8 Grade General Music Unit: Torrey D'Angelo Masters Exit Exam Spring 2016

1
8th Grade General Music Unit

Torrey DAngelo
Masters Exit Exam
Spring 2016
TABLE OF CONTENTS
Introduction............................................................................................................................................3
Lesson Plans and Accompanying Materials.......................................................................................5
Student Work Packet.........................................................................................................................55
Torrey DAngelo
Masters Exit Exam
General Music Domain
Spring 2016
8th Grade General Music Unit: Music, Nation, Propaganda, and Protest
Context:
Next fall I will be teaching at South Bronx Classical Charter School in New York, New
York. The school is small with a diverse population. Almost one hundred percent of the
children enrolled come from low-income families. This unit was written with my future
students in mind.
Rationale:
Music has played a vital role in creation of the idea of nationhood, promoting
patriotic ideals, especially in the wake or precursor to national crises such as war, and
also used in resistance to these structures. The purpose of this unit is for eighth grade
general music students to discover the role of music in nationalism, propaganda, and
protest. Through conversation, listening, and creating, students will answer for
themselves questions such as what is nationalism?, what is propaganda?, and what
do nationalism and propaganda sound like? Students will explore the characteristics of
different national anthems, American propaganda music from the World War I era, and
discover anti-nationalistic songs, which took the form of protest songs during the Civil
Rights movement and the Vietnam War. Students will gain an understanding of musics
role in creating, reinforcing, or dismantling ideals of nationhood. Students will also
explore the role of medium in transmitting nationalistic music. The unit will culminate in
student composition of a national anthem, propaganda piece, anti-nationalistic work, or
any other musical composition reflecting topics covered in the unit of their choice.
Students will be asked to explain and defend their composition as a national anthem,
propaganda, or protest piece with use of academic language gained throughout the unit.
Students will draw connections between history, literature, and the arts.
References:
Abril, C. R. (2007). Functions of a national anthem in society and education: A
sociocultural perspective. Bulletin of the Council for Research in Music Education,
69-87.
G., H. D., & Kertz-Welzel, A. (Eds.). (2012). Patriotism and Nationalism in Music
Education. Abingdon, Oxon, GBR: Ashgate Publishing Group.
Phull, H. (2008). Story Behind The Protest Song: A Reference Guide To The 50 Songs
That Changed The 20th Century Author: Hardeep Phull, Pub.
Rikard, D. (2004). Patriotism, propaganda, parody, and protest: The music of three
American wars. Literature & the Arts: An International Journal of the Humanities,
16(1-2), 129-44.
Lesson Plans and Accompanying Materials
What is Nation?
Northwestern University Music Education
NAME: Torrey DAngelo

Music and Nation 8th Grade Unit
Lesson # 1 of 9
Central Focus (a statement or phrase that captures or summarizes the overarching learning outcomes associated with content
standards and learning objectives. It may not be as broad or comprehensive as a big idea or essential question used in a longer unit of
instruction, but it should represent a focus that connects to performing arts concepts.)
Through class discussion and listening, students will gain an understanding of the construct of nation, the elements that make up a
nation, and exposure to several national anthems.
Illinois State Content Standards (large goals):

25B, Stage G, 1: Compare and contrast two works in one art form that share similar themes or subject components (i.e. elements,
principles, expressive ideas; tools, processes, technologies; creative processes).
27A, Stage I, 1: Analyze how the arts function in historical societal, economic, and personal contexts (e.g. economic trends, creative
thinking, intra/inter communication, adornment, environments, entertainment, historical record, jobs.)
27A, Stage I, 2: Analyze how the arts inform and persuade through movement, sound, and image.
Specific Objectives (align with Standards from above; each objectives should be written such that they could finish the phrase by the
end of this lesson unit, students will be able to ):
By the end of the lesson, students will compare Nuestro Himno, the South African national anthem and the U.S. national anthem and
describe their similarities and differences.
By the end of the lesson, students will be able to describe the function of a national anthem as playing a role in the idea of
nationhood.
By the end of the lesson, students will understand how national anthems impact people and spread ideas.
Materials: Computer, sound system, projector, dongle to connect, white board or chalk board, writing utensils, Nation packet for
students to take notes/analyze (attached), 3 videos: https://www.youtube.com/watch?v=vPKp29Luryc (U.S. National Anthem) ,
https://www.youtube.com/watch?v=Baf7nmYaTDw (Nuestro Himno), https://www.youtube.com/watch?v=tTtINHRja4k (South
African National Anthem)
Est.
Time
Sequence:
Procedures (make specific notes for where academic language demands will be
highlighted in the sequence).
The teacher will write the word Nation on the board and hand out a packet to each
student. She will instruct them to turn to the first page.
5 mins
The teacher will ask the students, What is a nation?
Assessment (include both

formal and informal; identify
formal assessments with an
asterisk turn these in with
your materials).
The teacher will write student responses on the board to encourage students to write in
their packets.
3 mins
Informal assessment through

questioning
The teacher will ask the students, what do people in a nation have in common.
The teacher will write student responses on the board and encourage students to write in
the packets.
3 mins
The teacher will play the United States National Anthem for the students.
2 mins
The teacher will ask the students to name the musical and lyrical characteristics of the
U.S. National Anthem.
3 mins
The teacher will have the students listen to Nuestro Himno.

