An integrated Arts. Ed.

unit
for Gr. 7
Sarah Martinuk
Abstract/Rationale:
This unit is designed to use STOMP, the musical theatrical performing artists, to demonstrate
how all areas of the arts curriculum can be thoroughly integrated and interdependent on each
other for a complete aesthetic experience. The unit is mostly centered around the music unit
From Source to Expression, and integrates objectives from other units of the three other art
strands as well. This is a very active unit that allows students to learn about the rhythm of life
by studying music that can be created through nature and human life, other cultures, the
meaning and values that are portrayed in art, and how to represent them by creating their own
productions. By working largely in groups, students will learn though inquiry and working
together regarding the construction of art and how it is perceived.

Foundational Objectives:
The students will:

y explore relationships among the processes and language of each of the four strands
and begin to apply this understanding to enhance their arts experiences.
y explore, recognize and discuss sounds of every kind
y develop an understanding of the elements of music, the principles of composition
and ways that these can be manipulated
y express ideas, images and feelings using instruments (including traditional, found
and homemade instruments)
y examine sources of ideas for dance-making, make connections between ideas and
dance expressions, and use dance for personal expression
y examine ways that dance mirrors and influences individuals, societies and cultures
(past and present)
y Work co-operatively within dramatic situations and when shaping ideas toward
collective creation

Materials/Resources:
Websites:
Online Glossary. Sony Music, 2001.
http://www.essentialsofmusic.com/glossary/glossary.html
YouTube. 2008. www.youtube.com
STOMP. www.stomponline.com

What is Busking? Granville Island Culture Society.
http://www.giculturalsociety.org/BUSKERS/Buskerswhatis.htm

SaskEd. Arts Curriculum.
http://www.sasked.gov.sk.ca/branches/curr/evergreen/artsed.shtml


You Tube Videos:
http://www.youtube.com/watch?v=hr4prJdbNdA
http://www.youtube.com/watch?v=zeB1bIr8fUg
http://www.youtube.com/watch?v=n-_mUAhzhkg
http://www.youtube.com/watch?v=Zu15Ou-jKM0&feature=related
http://www.youtube.com/watch?v=ik8jICj8juc&feature=related

Supplies:
y Chart paper
y Markers
y Paint
y Paper
y Cardboard
y Handouts
y Open spaces for groups to
practice
y Balls, sticks, empty
containers, bottles, etc.
y LCD projector
y TV/DVD player

Videos/CDs:
y Laurel and Hardy
y Kaki King-Legs to Make Us Longer
y Mary Poppins




Lesson #1
STOMP-Gr. 7
Strand: music, dance
Time Required: 2 classes
Lesson Description: This lesson will introduce different types of music, and dance and
presentation as an aid to interpret culture. Students will begin to see that the two strands
intermingled both help to give a fuller picture for translation.
Objectives:
Knowledge: SWBAT acknowledge and use
different factors that may be useful in making
predictions about a culture based on its music
and dance.
Assesment/Evaluation
-participation in talking circle/chart paper
group: checklist
Skills/Abilities: SWBAT deconstruct words,
sound and action and analyze what they
portray about a culture.
-exit slip
Affective: SWBAT appreciate and analyze
different tastes in music


Materials/Resources: lyrics for punk song, chart paper, markers, Burundi drummers
clip(http://www.youtube.com/watch?v=hr4prJdbNdA), salsa dance
clip(http://www.youtube.com/watch?v=zeB1bIr8fUg),
Curriculum Components: Cultural Historical, Critical/Responsive
CELs: COM, CCT, PSVS
Set:

Music- an art form that involves organized
sounds and silence

-music can convey spiritual and cultural views
of a people, as well as having an aesthetic
quality that provides for emotion,
-Ask students what they believe music to be.
What are its qualities, and how do you make
it? brainstorm a list/concept map. Give out
definition.
-What is the purpose of music? What
different forms are there? Types? Best kinds
of music? On pieces of chart paper, write
these questions, and divide students into
entertainment and enjoyment


groups. Put one group at each piece of paper
with a certain color of marker. After 1 minute,
rotate groups to each of the questions. When
all groups have answered all questions, quickly
go over them allowing students to add
additional thoughts if they like.
Development:












Traditional dance often accompanies the
drumming, which is frequently seen in
celebrations and ceremonies(such as a birth,
funeral, or crowning of the king and family
gatherings. ). Drums made from hollowed tree
trunks covered with animal skins. This is a
tradition passed on through the men.
Burundians also adhere to a strong oral
tradition which relays history and life lessons
through storytelling, poetry, and song.

