!program!that!garnered!much!student!interest!and!created!a!multi;grade!level!lesson!schedule!around!student!availability.!!Students!are!engaged!and!excited.!!They!frequently!visit!her!classroom!and!Alison!often!gives!up!her!prep!time!to!allow!them!to!come!in!and!receive!extra!practice.!!The!chorus!program!at!Seton!has!been!completely!revamped!under!Alison’s!direction.!!Not!only!has!Alison!redesigned!the!program!to!align!with!regional!standards,!she!has!also!reached!out!to!the!community!to!foster!relationships.!!This!winter!I!accompanied!her!along!with!several!students!to!sing!Christmas!carols!at!two!local!nursing!homes.!!The!residents!were!beyond!excited!to!have!us!there!and!Alison!created!a!festive!environment!for!both!students!and!adults.!!A!huge!accomplishment!Alison!made!this!year!was!the!production!and!performance!of!the!play!Grease.!!She!delegated!tasks!to!her!students!and!had!nearly!every!7th!grader!participate!in!the!play.!!Many!upper!level!students!also!participated!and!were!excited!to!be!part!of!the!production!behind!the!scenes!creating!props!and!backdrops!as!well!as!singing!and!acting.!!Alison!single!handedly!created!this!production!without!a!budget!to!work!with!and!minimal!school!resources.!!However,!no!one!would’ve!guessed!that!from!how!spectacular!it!looked.!!For!the!first!time,!Seton!actually!had!community!members!come!to!the!school!well!ahead!of!the!performance!requesting!tickets.!!Both!shows!were!standing!room!only.!!The!performance!was!incredible!and!would!not!have!been!such!a!success!without!Alison’s!direction.!!Although!Seton!will!suffer!a!huge!loss!if!Alison!leaves,!she!will!undoubtedly!bring!a!tremendous!energy!and!vigor!to!her!new!school.!!Any!school!would!be!blessed!to!have!her.!!I!have!worked!closely!with!Alison!this!year!with!scheduling!and!student!concerns!and!she!is!always!extremely!professional.!!It!is!without!hesitation!that!I!offer!a!glowing!recommendation!for!Ms.!Alison!Grovine.!!I!am!certain!that!this!is!just!the!beginning!of!an!amazing!career!for!her.!!!Sincerely,!!!Julie!Dahlen!School!Counselor!Seton!Catholic!jdahlen@setoncatholic.net!!
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To$Whom$It$May$Concern,$
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I$am$writing$to$recommend$Alison$Grovine$for$the$music$position$available$at$your$school.$$I$have$had$the$privilege$of$working$with$Alison$this$past$year$at$Seton$Catholic$Central$School,$as$well$as,$being$a$parent$of$two$children$who$have$her$as$a$teacher.$$During$this$past$year,$I$have$observed$that$she$is$always$willing$to$take$new$challenges$and$has$created$an$excellent$classroom$environment.$$Her$instructional$methods$are$quite$modern$and$she$has$an$outstanding$relationship$with$both$faculty$and$students.$
Alison$has$contributed$immensely$to$our$school$by$developing$an$increased$membership$in$band$and$chorus.$$She$also$is$directing$the$school$musical,$GREASE.$$She$has$a$great$personality$and$relates$well$with$the$students.$
What$I$found$to$be$Alison’s$best$asset$is$her$enthusiasm$for$teaching.$$Alison$is$a$very$organized$teacher$and$has$done$an$excellent$job$of$creating$a$studentVcentered$classroom$environment$where$active$learning$takes$place.$$As$a$model$of$appropriate$behavior,$she$is$in$a$league$of$her$own$and$can$provide$extra$instructional$support$based$on$individual$student$assessments.$$Every$aspect$of$her$teaching$is$innovative$to$say$the$least;$instruction,$assessment,$interaction,$communication$and$classroom$management$are$just$some$of$her$areas$of$expertise$as$far$as$teaching$is$concerned.$
I$am$confident$that$she$would$be$a$wonderful$asset$to$your$school.$$If$you$have$any$questions$or$require$any$additional$information,$please$do$not$hesitate$to$contact$me$at$(518)[email protected].$
Sincerely$
Christine$M.$Boulé$
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June!9,!2014!
To!Whom!it!may!concern:!
I!am!happy!to!recommend!to!you!Alison!Grovine.!I!have!had!the!pleasure!of!working!with!Alison!at!our!small!Catholic!school.!