questioning
The teacher will have the students write down the lyric and musical context
2 mins
The teacher will ask the students what do you think of this?
The teacher will give the students some context. The teacher will tell the students this
was released in 2006, an era of immigration reform in the United States, and was aimed
to create community among the Spanish speaking population in the United States. The
teacher will ask the students what they think of the President of the United States
response to Nuestro Himno: I think that the national anthem ought to be sung in
English, and I think people who want to be a citizen of this country ought to learn English,
and they ought to learn to sing the national anthem in English.
2 mins
The teacher will have the students listen to the South African national anthem,
The teacher will ask the students to write down what they hear and share with the class.
The teacher will write student responses on the board

questioning
The teacher will ask the students how many languages are used in this song?
The teacher will explain that the South African national anthem is a combination of Nkosi
SikeliliAfrika (God Bless Africa) and Die Stem van Suid-Afrika (The Call of South Africa) and
was created in 1997. In 1994 with the inauguration of Nelson Mandela, both songs were
considered national anthems until they were merged. Some of the lyrics were changed,
meant to reflect post-apartheid ideals.
5 mins
The teacher will ask the students to go back to what they believe people of a single nation
have in common.
The teacher will ask students if it is necessary for a nation to speak only one language.
5 mins
The teacher will ask students: If you were to create a national anthem for the united
states, what might the music and lyrics sound like? Brainstorm with the person next to
you. This is prepping students for their final projects, and the class for the next week.
The teacher will have the students write this in their packets.
The teacher will collect student packets
The teacher will collect

student packets and read
their responses.
The United States National Anthem: Who, What, When, Where, and Why?

Lesson # 2
of 9
The central focus of this lesson is for students to gain an understanding of the background of the United States national anthem. The
students will discuss where, when, and why the national anthem is sung.

27A, Stage I, 1: Analyze how the arts function in historical, societal, economic, and personal contexts (e.g. economic trends, creative
thinking, intra/inter communication, adornment, environments, entertainment, historical, record, jobs.)
By the end of the lesson, students will gain an understanding of the historical context for the Star-Spangled Banner and analyze its
meaning.
Materials
Student packets, board, writing utensils,
Est.
Time
Sequence:
2 mins
The teacher will start the class by leading them in singing the national anthem, the StarSpangled Banner.

your materials).
The teacher will ask the students to sit down.

2 mins
The teacher will have the students sit. The teacher will ask, when and where is the
national anthem sung?
1 min
The teacher will tell the students to write down these responses in their packet.
Informal assessment
The teacher will write student responses on the board.

The teacher will ask the students to write down these responses.
The teacher will ask: Does anyone know the name of the national anthem?
The students will write down the Star Spangled Banner
Informal assessment (preassessment)

3 mins

3 mins

10 mins

15 mins

The teacher will ask the students if they know the war that lead to the nation anthem to

be written?

The students will write down the war of 1812.

The teacher will ask: Raise your hand if you can know any of the history behind the

writing of the national anthem?
Informal assessment

The teacher will explain that Francis Scott Key wrote the Star-Spangled Banner in 1814.

Key saw the U.S. flag waving from Fort McHenry in Baltimore announcing the American

victory over the British during the War of 1812.

The teacher will ask the students to read over the lyrics of the national anthem.

The teacher will ask the students to discuss with a group of 3-4 the meaning behind the

lyrics, now given some context. Each group will be assigned a different

The students will answer the questions provided by The Anthem Project in their

packets. The students will be doing a jigsaw activity. Groups will answer one question

each and the whole class will come together at the end to discuss. The teacher will say:

Take ten minutes to prepare a thoughtful response and be ready to present your answer
to the class.

The 5 groups will present their answers to the class and students will write responses in

their packets.

The teacher will collect student packets and read through responses

Informal assessment

Reflection of Teaching and thoughts for next lessons (if this is not the last in the sequence):

In subsequent lessons, students will learn about other contenders for the national anthem, music as propaganda, parody music,
protest music, and finally compose their own song of their choice, describe, and defend their musical and lyrics choices.

Attach other instructional materials for this lesson such class handouts, assignments, slides, and
interactive whiteboard images (no more than 5 pages)
10
Other Contenders for the U.S. National Anthem

NAME:
Lesson # 3

Torrey DAngelo_
of 9


The central focus of this lesson is for students to analyze other patriotic songs that could have functioned as the national anthem.


25B, Stage H, 1: Compare and contrast works of art in two or more art forms that share similar artistic components, themes, or
subject matter (e.g. self-portrait to monologue or solo) using the appropriate artistic component (i.e. elements, principles, expressive
ideas, tools, processes, technologies, creative processes) vocabulary.

27A, Stage I, 1: Analyze how the arts function in historical societal, economic, and personal contexts (e.g. economic trends, creative


By the end of the lesson, students will have compared the national anthem to two other patriotic songs, and discuss their potential to
serve as a national anthem.

Materials: Student packets, computer and speakers (if songs need to be referenced), board, writing utensils, sheet music to the
Star-Spanged Banner, My Country tis of Thee, and America the Beautiful

Sequence:
Est.
Time


2 min
The teacher will have the students sing the national anthem.
your materials).

The teacher will ask the students if anyone knows when the star-spangled banner became

officially known as the national anthem.

2 min
The students will write down 1931

The teacher will explain that this was enacted by a bill sign by President Hoover during

that year.

The teacher will explain that the Star-Spangled Banner was contested by other patriotic

songs that the students are likely familiar with, and could have been chosen for the

national anthem.

