Matrix

    Using Google spreadsheets was a very convenient method of documenting and sharing a lesson plan I have created.  This was my first experience using an online spreadsheet and a very positive one because of the ease I had navigating through the program, and its ability to auto save my work!  Originally, I used this lesson as part of a unit on blues music for an 8th grade private or small group guitar class.  It was written for my Language & Literacy class.  In this unit of about three to four weeks the students learn about significant blues and jazz artists, stylistic aspects of the music, and the form the music typically follows.  For this project I considered a classroom of guitar based music students who have access to a computer lab.  This lesson could offer some extra support and variety during a unit of exploring musical form.  In the matrix attached to this blog my lesson plan has been divided into three columns that include the standards used in the lesson, classroom strategies for achieving each standard, and technologies that assist in completing each task.  I have organized the matrix to represent a suggested order for the lesson to follow in five rows, top to bottom.
    In the first row labeled Discovery, the lesson begins with a video presentation of Miles Davis's song “Freddie Freeloader”.  As the students watch this video from YouTube they are considering the source of where this recording comes from, and if it is valid or not.  After hearing the original song a second video would be played of someone covering the same tune, possibly in a different style.  In this example the students should also look at who posted the video and if they are a well-known or legitimate source or not.  This portion of the class addresses the NJCCCS of comparing and contrasting the use of musical form in a composition of a specific style.  It also addresses the NETS-S standard of evaluating resources to determine credibility of authors.  Both of these standards are for 8th grade as well. 
    I labeled the second row with Analyze.  During this portion of the lesson the students would be instructed to write a response to the videos they just viewed in their reflective journals.  The writing task would ask students to describe how this music is an example of the culture during the late 50’s and early 60’s, what kind of setting they imagine it being performed in, and any other pictures or events they can link with this song.  They can also consider the second video and how the original song might have influenced the cover.  After the students finish their journal entries the teacher would lead a group discussion to talk about their responses, continue analyzing the music, and write key responses in a word processor through the overhead projector.  The most important part of the group discussion is to introduce the new material of the 12-bar blues form used in the song.  The analysis of social, historical, and political influence of artists on culture and how culture impacts the arts refers to the NJCCCS standard.  The NETS-S standard of examining patterns is also being addressed. 
    After the discussion the class would begin learning “Freddie Freeloader” from handouts or digital copies of the written music.  Students would work individually or in pairs to learn the chord progression and melody on guitar.  If the students have trouble with learning the rhythms they can use a metronome or computer software to assist them.  Taking note of the elements that define the music as a blues song, like the form and rhythms used, will be part of the learning objective.  This correspond to the NJ standard of performing expressive qualities within the style. 
    After the students have spend some time learning the song individually a large circle would be formed to have a group performance.  Everyone will play the rhythm changes to the song while the students take turns playing solos.  The teacher would be using a metronome to make sure everyone’s tempo remains consistent (clicking drumsticks would also work if the metronome seems too challenging). During the performance the teacher can see who has a good understanding of the form and who may need some extra time practicing.  The students can give each other feedback, suggest ideas, or discuss the process they went through in their performance. 
    Lastly, the Create section is dedicated to beginning a recording project using music notation software and recording software.  Students will be assigned the task of composing an original blues song that follows a typical form in the key of their choice.  They can choose to work in small groups or individually.  A requirement would be to include a musical sample from the internet and incorporate it into their song in a creative way.  This project would probably be ongoing throughout the unit, not intended to be completed during this lesson.  Hopefully this kind of task will keep students thinking about ideas for their project and continue analyzing form in the music they hear.

Here is the link to the Matrix