!Alison!took!on!the!position!of!music!teacher.!In!a!small!school!such!as!ours,!this!means!she!is!in!charge!of!every!production!during!the!year…such!as:!Christmas!Play,!Spring!Drama!Production,!any!kind!of!instrument!lesson,!and!everything!in!between.!She!hit!the!ground!running!in!August,!and!has!not!stopped.!
!Because!of!her!vitality!and!enthusiasm!for!all!things!musical,!she!has!developed!quite!a!following.!She!has!had!to!increase!the!number!of!coourses!and!deal!with!a!very!full!schedule…never!ending!at!3PM.!She!has!given!her!time!to!other!activities!in!the!school!as!well.!
Alison!has!brought!so!much!to!our!school!and!to!our!students!this!year…It!is!no!coincidence!that!our!Spring!production!was!standing!room!only!every!night.!
It!is!easy!to!see!Alison!puts!her!all!into!any!position!she!has.!We!have!been!lucky!to!have!her!with!us!as!she!begins!her!career,!as!I!believe!any!institution!will!be.!
Sincerely,!
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Kathleen!F.!Church,!Middle!School!Dean!
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January!23,!2013!
To!Whom!It!May!Concern,!
I!am!pleased!to!write!a!letter!of!recommendation!for!Alison!Grovine.!!I!have!known!Alison!for!more!than!5!years!as!her!physics!teacher,!her!High!School!Principal,!and!now!as!her!supervisor!in!her!role!as!a!substitute!teacher!at!Northeastern!Clinton!High!School.!!I!can!honestly!say!that!I!am!extremely!pleased!that!Alison!has!pursued!a!career!in!Education.!
Alison!Grovine!is!an!exemplary!person.!!As!a!student,!she!was!hard!working,!intelligent,!and!dedicated.!!She!shone!in!many!academic!areas,!and!she!was!particularly!successful!as!a!percussionist!in!the!school!music!program.!!Even!in!high!school,!she!demonstrated!leadership!abilities!as!she!frequently!assisted!our!music!teachers!in!many!facets!of!the!operation!of!the!school!music!program.!
The!motivation,!maturity,!and!enthusiasm!that!I!first!saw!in!Alison!in!high!school!has!been!on!full!display!during!her!time!working!as!a!substitute!teacher!at!NCCS.!!Due!to!National!Guard!commitments,!our!band!instructor!is!out!frequently.!!Alison!has!had!no!trouble!assuming!her!teaching!duties!on!a!regular!basis.!!Alison!teaches!band!class!and!individual!instrument!lessons!in!both!the!high!school!and!middle!school.!!!Alison!demonstrates!strong!classroom!management!skills!and!she!is!always!punctual!and!professional.!!Her!flexibility!has!also!been!greatly!appreciated!as!she!willingly!covers!extra!classes!when!her!substituting!duties!permit.!!On!top!of!all!of!her!other!qualifications,!Alison!is!just!a!really!nice!person!with!whom!your!students!and!teachers!will!greatly!enjoy!working.!
Alison!Grovine!has!been!a!great!asset!to!our!district,!and!I!have!complete!confidence!that!she!will!be!a!very!successful!teacher!when!she!has!the!opportunity!to!run!her!own!classroom!and!music!program.!!If!we!had!a!music!position!available!here!at!NCCS,!I!would!enthusiastically!recommend!that!she!be!hired!to!fill!the!role.!!I!encourage!you!to!seriously!Alison!consider!for!a!position!at!your!school.!!!She!will!be!a!great!addition!to!your!team.!
Regards,!
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Stephen!Gratto!
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Desired'Results'
Standard(s)/Essential'Learnings'
New$York$State$Standards$
Standard 1 - Creating, Performing, and Participating in The Arts
Key idea: Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.
Students will:
• compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbrel, and dynamic elements
• sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness
• improvise short musical compositions that exhibit cohesiveness and musical expression • in performing ensembles, read moderately easy/ moderately difficult music (New York State School
Music Association [NYSSMA] level III-IV) and respond appropriately to the gestures of the conductor
• identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and composing music of their own and others, and discuss ways to improve them
Standard 2 - Knowing and Using Arts Materials and Resources
Key!idea:!Students!will!use!traditional!instruments,!electronic!instruments,!and!a!variety!of!nontraditional!sound!sources!to!create!and!perform!music.!They!will!use!various!resources!to!expand!their!knowledge!of!listening!experiences,!performance!opportunities,!and/or!information!about!music.!Students!will!identify!opportunities!to!contribute!to!their!communities’!music!institutions,!including!those!embedded!in!other!institutions!(church!choirs,!industrial!music!ensembles,!etc.).!Students!will!know!the!vocations!and!avocations!available!to!them!in!music.!
