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Music and Expression
with an Easel
By Raquel Beckford and Adam
Skaggs
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Introduction
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Intended for all 5th grade level 1 hour and 15 minute
afternoon Music classes, our “Music and Expression with an
Easel” thematic unit seeks to expose students to different
genres of music using both “lecture” and “hands-on”
methods over the course of one week. In this thematic unit,
students listen and learn about the different genres of music
that interest students. At the end, they also get to create their
own art while learning about the many facets of music and
music expression. Over the course of one week and five
lessons, students will make connections to music (old and
new), music history, and on Friday (Day 5) hone into their
personal artistic abilities through an “Art Easel” workshop.
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Objectives
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Students will learn about the history of music from different
time periods and reflect on the experience over the week
through reflections and discussion
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Students will analyze music’s importance and make
connections to their lives while exposing their musical
interests to students with different genre tastes
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Students will develop their own creative talents and
appreciate the importance of art in human experiences.
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Students will make connections between music and history.
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Students will be able to express their feelings towards the
music through art expression (painting/drawing)
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•
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Framework
Howard Gardner’s
Multiple
Intelligences
Bloom’s
Taxonomy
Musical Intelligence
Intra-personal
Intelligence
Inter-personal
Intelligence
Six Levels:
From
Knowledge (Recall) to
Evaluation (Making
Judgments)
Theories of
Learning
John Locke (1632-1704)
•
Lockean Atomistic
Model
+ Standards
Taken from Connecticut State Department of Education State Standards
MUSIC
K-12 Performance Standards: Instrumental
“Educational experiences in grades 5-8 will ensure that students will perform music representing
diverse genres and cultures, with expression appropriate for the work being performed.”
K-12 Performance Standards: Evaluation
“Educational experiences in grades 5-8 will ensure that students will evaluate the quality and
effectiveness of their own and others’ performances, compositions, arrangements and improvisations by
applying specific criteria appropriate for the style of the music, and offer constructive suggestions for
improvement.”
K-12 Performance Standards: History and Cultures
“Educational experiences in grades 5-8 will ensure that students will classify by genre and style (and, if
applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality
and characteristic) musical works, and explain the characteristics that cause each work to be
considered exemplary.”
K-12 Performance Standards: History and Cultures
“Educational experiences in grades 5-8 will ensure that students will describe distinguishing
characteristics of representative music genres and styles from a variety of cultures.”
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Day Three
Objective
Students will develop their own
creative expression and
appreciate the importance of art
in human experiences.
Activity
Students will listen to one song
per five major genres taught in
class on library computer using
CD given to each group. (35min)
In groups, students will create
their own song in relation to their
assigned genre. Students are
graded on how well they stick to
the genre’s unique characteristics
taught in class. Students then
present song to the class. (40min)
Day One
Day Two
Day Three
Students will
analyze music’s
importance and
make
connections to
their lives while
exposing their
musical interests
to students with
different genre
tastes
Students will
learn about the
history of music
from different
time periods and
reflect on the
experience over
the week through
reflections and
discussion
Students will
develop their own
creative
expression and
appreciate the
importance of art
in human
experiences.
Students will begin
class with reflection
question and share with
class. (20min)
Students are grouped
according to different
musical interests, races,
and ability level and
assigned to one genre
per group in order to
expose students to new
genres.(30min)
Students will do activity
where they will guess
five major music genres
and link them to their
respective
characteristics. At the
end, students choose
Students will learn
about five major music
genres through
PowerPoint and
listening to the music.
Students will be given
facts along the way
(50min)
In groups, students will
write reflections on
their initial perception
of music and how it
changed since learning
about its history.
(15min)
For homework:
In groups, students will
be given a specific
genre and must write a
Students will listen to
one song per five major
genres learned in class
in library. (35min)
In groups, students will
create their own song in
relation to their
assigned genre.
Students are given a
rubric and are graded
on how much they stick
to the genre’s unique
characteristics.
Students then present to
the class
(40min)
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Day Four
Students will
make
connections
between music
and history.
During lunch, students
will attend an afternoon
field trip (12pm-3pm) to
The Museum of Fife &
Drum where they will
have the chance to hear
music from different
time periods. Students
create their own music
in workshop. Students
have a chance to put
their song lyrics to a
rhythmic melody in the
workshop.
For homework:
students will write a 2
paragraph reflection on
the experience creating
their own music.
Day Five
Students will be
able to express
their feelings
towards the
music through
art expression
(painting/drawin
g)
Students will play a
game. Students will
listen to various genres
of music and must be
able to express what
comes to mind through
the art they create.
Drawings/paintings
must be relevant to the
theme presented
through the music.
(50min)
Students will present
their art to the class at
the end of the
game.(25min)
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Evaluation
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Class participation plays huge role in how students are
graded. Students will be evaluated based on their overall
participation and engagement in class activities. Students’
final activity during the art easel workshop will also aid
teachers in grading the students. Students do not have to be
experienced artists. However, they must express an
understanding of the material presented to them over the
course of the week through the workshop. As a result, this will
show teachers how engaged students were over the course of
the week. Furthermore, students will show teachers that they
gained new knowledge through their participation in the
various activities throughout the week.
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Participation Rubric
Skill
A4
B3
C2
D1
Work
Management
Use of Time
Provide
leadership in
class activities
through
sustained effort
and attention.
Gives
consistent
attention and
effort to class
activities and
instruction.
Give
inconsistent
attention or
limited effort to
class activities
and instruction.
Frequently
inattentive to
class
instruction.
Gives little
effort to class
activities.
Transitions
(Changes)
Change
activities or
tasks silently
and efficiently.
Usually changes
activities or
tasks quietly
and efficiently.
Sometimes
change
activities or
tasks quietly
and efficiently.
Often talkative
or noisy when
changing
activities or
tasks.
Respectful
Learner
Respectful and
supportive of
others who are
[presenting]
or speaking.
Respectful of
others who are
[presenting] or
speaking.
Need
reminders to be
respectful of
others who are
[presenting] or
speaking.
Disrespectful or
disruptive when
others are
[presenting] or
speaking.
*Source: Chatfield Elementary School
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Resources
The following resources will be used throughout our thematic unit:
Teacher Resources:
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*http://library.thinkquest.org/15413/history/music-history.htm
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*http://www.xtimeline.com/timeline/History-of-Music-in-the-U-S-
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*http://www.music.com/
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*http://www.pbs.org/teachers/connect/resources/7908/preview
Field Trip Information:
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*http://companyoffifeanddrum.org/museum/
-Supplies
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*http://www.jerrysartsupplies.com/
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CD’s