11

3 min

2 min

10 min

15 min

The teacher will ask the students, what are some potential problems with choosing the

star spangled banner as the national anthem?
Informal assessment and

understanding from the
The teacher will write down student responses and ask the students to write their
previous lesson
responses in their packets.

The teacher will point out, if the student do not, that the range of the piece is extremely

wide, and the lyrics portray violence against a now U.S. ally, the U.K.

The teacher will ask the students to define patriotic

The teacher will write the definition on the board.

The teacher will assign the student to groups to analyze the Star Spangled Banner,

America the Beautiful, and My Country Tis of Thee. The teacher will tell the students:

at the end of the class period, we will all sing through each patriotic song. I or someone

in your group can accompany you on piano or guitar. Defend why you think your piece

should be the national anthem. Try to use the same strategies we used while analyzing

the star-spangled banner. The group assigned to the star-spangled banner, come up with
a strong argument for why this should continue to be the national anthem. Make sure to

describe the musical and lyrical characteristics that would make it an appropriate national
anthem. You must argue in favor of your assigned song.

The class will sing through each piece. The teacher will say: now that we have sang
Informal evaluation of student
through and had a debate on which piece should be the national anthem, lets take a class growth
vote. Close your eyes and raise your hand if you think it should be option a, b, c. the
teacher will take a tally and ask students why they chose whichever piece they did.

The teacher will collect all student packets and scores.


In following lessons, students will study music as propaganda, parody, music as protest, and create and defend musical compositions
of student choice.

12
America, the Beautiful
Katherine Lee Bates, lyrics
1.
2.
3.
4.
O
O
O
O
beau
beau
beau
beau
Samuel Ward
ti
ti
ti
ti
- ful
- ful
- ful
- ful
for
for
for
for
F7
16
F 7 B
A
A
A
A
mer
mer
mer
mer
B 7 E
And crown
Con - firm
Till all
And crown

i
i
i
i
- ca!
- ca!
- ca!
- ca!
thy good
thy soul
suc-cess
thy good
A
A
A
A
spac - cious skies, For

am - ber waves of
grain,
pil - grim feet, Whose stern im - pas-sioned stress
he - roes proved In
lib - er - a - ting strife,
pat - riot dream That sees be - yond the years
C7
For pur - ple moun-tain maj - es- ties A - bove the frui - ted
A thor - ough-fare for free - dom beat A - cross the wil - der Who more than self their coun - try loved, And mer - cy more than
Thine al - a - bas - ter
cit - ies gleam, Un - dimmed by hu - man
11
with
in
be
with
mer
mer
mer
mer
i
i
i
i
God shed His grace on

God mend thine ev - ery
May God thy gold re God shed His grace on
ca!
ca!
ca!
ca!
broth - er - hood From

self - con-trol, Thy
no - ble - ness, And
broth - er - hood From
F7

F7
plain!
ness!
life!
tears!
B
thee,
flaw,
fine,
thee,
sea to shin - ing sea!

lib - er - ty
in
law!
ev - ery gain di - vine!
sea to shin - ing sea!
Edition Copyright 2013 Music-for-Music-Teachers.com

All Rights Reserved
13
My Country Tis Of Thee
Samuel Francis Smith
Voice
J.S. Bach/Criswell

My coun - try
fa
11
from
tis
of thee sweet land of
thers died

ev
ry
li
ber - ty
of thee I
sing.
land
of
the
pil
moun

tain side
Land where my
grims pride
l - et free - dom
This arrangement is released to the public domain
ring
The Star-Spangled Banner
14
Lyrics by Francis Scott Key
hailed
Music by John Stafford Smith
say, can
you
by the dawn's ear-ly

at the twi-light's last
Am
per - il - ous
17
Am
proof thro' the
red
that our flag was still
there.
yet
wave
stars
thro' the
o'er the land
were so gal - lant -
in
of the free
ly
air,
gave
we
Am
the bombs burst-ing
Dm
ban - ner
G7

glare,
watched
G
C
28
light what so proud - ly
night
o'er the ram - parts we
fight
gleam - ing? Whose broad stripes and bright
stream-ing? And the rock - ets'
22
see
12
Am
say, does that
star - spang - l'd
G7 C
Am D
and the home of the
Edition Copyright 2011 Music-for-Music-Teachers.com

All Rights Reserved
brave?
A7
15
Musical Archeologists

Lesson # 4
of 9
The primary focus of this lesson is for students to understand music as a propoganda tool through listening and score exploration.

27A, Stage I, 3: Examine the purposes and effects of various media (e.g. film, print, multimedia presentations) in terms of informing,
entertaining, and persuading the public.
27A, Stage I, 4: Justify an opinion about the purposes and effects of various media in terms of informing and persuading the public.
By the end of the lesson, the students will have a deeper understanding of music as a tool.
By the end of the lesson the students will understand music as a tool targeted at specific audiences
By the end of the lesson the students will understand the purpose of music as a propaganda tool along with other forms of media.
Materials: Scores and recording of Its a Long Way to Berlin, But Well Get There, scores to display of Well Carry the StarSpangled Banner Through The Trenches, The Charm of Old Glory, "Carry On" and Goodbye Broadway, Hello France. These
were acquired from the Library of Congress website, and Professor Amy Gwinn-Becker in General Music Methods II, Northwestern
University, Spring 2015, student work packets, speakers, powerpoint, writing utensils, board.
Est.
Time
Sequence:
3 mins