Students will:
• use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces
• use school and community resources to develop information on music and musicians • use current technology to create, produce and record/playback music • identify a community-based musical interest or role and explain the skills, knowledge, and resources
necessary to pursue the interest or adopt the role • demonstrate appropriate listening and other participatory responses to music of a variety of genres and
cultures
Seton'Catholic'Central'–'Academic'Unit'Plan''
Course:!Music!Appreciation!!!!Unit:!Norms/!Institutions/Society/Culture!Author:!Alison!Grovine!
• investigate some career options related to their musical interests
Standard 3 - Responding To and Analyzing Works of Art
Key!idea:!Students!will!demonstrate!the!capacity!to!listen!to!and!comment!on!music.!They!will!relate!their!critical!assertions!about!music!to!its!aesthetic,!structural,!acoustic,!and!psychological!qualities.!Students!will!use!concepts!based!on!the!structure!of!music’s!content!and!context!to!relate!music!to!other!broad!areas!of!knowledge.!They!will!use!concepts!from!other!disciplines!to!enhance!their!understanding!of!music.!
Students will:
• through listening, analyze and evaluate their own and others’ performances, improvisations, and compositions by identifying and comparing them with similar works and events
• use appropriate terms to reflect a working knowledge of the musical elements • demonstrate a basic awareness of the technical skills musicians must develop to produce an
aesthetically acceptable performance • use appropriate terms to reflect a working knowledge of social-musical functions and uses
(appropriate choices of music for common ceremonies and other events) • use basic scientific concepts to explain how music-related sound is produced, transmitted through air,
and perceived • use terminology from music and other arts to analyze and compare the structures of musical and other
artistic and literary works
Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts
Key!idea:!Students!will!develop!a!performing!and!listening!repertoire!of!music!of!various!genres,!styles,!and!cultures!that!represent!the!peoples!of!the!world!and!their!manifestations!in!the!United!States.!Students!will!recognize!the!cultural!features!of!a!variety!of!musical!compositions!and!performances!and!understand!the!functions!of!music!within!the!culture.$
Students will:
• identify the cultural contexts of a performance or recording and perform (with movement, where culturally appropriate) a varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world
• identify from a performance or recording the titles and composers of well-known examples of classical concert music and blues/jazz selections
• discuss the current and past cultural, social, and political uses for the music they listen to and perform • in performing ensembles, read and perform repertoire in a culturally authentic manner
Unit'Enduring'Understandings'
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Music$can$be$found$in$all$aspects$of$life,$which$can$be$spiraled$down$from$the$big$picture$of$culture,$to$societies,$and$individual$institutions.$
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Music$is$a$way$of$preserving$social$and$societal$norms.$
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Music$aids$cultural$and$societal$stability$through$the$use$of$musical$traditions.$$
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We$experience$music$everyday$of$our$lives$in$one$form$or$another.$
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Unit'Essential'Questions'
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In$what$ways$does$music$affect$the$stability$and$norms$or$cultures,$societies,$and$institutions?$
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What$specific$examples$arise$to$express$the$need$for$unifying$music?$
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How$would$society$change$if$there$was$no$such$thing$as$music?$
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Where$do$we$find$music$in$everyday$life?$
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How$is$music$used$to$our$advantage$and$disadvantage?$
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Is$mankind$truly$centered$around$musical$actions?$
Students'will'know……'
• Cultures$have$musical$traditions$that$enhance$their$wellbeing$and$quality$of$life.'
