Aboriginal art & culture
Discussing key elements of a song as a work of art as a class after the small group discussions and requesting students to revisit their work based on the analysis conducted.
Ø Conclusion
Ø Requesting students to revisit their respective songs as assigned to them during class and analysing them based on how we did it and present their findings.
Ø The exchange of work between different groups for assessment.
Ø Allowing students to make any inquiries with respect to what was covered during the class.
Strategies:
– Going around groups assessing whatever they are handling to ensure that it is in line with expectations. Providing assistance to groups whenever necessary. Asking different groups to consider using or choosing a different song if they consider it to be a necessity for their group work. In catering for diversity, asking students to provide suggestions on how they believe that they would best they would participate in the lesson should be done.
References
McGuire, S., Rest, & N. (2016). The musical art of synthesis.
Lesson 5 (400 words)
Aim (learning outcomes):
At the end of the lesson, the student’s, through values classification as well as cooperative learning, Based on their experiences in the previous class, should be capable of, after practice, using various musical instruments such as maracass and tambourine to produce music imitating any type of song.
Link to the curriculum:
Music and practising music is connected and related to the curriculum in that is used to confer meaning and ability to successfully create music is central to not only conferring meaning but more importantly, ensuring that there is the creation of cultural diversity in the music.
Resources:
Maracass and tambourine musical instruments
A radio where students can plug and play their preferred choice of music.
Scripts with musical lyrics writer on them.
Preparation (that teacher needs to do before class)
Activities: during the lesson
Ø Introduction
Ø Defining various musical instruments and this is to begin by asking students on the musical instruments they are aware of.
Ø Explaining to students how various musical instruments are used.
Ø Body
Ø Organizing students in order of their performance mainly based on their volunteer-ship to perform
Ø Ensuring that there is adequate space for performance by the students.
Ø Rectifying the students when they make mistakes and provision of assistance whenever necessary.
Ø Conclusion
– Assessing the ability of the students to use musical instruments, or just their voice to imitate and subsequently, produce in an effective manner, various musical elements.
– Allow for a session for students to make inquiries on how they can improve and enhance their musical skills/.
Strategies:
– Ensuring that there is attentiveness by the whole class as various students perform. Asking others to point out on key areas with respect to musical elements, that a given students should improve on in order to improve their musical skills. Diversity is to be catered for through early in advance preparation in order to ensure that there is room for adjustments to be made during the lesson with respect to the unique needs of students.
References
Philip, R. (2004). Performing music in the age of recording. New Haven: Yale University Press.
Assessment: 200 word provide references
Assessment with respect to the understanding of the students is to be done through a wide range of strategies and techniques. Requiring the students to replicate the different works of art is one of the key strategies that should be applied and exploited in a bid to establish whether they have been capable of understanding. This would be formative assessment given that it would take place at the end of every lesson. Giving the students short, take away assignments after class is another strategy that would help evaluate and determine whether they understood what was taught.
With regards to summative assessment of the unit, a final examination evaluating the students on their grasp and understanding of various elements or different types of art would be done. This would help determine whether progress has been made in facilitating their understanding of the value and significance of art mainly with respect to their societies and art with respect to culture.
References
Bingham, J. (2005). Aboriginal art & culture. Oxford: Raintree.
Campbell, P. (2012). Artwork. London: Profile.
Marshall, D. R. (2004). The Italians in Australia: Studies in Renaissance and Baroque art. Firenze: Centro Di.
McClusky, P., Caruana, W., Corrin, L. G., Gilchrist, S., & Seattle Art Museum. (2012). Ancestral modern: Australian aboriginal art : Kaplan & Levi collection. Seattle: Seattle Art Museum.
