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appreciation_header

SUBJECT: Can Music Have a Specific Purpose?

Grade Level: 9 - 12

LESSON OBJECTIVES

Students will:

  • Describe the different uses and functions of music as presented in the text.
  • Define and explain the differences between the terms 'utility music' and 'musical connotation.'

 

COMMON CORE STANDARDS

Add district, state and/or national standards as is applicable to your area.

Preparatory Activities

10 minutes

Students will:

  • Review the basic vocabulary for Class 5:
    • Utility music
    • Musical Connotation
    • Talking Drum
    • Yoruba Dundun Music

 

Class Activities

Share selected popular music examples and help students discover and apply the concept they learned in the class in the music they would listen to everyday.

 

Oh Happy Day Edwin Hawkins - Anthony Brown with FBCG Combined Choir

Oh Happy Day Edwin Hawkins - Anthony Brown with FBCG Combined Choir

Bob Dylan - Only A Pawn In Their Game, March On Washington 1963

Bob Dylan - Only A Pawn In Their Game, March On Washington 1963

Resources/Materials

Assets

Joan Baez - We shall overcome

Joan Baez - We shall overcome

Contemporary Korean P'ungmul (Farmer's Music)

Contemporary Korean P'ungmul (Farmer's Music)

The Tradition of Vedic Chanting

The Tradition of Vedic Chanting

Mexican Corrido

Mexican Corrido

The evolution of American protest music

The evolution of American protest music

Talking Drum Demonstration

Talking Drum Demonstration

Ayan Bisi Adeleke - Master talking drummer - drum talks

Ayan Bisi Adeleke - Master talking drummer - drum talks

Music and the Brain: Jessica Grahn at TEDxWesternU

Music and the Brain: Jessica Grahn at TEDxWesternU

How playing an instrument benefits your brain - Anita Collins

How playing an instrument benefits your brain - Anita Collins

JAWS; Without Music and With Music

JAWS; Without Music and With Music

Composer: Felix Mendelssohn

  • "A Midsummer Night's Dream, Op. 61, MWV M 13: Wedding March, Op. 61, No. 4"

Composer: Richard Wagner

  • "Lohengrin, Act III: Wedding March (arr. for organ)"

Composer: Edward Elgar

  • "Pomp and Circumstance, Op. 39: Military March No. 1 in D Major, Op. 39, "Pomp and Circumstance""

Composer: Leon Gieco

  • "Solo le pido a Dios"

INSTRUCTIONAL SEQUENCE

TIME

Whole Group Instruction

  • Play "Solo Le Pido A Dios" by León Gieco, sung by Mercedes Sosa.
  • As a class, students discuss the socio-political context of the song and the music's message.
    • What is the overall feeling of the song? How is it conveyed by the music?
    • How does the tempo affect the mood of this performance? What would happen if it was played faster or slower?
    • Does the result sound as a “musical whole” with structural completeness that represents a complete musical meaning?

20 - 30 minutes

Spanish

Sólo le pido a Dios
que el dolor no me sea indiferente,
que la reseca muerte no me encuentre
vacía y sola, sin haber hecho lo suficiente.
Sólo le pido a Dios
que lo injusto no me sea indiferente,
que no me abofeteen la otra mejilla,
después que una garra me arañó esta suerte.
Sólo le pido a Dios
que la guerra no me sea indiferente,
es un monstruo grande y pisa fuerte
toda la pobre inocencia de la gente.
Sólo le pido a Dios
que el engaño no me sea indiferente,
si un traidor puede más que unos cuantos,
que esos cuantos no lo olviden fácilmente.
Sólo le pido a Dios
que el futuro no me sea indiferente,
desahuciado está el que tiene que marchar19
a vivir una cultura diferente.
Sólo le pido a Dios
que la guerra no me sea indiferente,
es un monstruo grande y pisa fuerte
toda la pobre inocencia de la gente.

English

I only ask of God
That i am not indifferent to the pain,
That the dry death won’t find me
Empty and alone, without having done the sufficient.
I only ask of God
That i won’t be indifferent to the injustice
That they won’t slap my other cheek,
After a claw (or talon) has scratched this destiny (luck) of mine.
I only ask of God
That i am not indifferent to the battle,
It’s a big monster and it walks hardly on
All the poor innocence of people.
I only ask of God
That i am not indifferent to deceit,
If a traitor can do more than a bunch of people,
Then let not those people forget him easily.
I only ask of God17
That i am not indifferent to the future,
Hopeless is he who has to go away
To live a different culture.
I only ask of God
That i am not indifferent to the battle,
It’s a big monster and it walks hardly on
All the poor innocence of people.

Group Practice/Small Group Instruction 

  • Either individually or in small groups, discuss how music affects film
  • Compare and discuss the effect of music in the Jaws examples provided in the assests.

15 - 20 minutes

Closing Activites/Summary

  • Students should share each other’s examples of effective or not effective use of music in film and/or commercials.
  • Note: students should provide solid reasons for their selections.

5 - 10 minutes

Evaluation/Assessment 5=Best, 1=Least

  • Students generated simple rhythmic and melodic ideas and phrases using “Amazing Grace” as a prompt.

5 4 3 2 1

  • Students organized and notated rhythmic and melodic ideas and phrases.

5 4 3 2 1

  • Students refined musical ideas with guidance.

5 4 3 2 1

Extension/Enrichment/Re-teaching/Accommodations

  • Apply the same process with different musical works.
  • Apply the same process to musical works suggested by students.