-Salsa is not an old form of music at all. Music
critics claim that it originated in New York City
night clubs in the years following World War II,
an evolution of the era's Big Band tradition.
Salsa bands require access to a huge array of
traditional and non-traditional percussion
instruments, vocals, string instruments, etc.
Salsa is common all over central and southern
America. It is done at parties(literally the
sauce), and young and old people enjoy it. It
is a flirtatious dance that requires basic steps
as well as improvisation.
-Get students to sit in a talking circle.
Designate an object that you must have to
talk. Play a punk music song that the students
are into. Ex: POD-Youth of the Nation.
Provide students with lyrics. Ask them to read
them out, and think what the message is
behind them. Then get students to have a
discussion about it. Some questions that at
some point should be answered are: How
does this type of music make you feel? What
does this suggest about our culture? How
does all of society view this type of music?
Who likes it, who doesnt, why?
- Next show a clip about the Burundi
drummers.
-ask students what they think are some values
within the Burundi culture just by listening and
watching. What are some of the important
elements in this music that make it so
attractive? Why was this music made up in
this region?(location, drum structure, purpose,
etc)

-Play some salsa music, and ask students for
some cultural interpretations. Where is this
music used, and why? Who dances to this?
Write these down on the board. Next show
students the clip with the visual of the
dancers. And ask for any other suggestions, or
if they want to erase any of the suggestions.
Ask students to consider the instruments
used, the costumes, what the dancing
suggests, what emotions the music vibes. Is
this a traditional/newer music?
-Next give students some back ground
information and let them see if they are right
or not.
Closure: Ask students to write an exit slip about their
favorite type of music they listened to that
day(s) and why. What type of music or song is
their favorite? What does this reflect about
themselves and their culture?
Lesson #2
STOMP-Gr. 7
Strand: drama, dance
Time Required: 4 classes
Lesson Description: Students will watch an old soundless short film, and analyze how body
movement is essential when performing without speaking. Students will then study how a
soundtrack may follow a story line, and how a narrative may go along with it. Students will
then practice dance/drama to a piece of music co-responding their movement and expression
to follow it.
Objectives:
Knowledge: SW learn how to match action to
sound
Assessment/Evaluation
Rating scale for end activity
Skills/Abilities: SWBAT use body movement,
using both strategies of dance and drama
without making sound to present a story line.

Affective: Students will have a good attitude
towards the activities
-checklist for participation/cooperation

Materials/Resources: open space, tv with dvd, laurel and hardy dvd, cd player, cd with selected
music piece(Kaki King-track 2 or 10).
Curriculum Components: Critical/Responsive, Creative/Productive
CELs: COM, CCT, IL, PSVS
Set: As a warm up to get students thinking creatively, play a
few rounds of Freeze Frame.
Development: Watch an old Laurel and Hardy film with no speaking, but
musical soundtrack. First watch film silent.
-Get students to draw a bell curve with a point right at
the top. Get students to lable this point climax. During
the film, get students to write down incidents that
happen, along the curve (initial event, events leading up
to the climax, climax, final action) Ask students to guess
at what the soundtrack sounds like(happy, sound, quiet,
loud, etc), and how the sound may differ along the story
line. Then watch film again with the sound, and see if it
was correct. Discuss how students knew what was going
on without the sound(facial expressions, backgrounds,
costumes, exaggerated action, etc).
-Break students into small groups, and give them a
location, characters and a situation(first get students to
make up examples of each of these to put in three
different hatsteams then choose their three) Give them
some time to practice as a group. They will then get 30 s-
1 min to act it out in front of the class to see if they can
guess it. However, like the film, no words can be used so
all the factors that students noticed about the characters
from the film need to be used to help their
audience(facial expressions, etc). The group to guess all
three correct answers wins.
-Allow students to then get back into their groups and
add a few key noises that may help provide a soundtrack,
without still being able to talk. Ex: doorbell ring, toe
tapping, clock ticking, etc

-Play a piece of music that closely follows the storyboard
format talked about previously(noticeable climax)(in the
hall of the mountain king, magazine or playing with
pink noise.) Students will listen to this piece of music
once, and then break into groups. Based on the piece of
music, students will come up with a story line that they
believes fits the music(or alternatively, you could give
them a story line, and they have to make it fit to the
music), and through the key factors noted about the
silent actors, and through dancelike movement, students
will choreograph their story line to the music. Promote
the use of the elements of dance: the body, dynamics
actions, different levels and spaces, and relationship with
other group members to accentuate the performance.
(go over these if the students need a review)
Closure: If groups wish to present to the rest of the class, it is good
to practice performing for an audience.
-Ask for students reflections on the activities. Exit slip
saying what they enjoyed, and what was challenging for
them.



