Lesson 1 (Module 2): Translation and Interpretation
Isun Malekghassemi
Lesson Components
Description
Identification of Class
Subject: Chorus (adaptable for General Music)
Class: High School (GM or Int./Adv. Ensemble)
# of Students: Most valuable with b/n 20-30 students
VA SOLS, NETS-S
SOLs:
HG.5.2 The student will investigate characteristics of musical sound by
employing technology to explore musical sounds.
HG.9.4 The student will analyze music by describing and interpreting
works of music, using inquiry skills and music terminology.
HCB.3.8 The student will exhibit vocal techniques and choral skills,
including singing music literature with and without instrumental
accompaniment in at least one language other than English.
HCB.4.3, 5, 7 The student will sing expressively, including: interpreting
dynamic markings (pp, p, mp, mf, f, ff, crescendo, decrescendo);
demonstrating expressive phrasing; and using facial and physical
expressions that reflect the mood and style of the music.
HCI.9 The student will investigate aesthetic concepts related to music
by analyzing ways in which music can evoke emotion and be
persuasive.
NETS-S:
2. Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
- Contribute to project teams to produce original works or solve
problems.
3. Students apply digital tools to gather, evaluate and use information.
- Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
4. Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
- Collect and analyze data to identify solutions and/or make informed
decisions.
5. Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
- Advocate and practice safe, legal, and responsible use of information
and technology.
- Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
6. Students demonstrate a sound understanding of technology
concepts, systems, and operations.
- Understand and use technology systems
For more advanced choirs or upperclassman farther along in their
language requirements/classes, the addition of pronunciation
requirements may come in handy, such as HCI.3.6 The student will apply vocal techniques and choral skills,
including consistently using proper diction (i.e., pure vowel sounds,
diphthongs, voiced and unvoiced consonants).
Lesson Objectives
Students will…
- develop a translation of foreign lyrics into their native language.
- understand that translations are personal to the individual that
creates them.
- interpret music and various available translations to determine
appropriate and original translation of foreign text.
- defend interpretation using musical support and translation tools.
- present original translations with proper citation of (re)sources used
for display on a public forum.
- compare original translation with a found translation.
- utilize collaborative technology to communicate with their groups.
Materials
General
- sheet music
- MIDI recordings/practice tracks (i.e. from John’s MIDI Site)
- slips of paper with music selections, # depends on class size
Technology
- internet connection
- laptops/tablets/smartphones (borrowed from school/personal)
- thumb drives, as many as there are groups
Procedures
First Class:
1. Reflect on previous activity of students researching a piece they have
all performed and their experience searching for translations of that. It
would be during this previous activity that teacher would discuss how
one word in one language may be translated in a number of ways in
another language, demonstrating the possibility of multiple accurate
translations of a single piece.
2. Introduce activity: students will work in groups to develop an original
translation of a foreign piece to a) share on a public forum, b) compare
to a previously existing translation, and c) defend using the musical
setting of the text, using the resources provided in this Translation CSE.
They will work on this activity over an eight-class period, with the
assignment due on the ninth class day on a thumb drive.
3. Have students each pick a (pre-researched) musical selection slip out
of a basket; students with the same piece are then in a group, should
be 3-4 people in a group.
4. Allow students to trade if they like; limit opportunity to once-only.
5. Demonstrate a CSE search, a translation site, and a collaboration site
like Google Drive before student technology is given or allowed out.
This includes thumb drives for assignment turn-in.
6. Display an example page of a final product, talk through the different
parts – translation, comparison, and defense (musical, especially). Take
time discussing citation format – music uses Chicago/Turabian. Direct
students to online resources such as Purdue Owl for aid.
5. Provide time for laptop/tablet/smartphone boot-up and 10 minutes
of establishing group collaboration and exploring CSE or translation
resources. Suggest that they register for a Google account.
6. Technology away! Remind students to work steadily and tell them to
plan on reporting some progress next class. Move on with the day.
Second Class:
1. Check in. See about questions, concerns, comments, etc. (QCCE).
2. With example page displayed, brainstorm with students about other
methods of presenting their product. How else might a group present
their final comprehensive translation? An illustrative video, a different
template, they could integrate musical examples aurally or visually
using tools such as MuseScore or GarageBand, etc.
3. Have students decide on a type of presentation; brief proposal/plan
due fourth class on how they will manufacture this final product. Their
original translation will also be due the third class.
Third Class: Check in; QCCE. Students turn in translation. Translation
should be looked over for integrity and accuracy; students can expect
feedback of translation by fourth class.
Fourth Class: Check in; QCCE. Students receive translation feedback
and turn in proposal/plan for final product. Teacher should plan for
student-lead rehearsal time so teacher can review plans in-class for
approval or feedback by end of period.
Fifth Class: Check in; QCCE. Students should plan to present to teacher
in some manner (over e-mail, access to collaborative work space, etc.)
the work they have so far by seventh class. This work must have:
comparison with previously existing translation, musical examples for
defense of translation choices prepared, and proper citations for
resources referenced/looked at during process.
Sixth Class: Check in; QCCE.
Seventh Class: Check in; QCCE. Students turn in work that they have;
they can expect feedback by evening before eighth class, so that if they
have any questions about feedback, they can ask that day.
Eighth Class: Check in; QCCE.
Ninth Class: Turn-in assignment. Teacher will grade final product, and
provide students opportunity for feedback and editing before
uploading to public forum. In my case, it would be the page on my blog
dedicated to Student Translations.
Assessment & Evaluation
Does the translation accurately convey the original meaning?
Do students cite sources using proper Chicago/Turabian format?
Do students’ choices of musical examples align with the words that the
students are defending their translation thereof?
Is integrity of final product in tact – presented neatly without
grammatical errors or inappropriate language/images?
Can students in their group, when asked questions about their
translation, defend their decisions verbally?
Do students reference translations found when discussing their choice
of words? Are their comparisons fair and respectful of existing work?
Can students demonstrate their use of collaborative technology in the
creation of their project via screenshots, provision of access, etc.?