The teacher will ask the students to follow along with the lyrics on the board to Its a long asterisk turn these in with
way to Berlin, But Well Get There.
your materials).
3 mins
The teacher will ask the students to identify words or phrases that provide insight into the
story, who it is about, when it was written, how people feel about the topic, etc.
1 min
The teacher will ask the students to summarize the lyrics in two sentences.
Informal assessment
The teacher will ask the students to raise your hands if you can tell me what an
archeologist does.
Informal assessment
1 min
The teacher will explain that today the students are going to be musical archeologists.
16
3 mins
The teacher will ask the students what they know about the 1910s.
Informal assessment
The teacher will write what the students say about World War I on the board.
The teacher will explain that the United States entered World War I in 1917 after the
sinking of the Lusitania and unrestricted submarine warfare by the Germans.
7 mins
The teacher will have students break into groups of 4 or 5 and analyze the lyrics and
scores to 3 different WWI era propaganda songs by uncovering information about it.
The teacher will ask the students to fill out their musical analysis sheets for their
respective songs.
10 mins
The teacher will have each group share what they found about their song with the class
The teacher will write the word propaganda on the board. The teacher will ask for a
volunteer to describe what this means.
The teacher will write the response on the board.
Informal assessment.
The teacher will show the students images of WWI era propaganda posters.
5 mins
The teacher will ask the students: Can music be propaganda?

The teacher will ask is the music we just uncovered musical propaganda, or is it not
propaganda
Informal assessment
The teacher will have the students discuss why their music is propaganda and what the
goal of the music is, who it is intended for.
The teacher will show the class an example of the music publishing company promoting
the war culture.
In subsequent lessons students will learn about protest music, write their own verses to protest music, and give a final performance of
a piece created by them that falls into the category of protest, propaganda, or a national anthem.
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Lesson 3 Powerpoint
Propaganda
Ideas or statements that are often false or
exaggerated and that are spread in order to
help a cause, a political leader, a government,
etc. Merriam Webster
39
Images of WWI Era Propaganda
40
41
Images of WWI Era Propaganda (This

one from Great Britain)
42

Does anyone recognize the name of this publisher?
43
Music as Protest-We Shall Overcome

Lesson # 5
of 9


The central focus of this lesson is for students to understand the role of music as protest and in relation to ideas of nationhood




By the end of the lesson the students will gain an understanding of how protest music, specifically We Shall Overcome has come to
represent the struggle for equality of marginalized groups of people.

Materials: computer, dongle, internet access, access to Spotify, We Shall Overcome: The Story of a Song by Debbie Levy, pictures of
protest featuring music, student packets, Guitar, lyrics to We Shall Overcome, https://www.youtube.com/watch?v=VeHNbGE3tJw We Shall Overcome Speech by Martin Luther King

Sequence:
Est.
Time


The teacher will ask the students to sit on the floor in a circle in the middle of the

classroom.
your materials).

5 mins
The teacher will ask the students to pass around pictures she will provide of protests

featuring music.

After the students have had a chance to look at the pictures, she will say: What do you

3 mins
think is happening in these pictures These images are also featured in the students

packets.


3 mins
The teacher will ask, what do you think they are singing or playing about

questioning


1 min
The teacher will ask the students to define Protest

questioning

The teacher will say, today we are going to focus on one specific protest song with a

deep history. I have this book that I like to use with younger grades, but it outlines the

story of this song really well, and presents a lot to think about.

44
7 mins

3 mins

5 mins

3 mins

5 mins
The teacher will read the students the book We Shall Overcome: The Story of a Song by
Debbie Levy.

The book draws connections to what the students have already learned. It features a

timeline of the song, references to the use of the song in South Africa (which the students
are somewhat familiar with from the first lesson), and shows images similar to those the

students viewed of real protest featuring music.

The teacher will say, there was a musician and activist named Pete Seeger who

performed this song and made it popular, even though as the book describes it has a deep
history. The teacher will point to the picture of Pete Seeger displayed at the beginning of
class as well as the representation of him in the book. She will ask the students what

instrument he is holding in both pictures, since students may be unfamiliar with the

banjo.

The teacher will play a recording of Pete Seeger singing We Shall Overcome

The teacher will then play a clip from Martin Luther Kings sermon from Temple Israel in
Hollyfood, featuring the words We Shall Overcome and Deep in my heart I do believe.

The teacher will say, everyone stand up and stay in a circle

The teacher will display the lyrics of We Shall Overcome on the board and get her guitar

The teacher will echo sing back and forth a verse with the students, then invite them to all
sing together from the beginning.

The teacher will wrap up the class and ask students to think about any modern-day
protest songs they can think of and things they themselves want to protest. The teacher
will also ask the students to email her any examples of modern day protest music that
they find that would be appropriate to share with the class.


In subsequent lessons the students will compose their own lyrics to protest music, learn about the recycling of folk and other musics
to create new protest music, create their own music which is either a national anthem, a protest song, or a propaganda song, and
justify their composition to the class as one of these categories.

45
46
Recycling of Music for Protest Music

NAME: Torrey DAngelo_
Lesson # 6
of 9


The central focus of this lesson is for students to explore the re-use of music to send a political message.


27A, Stage I, 2: Analyze how the arts inform and persuade through movement, sound, and image.


By the end of this lesson students will have composed original lyrics to the tune of Bob Dylans Blowin in the Wind

By the end of this lesson the students will understand the recycling of some old folk music to serve a new function.

