Josh Borders Title of Concert: Amazing Grace My Chains Are Gone

E324 M/W 1pm-4:30pm

Place of Concert: http://www.youtube.com/watch?v=wQES_bf3Q4Q Date and Time: 2/17/14 Description of the Concert: CCHS Concert and Chapel Choir: 130 voices singing Amazing Grace My Chains Are Gone together for the final number of the Christmas concert.

Preparation for the Concert/Field Trip The reason I chose to write my paper on the concert, Amazing Grace My Chains Are Gone preformed by the CCHS Concert and Chapel Choir, is because my students will be working on a unit about slavery in the 19th century. One aspect of this lesson is to reveal to students the excruciating journey African Americans endured to their independence (independence is the big idea for the entire year). There were many other directions I could have chose to take my students throughout the course of the school year, in regard to independence, but I felt that slavery was an issue that they could relate to on a variety of levels. Furthermore, what better way to depict the feelings that slaves possessed during these trying years than through old spirituals that they wrote, sang, and passed down through the generations. (PTE 5) Leading up to the watching of the video, we will research the old spirituals that African Americans sang whilst enslaved. Once the class has developed a formidable list of songs, we will go thru and discuss the lyrics to each one and attempt to decode what the composer was singing about. The most important part of this portion of the

preparation is that we dont listen to any songs, but focus solely on what it is the slaves were expressing within their spirituals. By focusing only on the lyrics and not listening to the song, we are able to zero in on the plight of the African American slave and develop a deeper understanding of their struggles. Once we have dissected the lyrics of each song, I will then play a snippet of each song. Students will be asked to jot their feelings down as they listen to the songs and then discuss as a group how they felt reading the lyrics compared to how they felt listening to the song. (PTE 2)

Actual Attendance at the Concert/Field Trip If I were to plan this as a field trip, I would make sure to find a concert that performed many old spirituals. However, for this assignment, I could only find short YouTube videos, each with one spiritual. That being said, I would compile a number of YouTube videos that show artists performing a plethora of old spirituals and create my own concert. Students would complete the steps required during the preparation phase of this activity, then we would watch the string of videos as a class, in one sitting. I think this is one of the greatest benefits that we will have as teachers; being able to utilize technology to take virtual field trips. Considering the difficulty of finding one concert to attend in person that addresses exactly what you have been teaching, it only makes sense to take advantage of the technology we are privy to. When the time came to actually sit down as a class and watch the concert, I would expect all students to sit quietly and watch the artists perform some of the songs that we dissected previously.

Debriefing after the Concert/Field Trip

When debriefing the concert, I think it would be even more beneficial, if time allowed, to go back and watch it a second time, stopping and discussing the students thoughts and feelings throughout. Doing this would aide the debriefing process by addressing each song separately and allowing students the chance to get their thoughts out before moving onto the next song. Furthermore, this would allow me the chance to informally (or formally) assess the students based on their participation and responses. Students should be able to discuss, in further detail: the way the song made them feel, whether the lyrics or the concerts were more impactful, and why they feel that way. (PTE 3) If I really wanted to perform an official assessment, I could have them write their feelings about the songs in narrative form and submit. However, I think an activity like this should be an organic experience for the class. The main thing students should take away from this learning experience is just how powerful music can be. I will attempt to lead them in this direction by providing thought provoking questions to uncover ideas they may not have realized they possessed. By pointing out that lyrics are merely poetry without music and the combination of poetry and music we can create something that will withstand the test of time.

Principles of Teacher Education (PTE) 2. Reflective Practice Access learners development and knowledge. Use assessment processes appropriate to learning outcomes.

Invite learners to employ multiple approaches, solutions, and diverse pathways to learning.

3. Teaching for Understanding (all suggestions could apply!) Encourage learners to see, question and interpret ideas for themselves and their own learning. Create an inviting, interactive learning environment. Ask questions that promote learning. Build on childrens prior knowledge.

5. Understanding School in Context of Society and Culture Communicate in ways that demonstrate sensitivity to a broad range of diversity. Collaborate with parents, teacher, administrators, and other community members. Embed knowledge of community into teaching. Challenge negative attitudes.