• Institutions$and$bodies$of$people$are$unified$through$music.$
• Music$can$be$consumed$in$many$different$ways.$This$refers$to$different$time$periods,$for$the$music$consumption$trends$would$be$different.$
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Vocabulary$
Music$Consumption'
National$Anthem$
Alma$Mater$
Institution$
Culture$
Interval$
Scalar$
Step$
Skip/Jump/Leap$
SubKCulture$
Society$
Gumbay$Drum$
Ternary$Form$
Sonata$Form$
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Students'will'be'able'to……'
• Reflect$upon$their$own$musical$consumption$habits.$
• Calculate$poll$and$statistic$percentages$while$collecting$data.$$
• Create$graphs$and$charts$to$represent$statistic$data.$
• Analyze$written$lyrics$in$reference$to$national$anthems$of$other$countries.$
• Reflect$upon$their$own$national$anthem$and$dig$deeper$into$it’s$meaning.$
• Compose$an$alma$mater$for$their$own$school$or$a$school$of$their$choice.$
• Analyze$written$mission$statements$and$project$them$into$their$own$words.$$
• Calculate$the$amount$of$music$that$they$are$subject$to$within$a$24$hour$time$period.$
• Create$their$own$musical$forms$with$repeating$and$contracting$sections.$
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Assessment'Evidence'
Performance/Transfer'Tasks'
Student$Body$Musical$Consumption$Survey$
Culture$Research$and$Composition$Project$
Personal$Composition$
Musical$National$Anthem$Analysis$
Alma$Mater$Song$Writing$Project$
Other'Evidence'
Note$Taking$
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Rubric'
Seton$Writing$Rubric$
Alma$Mater$Song$Writing$Project$Rubric$
'
Student'SelfGAssessment'and'Reflection'
$What$would$life$be$like$without$any$type$of$music?$Reflection$
24$hour$musical$usage$Reflection$
Favorite$song$analysis$
Good$vs$Bad$Music$
Unit'Plan'(continued)'
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Learning'Plans'
Learning'Activities'6'WeeksG''15'instructional'hours)'
$
1. Musical'Consumption'(8'class'periods)'2. Institution,'Society,'and'Culture'(7'classes)'
• National'Anthems'(3)'• Alma'Mater'(4)'
Materials'
Keyboards$
iPads$
Alma$Mater$examples$
National$Anthem$examples$
$
Accommodations'
1KonK1$student$conferencing$and$help$
After$school$or$activity$period$help$
Larger$print$or$different$visuals$
Further$explanations$
Review$
Technology'Integration''
iPads'
GarageBand'
www.surveymonkey.com'
Windows'Excell'
Electronic'Keyboards'
Alison!Grovine!!Vocabulary!!(National)!Anthem:!A!rousing!or!uplifting!song!identifies!with!a!particular!group,!body,!or!cause.!!!Alma!Mater:!A!school,!college,!or!university!that!was!once!in!attendance.!
Institution/Community:!an!established!organization.!A!place!where!an!organization!takes!care!of!people!for!a!usually!long!period!of!time.!A!custom,!practice,!or!law!that!is!accepted!and!used!by!many!people.!Culture:!the!beliefs,!customs,!arts,!etc.,!of!a!particular!society,!group,!place,!or!time.!A!particular!society!that!has!its!own!beliefs,!ways!of!life,!art,!etc.!A!way!of!thinking,!behaving,!or!working!that!exists!in!a!place!or!organization!(such!as!a!business)!
Interval:!The!range!between!2!notes.!Intervals!smaller!than!an!octave!are!called!Simple!Intervals.!Intervals!larger!than!an!octave!are!called!Compound!Intervals.!!Scalar:!Moving!throughout!a!melodic!passage!using!the!notes!in!the!scale.!Going!up!the!scale!one!note!at!a!time.!!Skip/Jump/Leap:!Any!movement!between!notes!that!is!greater!than!a!2nd.!This!involves!jumping!over!at!leas!one!pitch!in!the!scale.!!Step:!Moving!from!one!note!to!the!next!or!previous!note!in!the!scale!(up!or!down).!!Objectives:!;Students!will!learn!the!history!of!anthems.!;Students!will!analyze!alma!maters!from!high!schools!and!colleges.!;Students!will!compose!an!original!alma!mater!for!their!current!school!or!school!of!their!choice.!;Students!will!research!the!mission!statement!of!their!chosen!institution.!;Students!will!compose!original!lyrics!inspired!by!the!institution’s!mission!statement!and!ideologies.!;Students!will!research!national!anthems!and!their!purposes.!;Students!will!reflect!on!the!purpose!of!music!in!a!culture,!society,!and!institution.!;Students!will!predict!what!it!would!be!like!without!any!form!of!music.!;Students!will!critique!the!national!anthems!of!other!countries.!!Questions:!What!is!the!purpose!of!an!anthem!or!an!alma!mater?!How!does!music!affect!cultures,!societies,!and!institutions?!What!would!life!be!like!without!music?!How!does!music!affect!our!culture!today?!What!is!a!mission!statement!and!how!can!it!be!represented!through!musical!lyrics?!How!do!we!create!an!anthem!or!alma!mater?!!