Materials: Computer, projector, speakers, recordings of Glory by John Legend, Blowin in the Wind by Bob Dylan, No More
Auction Block, Which Side Are You On by Pete Seeger, and a video of the protests at the St. Louis symphony, student packets,
board, and writing utensils

Sequence:
Est.
Time



The teacher will have No More Auction Block playing as the students walk into the
your materials).
2 mins
classroom.

The teacher will ask the students, what song does this sound like which we have covered Informal assessment by
1 min
before?
questioning

The students will hopefully respond that it sounds like We Shall Overcome.

2 mins
The teacher will play the song, Blowin in the Wind by Bob Dylan for the students and

explain that both We Shall Overcome and Blowin in the Wind share roots with this

song melodically and harmonically.

The teacher will sing excerpts of both songs to the students to demonstrate if necessary.

The teacher will ask the students what examples of modern day protest music they found

(these will have been pre-screened by the teacher for approval)

1 min
The teacher will play a couple examples if the students found them.

3 mins
The teacher will play Glory by John Legend and Common.

47

3 mins

5 mins

5 mins

5 mins

The teacher will ask the students what they think this is about.

Informal by questioning

The teacher will say, I want to show you another example of a modern day protest song.
Raise your hand if you can tell me what happened in Ferguson, Missouri?

The teacher will explain if the students do not know.

The teacher will play the clip of Justice for Mike Brown.

The teacher will ask the students what they think of this.

Informal by questioning
The teacher will ask the students why the protestors chose the St. Louis Symphony to

demonstrate their protest.

The teacher will play the students a clip of Which Side Are You On sung by Pete Seeger,
and ask what similarities and differences the students hear. The teacher will point out

that Pete Seeger, who they had studied previously is singing this song. The teacher will ask
the students how do these two songs work together in your opinion?

The teacher will urge the students to dig deeper into protest music between classes, and

listen for the sounds of protest on the radio and in their everyday lives.


In the following lessons, students will create their own lyrics to an old protest song, compose their own music that is either a protest
song, propaganda music, or a national anthem and justify there compositional and lyrical choices to the class.

48
The Answer is Blowin in the Wind

NAME:
Lesson # 7

Torrey DAngelo
of 9


The central focus of this lesson is for students to get practice playing, singing, and creating protest music before their final project.


26B, Stage I, 3. Compose/arrange music within specific guidelines and style


By the end of the lesson the students will have created original lyrics to the melody of Bob Dylans Blowin In the Wind.

Materials: Computer, projector, speakers, recording of Bob Dylans Blowin in the Wind. Writing utensils, board, student packets.

Sequence:
Est.
Time



As the students enter the room, the teacher will be playing a recording of Bob Dylans
your materials).

Blowin in the Wind.

The teacher will ask the students to recall what they talked about in the last lesson.

The teacher will have the students listen again, and tell them to this time think about the

meaning of the song.

The teacher will explain that he is asking rhetorical questions to protest injustices.

The teacher will say, lets sing and play Blowin in the Wind. The chords are easy. Its G

5 mins
major, C major, D major for the verses and C major G major D major for the chorus. The

teacher will write the first verse and chorus on the board with chords as an example and

pass out sheets of chords to students who need or want them.

The teacher will lead the class in singing and playing. The students may play guitar or

keyboards or whatever instruments they are comfortable with and sing.

The teacher will say As you mentioned, we learned last week that is is perfectly

acceptable to take the melody of a song and make it your own.

The teacher will also challenge the students to ask rhetorical questions about a protest

20 mins topic of their choice.

The teacher will ask the students to break into small groups of no more than 3 or to work
49

15 mins
alone if they would like and to create a verse in the style of Bob Dylan with lyrics that

protest a topic of their choice. The melody must be the same. The students may

accompany themselves on instruments if they want.

The students will share their verses with the class. The teacher will display the students

lyrics on the document camera.

The students who are not performing will sing along with the students sharing their lyrics Informal assessment. Lyrics
with the class.
will be review in student

packets.
The teacher will ask the students to think about the type of music they learned about
through this unit which is most interesting to them and come back to class and be able to
articulate why.


The final lessons will involve students composing their own music and sharing their compositions of protest, propaganda, or a national
anthem with the class and explaining their compositional and lyrical choices to the class.

50
Composing

Lesson # 8
of 9


The central focus of this lesson is for students to begin composing their own anthem, propaganda, or protest song. This will occur over
two class periods.


26B, Stage I, 3: Compose/arrange music within specific guidelines and style.


By the end of this lesson students will begin the compositional process of creating an anthem, protest, or propaganda song.

Materials: A variety of instruments for the students, student packets, computer access (if the students need it), board and writing
utensils.

Sequence:
Est.
Time


The teacher will welcome the students and ask them to pull chairs into a circle.

your materials).
2 mins
The teacher will ask the students: What types of songs and music have we studied in this Informal by questioning

unit?

The teacher will write down the student responses on the board; they should be protest,

propaganda, and national anthem.

2 mins
The teacher will say: This week and next week we are going to take these types of songs

and create our own music. You will pick one of these types of music and compose a piece.

You must create your own lyrics. I am open to the possibility of re-using a folk tune as long

as you can justify and create thoughtful and original lyrics, and explain how the original

tune correlates to your composition. You may work individually or in groups. You must

choose your own nation, event, product, or topic you wish to protest. At the end of two

weeks, you will perform your song for the class, explain the thought behind it, and justify

its use as a propaganda piece, protest song, or national anthem. The instructions are also

in your packet

10 mins The teacher will ask students to take a few minutes to jot down some initial ideas in their

packets, in groups no larger than 4, if they wish. The teacher will encourage students to

reference their notes and the musical examples explored throughout the unit.

