Lesson Plan Programs I and II
Grade Level : 5-8
Duration: Two 55-minute class sessions on consecutive days prior to a Bones Performance.
Language Arts/Reading, Writing and Speaking
Social Studies/ Culture and History
Colorado State Standards
READING AND WRITING
STANDARD 1. Students read and understand a variety of materials.
STANDARD 2. Students write and speak for a variety of purposes and audiences.
STANDARD 4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
STANDARD 5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
STANDARD1.1 Students use maps, globes and other goegraphy tools to aquire, process and report origins of assigned instruments.
STANDARD 1.2 Students develop knowledge of Earth to locate people and places.
STANDARD 5: Students will relate music to various historical and cultural traditions.
Students will use a variety of resources to locate information about the origins and cultural roles of percussion instruments.
Students will understand music is an important communication tool in many cultures and societies around the world including their own.
Students will express their knowledge by writing and speaking.
At the end of this lesson, students will demonstrate learning by presenting information to their classmates in cooperative groups. They will be able to identify 6 instruments and discuss their origin and role in different cultures.
Students need to be able to work in cooperative groups. Students ideally need access to the Internet and understand how to navigate a website.
- Copies of information packet* and/or access to the Internet.
- Copies of worksheets*.
- Copies of Assessment tool*.
- CD Player
- Demo CD *
- World map or globe
*provided by Bones
In this lesson students analyze written text to find the origin of 6 unique instruments (Marimba, Steel Drum, Didgeridoo, Congas, Djembe, and Drum Set). They will discover that music has played an important role in the daily lives of many different cultures around the world. Students will also cooperate in groups to synthesize the information into a presentation to teach other students**. In turn, they will learn from their peers and apply their new knowledge as audience members at a live performance.
To begin this lesson, play a selection of your choice, from Bones' Demo CD. Get kids to discuss the music. For example try to have them identify instruments that they heard. Ask them if anyone knows where a particular instrument comes from or what language is being sung. If you have studied other cultures in the past can students recall any particular instruments unique to a certain group of people?
The main activity of this lesson is for groups of students to research the origin and history of 6 instruments. Each group will then present this information to the class. Ultimately the whole class will learn about 6 new instruments.
Divide the class into 6 groups.
Assign each group an instrument to research. You may want to have roles within each grouping. For example: materials manager, recorder, manager, timekeeper, etc. These will vary based on the class/group size and the logistics of your classroom.
Give each group their respective instrument packet.
Students follow directions in each packet to complete their research. Students can find the required information on websites referenced in the worksheets, or in the supplemental information sheets provided.
Once students have gathered all the appropriate information they should plan a 3-minute presentation.
At this time make available to them the large pictures of instruments that they may use in their presentations.
On day two, groups will give an oral presentation on their assigned instrument.
As groups present each instrument, other students should complete Instrument Worksheet found in their packets.
This activity is to create interest and provide background knowledge relevant to Bones' performance and music in general.
At this time you may want to conclude by playing another selection from the demo CD. Ask students again, what instruments they can identify, and the origin of these instruments. You may want to include any information they missed in their presentations.
Follow up Lessons/Activities
These activities are designed to fully engage students in the Bones performance. During the performance, Bones will support their new knowledge by showing them how the instruments sound and reiterating their origins and history. There are also additional lessons available for Foreign Language, Dance and Technology Teachers for plus programs.
The assessment should be given after the Bones performance. Bones has provided an assessment tool in the form of a “Percussion Fun Facts” newsletter for which an answer key is provided. Students are asked to recall information from their group presentations and also the performance piece.
Groups are encouraged to offer their presentations to younger classes who will also attend the Bones Performance.