Strategies:!!Day!1!Objectives:!;Students!will!learn!the!history!of!anthems.!;Students!will!research!national!anthems!and!their!purposes.!;Students!will!reflect!on!the!purpose!of!music!in!a!culture,!society,!and!institution.!;Students!will!predict!what!it!would!be!like!without!any!form!of!music.!;Students!will!critique!the!national!anthems!of!other!countries.!Strategies:!;Students!will!enter!the!room!and!have!a!Bell!Ringer:!Why!is!music!important!to!a!country!or!culture?!How!does!it!affect!it!and!what!would!change!if!it!was!not!there?!! ;Class!Discussion!;United!States!National!Anthem:!What!is!it!about?!What!are!the!images!being!portrayed?!What!historical!events!are!being!portrayed!and!resembled?!What!are!the!feelings!that!one!“should”!feel!when!listening!to!the!national!anthem?!
;Students!will!create!idea!boards!on!giant!pieces!of!paper.!This!will!include!thoughts!and!feelings!that!arise!when!the!U.S.!National!anthem!is!played.!!;Class!Discussion:!Group!Sharing!!;On!the!opposite!side!of!their!paper,!groups!will!need!to!provide!a!list!of!ideas!that!make!sense!if!added!to!a!new!U.S.!national!anthem.!This!could!include!events,!artifacts,!people,!and/or!places.!
;Students!will!use!the!iPads!to!find!a!unfamiliar!national!anthem!with!an!English!translation.!!Assignment:!Find!a!national!anthem!that!interests!them!for!further!research!and!analysis.!Provide!lyric!analysis!for!the!next!class.!Assessment:!Group!work,!discussion,!active!listening!!Day!2!Due:!Anthem!Project!(paper)!Objective:!Students!will!learn!specific!aspects!of!Jamaican!culture!and!musical!properties.!Strategies:!;!Students!will!present!their!national!anthem!projects!;Students!will!choose!one!of!the!other!anthems!and!write!a!journal!entry!concerning!their!own!personal!opinions!and!thoughts!about!the!song!and!how!it!represents!that!given!country.!! ;Class!Discussion!;National!Anthem!vs!Alma!Mater!! ;Institutions,!Alma!Mater!(scalar,!homophonic,!step,!leap)!
;Focus!on!different!attributes!about!the!institution!and!its!surroundings!or!history!;Alma!Mater!analysis!using!one!of!the!three!examples!;Mission!statement!and!history/surroundings!lists!(write!down!ideas)!Assessment:!Observation,!Finished!Online!survey,!Publicity!resources!Assignment:!bulletin!board!!Day!3!(May!take!more!time)!Objective:!Students!will!learn!specific!aspects!of!musical!form!including!binary!and!ternary!form.!Strategies:!;Bell!Ringer:!Students!will!analyze!some!of!the!alma!maters!that!were!composed!in!class!and!those!that!were!pre;written!for!form!and!repetition.!All!students!should!record!their!findings!on!the!piece!that!they!had!and!be!ready!to!share!with!the!class.!! ;Class!Discussion!;Lecture:!What!is!musical!form!and!how!is!it!used?!!
Binary!Form:!2!complementary!sections,!typically!related!key!signatures.!(AB)!Ternary!Form:!3;part!musical!form!(ABA)!each!typically!has!distinct!themes!with!related!key!signatures.!It!can!also!be!compound!ternary,!which!keeps!repeating!the!pattern!(ABABA!etc)!;Class!will!look!at!the!alma!maters!more!closely!and!see!if!they!follow!any!of!those!guidelines.!;How!do!chords!help!in!the!form!structure?!Students!will!identify!the!chords!used!in!the!songs!to!map!out!the!form!once!again.!Assessment:!Observation,!Discussion!Assignment:!Choose!any!song!and!identify!it’s!form!using!the!letters!of!the!alphabet.!(Ex.!ABA,!ABCA,!etc)!!
!!Day!4!(May!take!more!time)! !Objective:!Students!will!review!their!mission!statement!analysis!to!create!the!lyrics!for!their!alma!mater.!Strategies:!;Play!their!own!alma!mater!on!the!piano.!!
;Teach!the!students!the!basic!notes!on!the!piano.!They!need!to!realize!that!what!is!on!the!page!is!the!same!as!the!key!that!they!are!playing.!
