mstu4052

Ron

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This Unit will follow or work in conjunction with the Music Unit:

Unit I Generative Topic: Do Bridges connect us?

Unit II Generative Topic: Why or how do you connect with your favorite song?

Connective Bridges to Social, Cultural, Economic, and Political Stories through Song

Grade Level:Middle School

Essential Questions

Curriculum Goals

If musicians bridge time periods, what time periods do you associate with your song? Why?
If music serves as a bridge in society, who is connected or what social connections are made through or in this song?
How is this song personal to you?
What cultural connections are made through this song (religious, racial, etc.)?
What economic connections are made through this song (who made the money or lost it; who were the behind the scenes businesses/ companies and what did they do)?
What political scenarios do you associate with this song? Why?

Performances of Understanding

Use concept mapping software such as Inspiration or MindMeister to create a map of the scenarios you've investigated that are associated with the song and how they fit economically, politically, socially, or culturally.
Create a spreadsheet (see image below) of the different elements of the song style and its lyrics that you’ve interpreted or made connections with; select categories to group specific information, to interpret meaning, or to suggest bridges to other modes of thinking or other things you associate with that information.
Enter the spreadsheet thinking into the course database so that rather than simply looking at their own song, students might also make connections across genres, artists, sounds, time periods, etc.
Write an essay that defends or refutes the piece’s literary or poetic nature.
Create a PowerPoint/ Keynote presentation of your piece which either defends or refutes its artistic nature. Design a product (website, song response, video, painting, creative writing piece, etc.) that artistically represents your song selection, and potentially what it means to you.
Lead a class discussion about “what this song means.”

Ongoing Assessment

As the project progresses, share your findings on the class Wiki. You should regularly comment on your classmates' postings and should update your findings consistently.
Periodically, different elements of the project will be due to be shared on the Wiki such as a link to your song selection and an ongoing linked references page, your concept map, your spreadsheet, as well as your GarageBand composition, PowerPoint/Keynote final presentations from the previous unit, and your papers, essays, presentations, and creative projects from this unit, Unit II.

Reflective Collaborative Communities

If they have similar interests and they choose to work together, students can partner or work in small groups. They will each be expected to go in much greater detail about one aspect of the curriculum or the other. Using a Wiki, communicate with your classmates (whether you're working alone or in groups) about your findings and progress.
Comment on each other's findings, and add suggestions whenever you can. *(Both students and educators will have access to and make comments on the course wiki).
Students will be expected to contribute their own experiences or interpretations during the student led class discussion concerning the ‘meaning’ of his or her song selection.
A culminating project that incorporates connections between Units I and II (such potential themes as bridges, connections, and music) and all the students work will be explored. I imagine some sort of large mural (or other symbolic public service work) to artistically incorporate all of the elements as the students work together to identify patterns or similarities with the database information, and design and deliver a large piece that represents those cross-genre themes or similarities.

Lyrical Reference	Poetic/ Literary Device	Meaning	Category	Explanation	Reminds me of…
Water color memories	Metaphor	Vivid like paintings	Cultural	We paint to capture moments in time; art is culture	The facet in Photoshop that allows you to change pics to "watercolor"
Scattered pictures	Imagery	She's looking at old photos	Social	We take pictures to remember good times with others	I have tons of pictures from when I'm younger I need to scan to make digital
Has time rewritten every line	Personification	We remember what we want to remember	Social	Time can't write, its not human, but our minds can erase bad or good to validate our current emotions	I have an ex who I miss. I only remember the good but my friends hate him
Memories, like the Corners of my Mind	Simile	Hidden away but not forgotten	Social	We don't always reveal our every thought/desire	Someone saying clear out the cobwebs in our brains; cobwebs are in corners
...of the smiles we left behind	Metaphor	No longer smiling together	Social	You can’t leave smiles or lose them b/c it’s your own lips/ maybe she’s not happy? We smile to show others we are happy.	Smiley face stickers that your teacher puts on your papers! Thos you can actually “leave behind!”

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