Lesson #3
STOMP-Gr. 7
Strand: art, music, dance, drama
Time Required: 1-2 classes
Lesson Description: The history of street performing will be discussed and analyzed from a
viewpoint of what society values art to be, and where art comes from. STOMP is integrated
into the discussion, and all previous learning from the unit comes into play for reference of
performance.
Objectives:
Knowledge: SWBAT learn some history of
street culture and how it evolves into or from
the performing arts
Assessment/Evaluation
-journal entry (out of 5 for connections to
class)
Skills/Abilities: SWBAT analyze underlying
values about art and the culture it comes from

Affective: SW see the links between
performing for money or for fun, and value
both


Materials/Resources: Mary Poppins dvd, tv, powerpoint, lcd projector, you tube videos,
journals
Curriculum Components: Cultural/Historical
CELs: CCT, COM, IL, PSVS
Set: Show beginning of Mary Poppins until the end
of the first scene(crowd surrounding Dyck Von
Dyke as one man show)
Development:



STOMP was formed in 1991 in the UK as a
group of street performers, which then moved
-Show busking PowerPoint, discuss slides,
watch videos included in powerpoint.
-ask for student experiences with buskers, or if
they have ever been to a performance that
engaged the audience.
-Introduce the group to STOMP and let
on to doing advertising and commercials.
Finally a show was put together, and they
have been travelling around since.
students view one of their performances. For
first video, get students to lie down on the
floor and close their eyes while listening to the
audio. Ask students to try to lie still without
moving. After, determine why this is difficult,
what the natural response to this type of
sound is.
http://www.youtube.com/watch?v=n-
_mUAhzhkg
http://www.youtube.com/watch?v=Zu15Ou-
jKM0&feature=related
What are some similarities between this group
and buskers that you may find on the street?
Is there more value in one setting then the
other? What are some stereotypes we may
have of people who perform in the streets?
Are these true?
Closure: Ask students to write a journal entry on what
they believe art and artists to bewhich type
of are the most valuable? Those who are well
known and paid? Or those who entertain
simply for entertainments sake or to earn
their payment?














Lesson #4
STOMP-Gr. 7
Strand: music, dance, drama, art
Time Required: 9-11 class periods
Lesson Description: Students will get the opportunity to look at the importance of rhythm in
non-traditional music, and get the opportunity in groups to use their own creativity and
accumulated knowledge throughout the unit to construct routines using all four strands of the
arts for a final performance.
Objectives:
Knowledge: SWBAT develop a greater
understanding about the importance of
rhythm and variety in music.
Assesment/Evaluation
-through integration of these elements into
both small and large presentations
Skills/Abilities: SWBAT create their own
performance integrating all of their prior
knowledge within the unit, and to use all four
strands of the arts
-group and peer evaluations(rubrics/checklist)
Affective: SWBAT appreciate each others
creativity and interpretations of the four
strands.
-participation in groups, and evaluation of
peer assessment

Materials/Resources: Stomp video(ball bounce/kitchen)
<http://www.youtube.com/watch?v=ik8jICj8juc&feature=related>, Terminology:
http://www.sasked.gov.sk.ca/docs/artsed/g9arts_ed/g9mappae.html, various mediums for
basic routines: balls, sticks, containers, etc., variety of other objects, paint, paper, cardboard,
space for groups to practice in, handout with terminology, assignment handout, LCD projector
Curriculum Components: Creative Productive, Critical Responsive
CELs: CCT, COM
Set:

-introduce musical element: rhythm,
Get students to sit in circle on floor. Tell them
Rhythm can be separated into four categories:
Beat -- the regular, repeated pulsation in music.
Tempo -- the speed or pace of the music.
Patterns of duration -- groupings of longer and
shorter sounds and silences (the term rhythm is
sometimes used in this context as well).
Metre -- the grouping of beats into recurring
patterns (twos, threes, fours, fives).

to think up a simple beat or rhythm that they
can tap on the floor/use their hands/legs etc.
Then start off student to your right with their
rhythm. When the person next to them is
ready, they start theirs, and the next person,
etc. until eventually the whole circle is going.
Then one by one, get students to die down
and stop, until there is only one rhythm going.
Development:

Variety-A musician or composer uses variety
within a musical composition to create
interest. Variety is created by using or altering
different elements in numerous ways. Variety
is often created through the use of contrast,
such as loud to soft dynamics, harsh to
smooth timbres and thick to thin textures. A
composer might, for example, repeat a
previously heard melody twice as fast (tempo
change) or in a different key (tonality change).

Repetition-Musicians and composers use
repetition to help the listener become familiar
with the major ideas or themes of a musical
work. The restatement of a particular melody,
theme or rhythm often draws the audience
back to an idea or thought that the musician
or composer wants to communicate.
Repetition also serves to unify many
compositions and draw attention to ideas that
are central to the work.