The teacher will ask the students after about 10 minutes of brainstorming which type of

composition they are going to write.

51
35 mins

The teacher will allow the students to grab any instruments they need to, and spread out
around the classroom to work on their compositions.

The teacher will step into the role of facilitators, walking around the classroom to help
students with their composition process.

The teacher will draw the students attention. She will encourage students to meet with
one another to work on their compositions and presentations for the performance in two
weeks.

At the next class meeting (lesson 9) students will have time to compose, work, and write
together,


In the final lessons, the students will have the opportunity to continue creating their songs in their groups. Finally, the students will
present their own works and justify their compositional and lyrical choices to the class.

52
Final Presentations and Compositions

Lesson #
9 of 9


The central focus of this lesson is for students to share their compositions of protest, national anthem, or parody music and
corresponding presentations about their work with the class.


26B, Stage I, 3: Compose/arrange music within specific guidelines and style.

27A, Stage I, 4: Justify an opinion about the purposes and effects of various media in terms of informing and persuading the public.


By the end of the lesson the students will have shared their compositions of a national anthem, protest music, or propaganda music
with the class.

By the end of the lesson the students will have shared their justification for their writing of a protest, propaganda, or national anthem
with the class.

Materials

Instruments for the students, projector for the students.
Sequence:
Est.

Time

The teacher will welcome students into the classroom and remind students of some of the

procedures for being a good audience member.

The teacher will ask the students if there is any particular order they wish to present and

perform in.

The teacher will remind the students to introduce themselves, their piece, and what type

of music they wrote. After the performance the students will give a brief explanation of

the music they wrote.

The teacher will facilitate the performance process.

As other groups are playing other students will write notes about their peers

performance in their student packets.

The teacher will collect the packets at the end of the lesson to formally assess the
Formal assessment
53
students use of language, descriptions, and critiques.
45 mins
total
The teacher will complete the following checklist as a means of formally assessing the
performing students:
Did the work fall into one of the three categories?
Were the students able to justify the work as fitting into one of these three
categories.
Could the students explain their musical and lyrical choices?
Formal assessment
54
Student Work Packet
55
Name: _____________________________
8th Grade General Music Unit

South Bronx Classical Charter School
Ms. DAngelo
56
Day 1: What is Nation?
Write down your thoughts and your classmates thoughts on what a

nation is.
Write down what you think people of one nation have in common.
57
United States National Anthem Lyrics:

Oh, say can you see by the dawns early light
What so proudly we hailed at the twilights last gleaming?
Whose broad stripes and bright stars thru the perilous fight,
Oer the ramparts we watched were so gallantly streaming?
And the rockets red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
Oh, say does that star-spangled banner yet wave
Oer the land of the free and the home of the brave?
What do you hear? What does the music sound like to you?
58
Nuestro Himno Lyrics and Translation:
Amanece, lo veis?, a la luz de la aurora?

lo que tanto aclamamos la noche al caer?
Sus estrellas, sus franjas flotaban ayer,
En el fiero combate en seal de victoria.
Fulgor de lucha, al paso de la libertad,
Por la noche decan: Se va defendiendo!
Oh, decid! Despliega an su hermosura estrellada
Sobre tierra de libres la bandera sagrada?
Day is breaking: Do you see by the light of the dawn

What so proudly we hailed at last night's fall?
Its stars, its stripes, streamed yesterday,
Above fierce combat as a symbol of victory.
The splendor of battle, on the march toward liberty.
Throughout the night, they proclaimed: "We march on to defend it!"
O say! Does its starry beauty still wave
Above the land of the free, the sacred flag?
What do you hear? What does the music sound like to you?
59
In response to hearing Nuestro Himno, President of the United

States, George W. Bush stated: I think that the national anthem
ought to be sung in English, and I think people who want to be a
citizen of this country ought to learn English, and they ought to learn
to sing the national anthem in English.
What do you think about this? Why do you think he said this?
60
South African National Anthem
Xhosa
Nkosi sikelel' iAfrika

Maluphakanyisw'
uphondo lwayo,
God bless Africa

Let its (Africa's) horn
be raised,
Zulu
Yizwa imithandazo
yethu,
Nkosi sikelela, thina
lusapho lwayo.
Listen also to our

prayers,
Lord bless us, we are
the family of it (Africa).
Morena boloka
setjhaba sa heso,
O fedise dintwa le
matshwenyeho,
O se boloke, O se
boloke setjhaba sa
heso,
Setjhaba sa, South
Afrika, South Afrika
Lord bless our nation,

Stop wars and
sufferings,
Save it, save our
nation,
The nation of South
Africa, South Africa.
Uit die blou van onse

hemel,
Uit die diepte van ons
see,
Oor ons ewige
gebergtes,
Waar die kranse
antwoord gee,
From of the blue of our

skies,
From the depth of our
sea,
Over everlasting
mountains,
Where the cliffs give
answer,
Sesotho
Afrikaans
English
Sounds the call to

come together,
And united we shall
stand,
Let us live and strive
for freedom
In South Africa our
land.
61
What do you hear? What does the music sound like to you? How
many languages is this national anthem sung in?
If you were to create your own national anthem, what would you want
it to say? What would you want the lyrics to be? What would you want
the music to sound like? Brainstorm with a partner.

