Mariana Elsa Mathewson
Curriculum Project
Music in the Time of Coronavirus
Outcomes
The outcome of each individual student will be the increased awareness, understanding and appreciation of music's role in their own lives. Based on which project they choose, students will engage with music in a variety of different ways.
Students will be able to:
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Recognize and articulate their own emotions and feelings
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Trace the history of songwriting in America from the colonial period up until the present day.
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Recognize all of the basic elements of music in a given song/composition (Sound, Harmony, Melody, Rhythm and Form)
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Analyze and understand song lyrics in historical and social contexts
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Make personal connections to things/people in their environment
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Write song lyrics with a clear rhyme scheme and meter
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Compose a melody
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Compose some kind of harmonic structure that corresponds accordingly to the melody
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Complete at least a self-evaluation and optional peer-evaluations throughout the process
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Make suggested changes from the instructor in a timely fashion
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Complete a final performance via video, recording, or live porch concert
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Complete positive peer reviews following the final performance
Materials to be used
Materials will be collected by students in their home environment and used throughout the marking period. No additional materials will be required by school districts, although any additional instruments, electronic devices or other resources will be welcomed.
Scope and Sequence
Each unit will take place over the course of a ten-week marking period. Students will work through ten weekly modules (asynchronously) delivered in an online format and in a paper booklet format for those who do not have access to technology/internet access.
Pedagogical Information
Instruction will focus on both knowledge of content surrounding the unit subject as well as building skills in the areas of performance, listening and creating. Teaching will take place in a online format through the use of instructional videos and examples. Teaching in a non-online format will be in the form of explicit written instructions and printed visual aides. Phone conferences and/or video calls will be available to students who need extra help.
Instruction in this unit will be delivered primarily in an online, modular format. The modules will follow a weekly format (see unit plan) and each of the activities in the modules will have clearly outlined expectations in the actual assignments themselves. The instruction is broken down into these components:
Online lecture videos—Screencasts of lectures will constitute instruction for five weeks of the marking period (Modules two through six). Lectures will be supported with PowerPoint presentations and aural examples when necessary.
Learning styles supported: Visual-Spatial, Verbal-Linguistic, Musical
Journaling Activities—Many of the modules will include opportunities for students to engage with their own feelings and thoughts about certain topics. This will also give them space to voice concerns or opinions about the songwriting process or certain genres of songs that we listen to in class.
Learning styles supported: Verbal-Linguistic, Musical, Intrapersonal
Composition Activities—The main focus of this unit is learning how the compositional process works. Students will synthesize their knowledge of the elements of music and be able to build a song. Students will also demonstrate their facility with language and poetry to compose lyrics to accompany the musical elements.
Learning styles supported: Verbal-Linguistic, Musical, Intrapersonal, Logical-Mathematical
Analysis Activities—Many of the modules will include analysis activities (either in the form of Jan LaRue’s Guide to Style Analysis or in the form of self/peer evaluation)
Learning styles supported: Verbal-Linguistic, Musical, Interpersonal, Logical-Mathematical
Found Object Activities—Some of the modules will include activities where students will need to search for items in their home environment to incorporate into their songwriting process.
Learning styles supported: Naturalistic, Visual Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal
Performance and/or Video Recording component—The final activity will be a performance either on the video call or a screenshare of a video that they have produced themselves featuring their song.
Learning styles supported: Visual Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Musical.
These activities will be supported by a weekly video conference meeting in lieu of actual synchronous class time to give students a chance to discuss material, ask questions, and socialize with each other in a safe environment.
Learning styles supported: Visual Spatial, Verbal Linguistic, Interpersonal, Naturalistic
Assessments
Formative: Teachers will monitor student progress through the completion of online modules on virtual platforms for learning, such as Canvas or Blackboard. Weekly formative assessments will be taken and if students are failing to complete assignments or activities, intervention can occur early on with the option of group virtual work, family group assistance (from siblings or parents) or one-on-one assistance with the teacher.
Summative: Teachers will assess overall student learning by the culminating project at the end of the unit. Students will have been adding components to their final projects each week in a built-in scaffolding structure, so the final component of each unit will include a self-reflection/evaluation portion when submitted with the final project.
At minimum, students are asked to utilize the following materials to complete the unit:
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Paper
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Writing & drawing implements
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Own personal voice
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Telephone/cell phone access
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Camera or permission to use a relative’s camera or camera phone
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Any household object that makes a sound desirable to include in the performance/recording
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Some kind of music playing capabilities (could be as simple as a car or desk radio), record, cassette or CD player; also could use free music streaming service such as Spotify
Optional Technology:
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Computer/tablet with built-in microphone and video capability
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Access to Spotify or other music-streaming device
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Pre-loaded recording software (Such as GarageBand)
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External Microphone
Any instrument or combination of instruments are acceptable but must be approved by instructor before week seven module.
Ms. Mathewson’s Virtual Music Classroom
Unit Options (Pick One per Marking Period)
Songwriting Unit
Students will explore what it means to write a song.
School-wide Musical-writing participation Unit
Students will participate in a school-wide project in developing certain aspects of writing an original musical to be performed when the pandemic is over. This is more of an independent study.
My Heritage World Music Project
Students will explore the music and cultural traditions of their family’s heritage.
Personalized Album Unit
Students with experience writing songs will learn more about music production and have the opportunity to develop an album of their own original music.
In-Depth Instrumental Repertoire Study
Students will embark on an in-depth study of their particular instrument, the history, science and social implications, as well as a survey of repertoire.
In-Depth Vocal Repertoire Study
Students will embark on an in-depth study of the voice, the history, science and social implications, as well as a survey of repertoire related to their particular voice part.
In-Depth Composer Study
Students will embark on an in-depth study of a composer, their life’s work, and the social/historical context around this individual.
In-Depth Genre Study
Students will embark on an in-depth study of a genre of music of their choosing.
Exploring Music through Visual Art
Students will embark on an in-depth study of the history of Music and Art, how they shaped social and political movements, and the intersection of visual art and music over time.
Sound Exploration: Create your own Instrument!
Integrating STEM, students will learn how sound is produced, the basics of acoustical science, brainstorm collectively or work independently on building an instrument with household items.
Composition Project: Create your own notational system
Students will learn about different musical traditions from around the world are transmitted, and will create their own system of notation. Culminating project includes composing a short piece using this system and teaching a peer or family member how to use this new system of notation on an instrument or voice.