;Students!will!review!the!mission!statements!of!their!school,!as!well!as!what!they!had!described!in!their!own!words.!;Students!will!make!a!lyric!composition!table!(Ideas/Sections).!This!will!help!them!compose!their!lyrics.!The!lyrics!must!match!up!to!the!music!that!they!have!written!(syllables)!;Students!will!review!syllables.!Example:!Twinkle!Twinkle.!The!syllables!match!up!to!the!notes!in!the!song.!;Students!work!on!their!alma!mater!lyrics.!Assessment:!Observation,!Discussion!Assignment:!alma!mater!project!due!Friday.!!Day!5!!Due:!Alma!Mater!Project!Objective:!Students!will!present!their!alma!mater!projects!to!the!class.!Strategies:!;Play!their!own!alma!mater!on!the!piano.!Review!the!basic!notes!on!the!piano.!They!need!to!realize!that!what!is!on!the!page!is!the!same!as!the!key!that!they!are!playing.!;Students!will!play!and!explain!their!composed!alma!mater.!They!must!state!the!form!and!key!signature!used.!;Students!will!read!music!articles!or!fill!out!listening!logs!for!the!remainder!of!the!period.!Assessment:!Observation,!Discussion!Assignment:!!!!Assessment:!Composition!Rubric!Seton!Catholic!Writing!Rubric!Journaling!Discussion!General!Observation!Active!Listening!!
Standards:!Standard 1- Creating, Performing, and Participating in the Arts Key!idea:!Students!will!compose!original!music!and!perform!music!written!by!others.!They!will!understand!and!use!the!basic!elements!of!music!in!their!performances!and!compositions.!Students!will!engage!in!individual!and!group!musical!and!music;related!tasks,!and!will!describe!the!various!roles!and!means!of!creating,!performing,!recording,!and!producing!music.!!Students will:
• compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbre, and dynamic elements • sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and
contemporary songs, from notation, with a good tone, pitch, duration, and loudness • improvise short musical compositions that exhibit cohesiveness and musical expression • identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and
composing music of their own and others, and discuss ways to improve them Standard 2- Knowing and Using Arts Materials and Resources Key!idea:!Students!will!use!traditional!instruments,!electronic!instruments,!and!a!variety!of!nontraditional!sound!sources!to!create!and!perform!music.!They!will!use!various!resources!to!expand!their!knowledge!of!listening!experiences,!performance!opportunities,!and/or!information!about!music.!Students!will!identify!opportunities!to!contribute!to!their!communities’!music!institutions,!including!those!embedded!in!other!institutions!(church!choirs,!industrial!music!ensembles,!etc.).!Students!will!know!the!vocations!and!avocations!available!to!them!in!music. Standard 3- Responding to and Analyzing Works of Art Students will:
• use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces • use school and community resources to develop information on music and musicians • use current technology to create, produce and record/playback music • identify a community-based musical interest or role and explain the skills, knowledge, and resources necessary to pursue the
interest or adopt the role • demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures
Standard 3- Responding to and Analyzing Works of Art Key!idea:!Students!will!demonstrate!the!capacity!to!listen!to!and!comment!on!music.!They!will!relate!their!critical!assertions!about!music!to!its!aesthetic,!structural,!acoustic,!and!psychological!qualities.!Students!will!use!concepts!based!on!the!structure!of!music’s!content!and!context!to!relate!music!to!other!broad!areas!of!knowledge.!They!will!use!concepts!from!other!disciplines!to!enhance!their!understanding!of!music.!!Students will:
• through listening, analyze and evaluate their own and others’ performances, improvisations, and compositions by identifying and comparing them with similar works and events
• use appropriate terms to reflect a working knowledge of the musical elements • demonstrate a basic awareness of the technical skills musicians must develop to produce an aesthetically acceptable
performance • use appropriate terms to reflect a working knowledge of social-musical functions and uses (appropriate choices of music for
common ceremonies and other events) • use terminology from music and other arts to analyze and compare the structures of musical and other artistic and literary
works !Standard 4- Understanding the Cultural Dimensions and Contributions of the Arts Key!idea:!Students!will!develop!a!performing!and!listening!repertoire!of!music!of!various!genres,!styles,!and!cultures!that!represent!the!peoples!of!the!world!and!their!manifestations!in!the!United!States.!Students!will!recognize!the!cultural!features!of!a!variety!of!musical!compositions!and!performances!and!understand!the!functions!of!music!within!the!culture. Students will:
• identify the cultural contexts of a performance or recording and perform (with movement, where culturally appropriate) a varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world
• discuss the current and past cultural, social, and political uses for the music they listen to and perform
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(May 2014)