62
Day 2: The United States National Anthem:

Who, What, When, Where, and Why?
Fill out the 5 Ws below as we discuss:
Who:
What:
When:
Where:
Why:
63
United States National Anthem Lyrics:

Oh, say can you see by the dawns early light
What so proudly we hailed at the twilights last gleaming?
Whose broad stripes and bright stars thru the perilous fight,
Oer the ramparts we watched were so gallantly streaming?
And the rockets red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
Oh, say does that star-spangled banner yet wave
Oer the land of the free and the home of the brave?
Which lines refer to historical events in U.S. history? Give specific

examples from the lyrics. Your group will answer one question each
and we will all share at the end of class.
1. Which lines refer to historical people or places?
2. How does the song portray the people, places and events in U.S.
history? Give specific examples from the lyrics and explain how the
word choices support the specific point of
view of the songwriter.
3. What symbols of the United States does the songwriter use and
how does the use of symbols impact the meaning of the song?
64
4. How does the song appeal to feelings of patriotism and

nationalism? Refer to specific
lyrics within the song and explain how they reflect patriotic and
nationalistic ideals.
5. In your own words, explain the larger theme or meaning of the

song.
10
65
Day 3: Other Contenders for the National

Anthem
When did the Star-Spangled Banner officially become the
national anthem of the United States?
What is potentially problematic about the Star-Spangled

Banner? Think back to our analyzing of the lyrics and our
sing-throughs.
Write why the piece assigned to your group should be the

national anthem of the United States.
At the end of the period, I chose (circle one)

11
66

My Country, Tis of Thee
Because.
At the end of the period, the class chose (circle one)

My Country, Tis of Thee
Because..
12
67
Day 4: Musical Archeologists

Write a summary (2 sentences) of Its a Long Way to Berlin,
But Well Get There.
What was happening in the 1910s?
13
68
You and your group are going to be music archeologists.

Analyze your assigned piece of music with your group and
fill out the following information:
Things to Identify:
Title:
Music By:
Lyrics By:
Performed By (if applicable):
Published By:
Location of Publisher:
Date Written:
Copyright:
Photo on Cover (if available):
Printed Music:
Tempo, Mood, Settings:
Time Signature:
Lyrics:
Accompaniment:
Other:
14
69
Day 5: We Shall Overcome

What is protest?
Images of Protest Featuring Music:
Paul Simon with Ladysmith Black Mambazo in 1987 in Zimbabwe.

The group, however, is South African.
Image from: http://blogs.indiewire.com/anthony/protest-songs-under-africanskies-and-the-power-of-music-docs
15
70
Folk trio Peter, Paul and Mary, alone with John Denver, second from right, belt
out a song during the peace march on the steps of the Capitol building in
Washington, April 24, 1971.
Image from:
http://www.thestar.com/entertainment/2011/11/02/occupied_with_protest_music.
html
16
71
Cornelis Vreeswijk, Fred kerstrm, Gsta Cervin in a protest march

against Vietnam war in Stockholm, Sweden 1965
Image from:
http://en.wikipedia.org/wiki/Opposition_to_United_States_involvement_in_the_Vi
etnam_War
17
72
Pete Seeger performs in California in the 1950s.
Image from: http://america.aljazeera.com/articles/2014/1/28/pete-seegerfivestringsonlyonebanjo.html
18
73
A famous photo, taken on July 21, 1964, at a civil rights rally in Soldier Field in
Chicago, shows Father Hesburgh together with Rev. Martin Luther King Jr.,
singing "We Shall Overcome."
Image from: http://hesburgh.nd.edu/fr-teds-life/champion-of-civil-rights/martinluther-king-jr/
19
74
We Shall Overcome Lyrics:

We shall overcome,
We shall overcome,
We shall overcome, some day.
Oh, deep in my heart,
I do believe
We'll walk hand in hand,
We'll walk hand in hand,
We'll walk hand in hand, some day.
I do believe
We shall live in peace,
We shall live in peace,
We shall live in peace, some day.
I do believe
We are not afraid,
We are not afraid,
We are not afraid, TODAY
I do believe
The whole wide world around
The whole wide world around
The whole wide world around some day
I do believe
20
75
Day 6: Recycling of Music to Create New

Protest Music
What songs have No More Auction Block as their origin?
1.
2.
List some modern day protest songs and give some context:
What songs are recycled into new songs? Make a list.
21
76
No More Auction Block

No more auction block for me
No more, no more
No more auction block for me
Many thousand gone
No more peck of corn for me
No more drivers lash for me
No more pint of salt for me
No more hundred lash for me
No more mistress call for me
Blowin in the Wind, Bob Dylan

How many roads must a man walk down
Before you call him a man ?
How many seas must a white dove sail
Before she sleeps in the sand ?
Yes, how many times must the cannon balls fly
Before they're forever banned ?
The answer my friend is blowin' in the wind
The answer is blowin' in the wind.
Yes, how many years can a mountain exist
Before it's washed to the sea ?
Yes, how many years can some people exist
Before they're allowed to be free ?
Yes, how many times can a man turn his head
Pretending he just doesn't see ?
Yes, how many times must a man look up
Before he can see the sky ?
Yes, how many ears must one man have
Before he can hear people cry ?
Yes, how many deaths will it take till he knows
That too many people have died ?

22
77
Glory, John Legend & Common

[Chorus - John Legend:]
One day when the glory comes
It will be ours, it will be ours
One day when the war is won
We will be sure, we will be sure
Oh glory
[Common:]
Hands to the Heavens, no man, no weapon
Formed against, yes glory is destined
Every day women and men become legends
Sins that go against our skin become blessings
The movement is a rhythm to us
Freedom is like religion to us
Justice is juxtapositionin' us
Justice for all just ain't specific enough
One son died, his spirit is revisitin' us
Truant livin' livin' in us, resistance is us
That's why Rosa sat on the bus
That's why we walk through Ferguson with our hands up
When it go down we woman and man up
They say, "Stay down", and we stand up
Shots, we on the ground, the camera panned up
King pointed to the mountain top and we ran up
[Chorus]
[John Legend:]
Now the war is not over, victory isn't won
And we'll fight on to the finish, then when it's all done
We'll cry glory, oh glory
[Common:]
Selma is now for every man, woman and child
Even Jesus got his crown in front of a crowd
They marched with the torch, we gon' run with it now
Never look back, we done gone hundreds of miles
From dark roads he rose, to become a hero
Facin' the league of justice, his power was the people
Enemy is lethal, a king became regal
Saw the face of Jim Crow under a bald eagle

23
78
The biggest weapon is to stay peaceful

We sing, our music is the cuts that we bleed through
Somewhere in the dream we had an epiphany
Now we right the wrongs in history
No one can win the war individually
It takes the wisdom of the elders and young people's energy
Welcome to the story we call victory
Comin' of the Lord, my eyes have seen the glory
[Chorus]
[John Legend:]
When the war is done, when it's all said and done
Which Side Are You On-Pete Seeger

Come all of you good workers,
Good news to you I'll tell
Of how the good old union
Come all of you good workers,
Good news to you I'll tell
Of how the good old union
Has come in here to dwell.
[Chorus:]
Which side are you on?
My daddy was a miner
And I'm a miner's son,
And I'll stick with the union
'Til every battle's won.
[Chorus]
24
79
They say in Harlan County

There are no neutrals there;
You'll either be a union man,
Or a thug for J. H. Blair.
[Chorus]
Oh workers can you stand it?
Oh tell me how you can.
Will you be a lousy scab
Or will you be a man?
[Chorus]
Don't scab for the bosses,
Don't listen to their lies.
Us poor folks haven't got a chance
Unless we organize.
[Chorus]
25
80
Day 7: The Answer is Blowin in the Wind

Create your own lyrics for a verse of Bob Dylans Blowin in
the Wind. As rhetorical questions as Dylan does if possible.
Come up with your own reason for protest and write lyrics
accordingly.
26
81
Day 8: Compose!
Instructions:
Create a composition of your choice that is either a
protest song, propaganda piece, or a national anthem.
Work individually or in a group of no more than 4
students.
In two weeks you will perform for the class
On the day of your performance, you must also present
the style of music you composed as well as justify your
lyrics and compositional choices to demonstrate how
your composition acts as one of these types of music.
Brainstorm here!
27
82
Day 9: Present and Perform

Fill these out before class:
What type of song did you choose to create? Circle one.
Protest
National Anthem
Propaganda
How do your lyrics and compositional choices represent the

genre you chose?
How does your composition act as a protest, anthem, or

propaganda song?
28
83
Peer Review: To do during class:

While your peers are performing, write down if they chose a)
protest song, b) propaganda song c) a national anthem.
Write two positive comments and one critique of their work.
29

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8th Grade General Music Unit

Lesson Plans and Accompanying Materials

Northwestern University Music Education

NAME: Torrey DAngelo

Illinois State Content Standards (large goals):

The teacher will ask the students, What is a nation?

Assessment (include both

Informal assessment through

The teacher will have the students listen to Nuestro Himno.

Informal assessment through

Informal assessment through

The teacher will collect

NAME: Torrey DAngelo

Illinois State Content Standards (large goals):

Assessment (include both

The teacher will ask the students to sit down.

The teacher will write student responses on the board.

Informal assessment (preassessment)

Other Contenders for the U.S. National Anthem

Northwestern University Music Education

America, the Beautiful

Katherine Lee Bates, lyrics

spac - cious skies, For

God shed His grace on

broth - er - hood From

sea to shin - ing sea!

Edition Copyright 2013 Music-for-Music-Teachers.com

My Country Tis Of Thee

Samuel Francis Smith

of thee sweet land of

This arrangement is released to the public domain

The Star-Spangled Banner

Lyrics by Francis Scott Key

Music by John Stafford Smith

by the dawn's ear-ly

proof thro' the

that our flag was still

o'er the land

were so gal - lant -

the bombs burst-ing

light what so proud - ly

o'er the ram - parts we

gleam - ing? Whose broad stripes and bright

stream-ing? And the rock - ets'

say, does that

star - spang - l'd

and the home of the

Edition Copyright 2011 Music-for-Music-Teachers.com

Northwestern University Music Education

NAME: Torrey DAngelo

Illinois State Content Standards (large goals):

Assessment (include both

The teacher will ask the students: Can music be propaganda?

Images of WWI Era Propaganda

Images of WWI Era Propaganda

Images of WWI Era Propaganda (This

Images of WWI Era Propaganda

Music as Protest-We Shall Overcome

Northwestern University Music Education

Recycling of Music for Protest Music

Northwestern University Music Education