-Introduce Elements of Composition:
Specifically how rhythm and repetition along
with variety of sound works together: its
purpose, and the importance of roles in music
and how each person must know their own
part etc.
-Play youtube video, get students to watch for
the teamwork and individuality of each of
the members, the repetition, and the variety
of sounds with the same object
-discuss these points as well as the visual
effect of the video. What was cool, what
caught students attention(ex: movement,
position, levels, etc)

-Separate students into groups of 4 or 5, each
with a different set of objects(ex: big balls,
small balls, hockey sticks, drumsticks, cups,
empty margarine containers, spoons, et.) that
they would be capable of making noise with in
different ways. Get them to come up with a
quick routine(30 s to 1 min) using their
mediums both as an individual in a group in a
variety of ways, with different patterns and
repetition.
-Allow groups to present, and then get
students to critically analyze each others
groups: what was good, needed
improvement, and other feedback in order to
improve their routines. Allow students to
meet back in their groups, and improve if they
so wish before presenting for the final time.

-Discuss how STOMP uses many of their
performances using the concept of the
rhythm of life.
-Do rainstorm activity
-Get students to walk around school, outside
and find a place to sit for 5 minutes and listen
for any natural or man-made rhythms that
they notice(record them). Accumulate list of
rhythms and brainstorm any others.
-discuss whether these few activities(and
videos) would be considered music(based on
previous definition) or simply noise.

-Watch STOMP performance, and ask students
to share their impressions of it. What tied the
performance together? Provide various art
supplies and ask students to express their
feelings in a visual way towards what they just
saw and heard.
-Give out final assignment handout and
explain:
By combining all four strands of art together,
and various techniques and tips regarding
performing discussed in class, within a group
of 5-6 people, students will create a
performance similar to STOMP. They must:
y Create a musical composition using
instruments which they have found or
created.
y Use different elements of music
discussed about in class(ex: repetition,
the story line theory, variety of
sound, etc)
y Use a combination of drama and dance
to accompany their music (can be
verbal or non-verbal)
y Create a visual presence that ties
everything together(costumes,
decoration of instruments, back drop,
lighting, video or slideshow to play in
background, etc)
-ask students what else they think should be
evaluated on, and to help you come up with a
rubric.
Closure: -get students to perform in front of class, and
if they would like to, parents. Group
assessments will be done in order to assess
the different elements and principles of music
used, visual effects and effort/participation.
Peer evaluations will also be accounted for.

Student Name: Participation Co-operation
with classmates

Date: Date: Date: Date:


POD: Youth Of the Nation
























Last day of the rest of my life I wish I
would have known cause i'd have
kissed my
momma goobye. I didn't tell her that I
loved her or how much cared or thank
my
pops for all the talks and all the
wisdom he shared. Unaware I just did
what I
always do. Everyday the same routine
before I skate off to school but who
knew
that
this day wasnt like the rest, instead of
takin the test I took two to the chest.
Call me blind but I didn't see it comin
and everybody was runnin but I
couldn't
hear nothin, except gun blast, it
happened so fast I didn't really know
this kid
though I sat by him in class. Maybe
this kid was reachin out for love or
maybe
for a moment he forgot who he was or
maybe this kid just wanted to be
hugged,
whatever it was I know its because

CHORUS
We are We are the youth of the nation
(repeat)x4

Little Suzzy she was only twelve she
was given the world with every chance
to excel
Hang with the boys and hear the
stories they tell she might act kinda
proud
but no respect for herself

She finds love in all the wrong places
the same situations but different
faces.
Changed up her pace since her daddy
left her too bad he never told her she
deserved much better.
Johnny boy always played the fool, he
broke all the rules so you would think
he
was cool.
He was never really one of the guys
no matter how hard he tried, with the
thought of suicide
It's kinda hard when you ain't got no
friends, he put his life to an end they
might remember him then.
You cross a line and there is no turnin
back he told the world how he felt
with the sound of a gat.

CHORUS x4

Whos to blame for the life that
tragedies claim no matter what you
say it won't
take away the pain, that I feel inside
I'm tired of all the lies don't nobody
know
why it's the blind leadin the blind.
Guess that's the way that the story
goes, will it ever make sense
somebody's gotta know, there's gotta
be more to life than this, there's got to
be more to everything
I thought exists

CHORUS to the end
EXIT SLIP
Name:______________________________
What was your favorite kind of music we listened to TODAY?


What is your favorite kind of music, or favorite song?


What does this reflect about yourself or your culture?






EXIT SLIP
Name:______________________________
What was your favorite kind of music we listened to TODAY?


What is your favorite kind of music, or favorite song?


What does this reflect about yourself or your culture?


EXIT SLIP
Name:_____________________________________
What can help you in performing either in dance or drama to get a story across when
you cant talk?


What did you enjoy about today?

What was challenging?



EXIT SLIP
Name:_____________________________________
What can help you in performing either in dance or drama to get a story across when
you cant talk?


What did you enjoy about today?

What was challenging?

Elements of Music
Rhythm
Rhythm can be separated into four categories:

Beat -- the regular, repeated pulsation in music.
Tempo -- the speed or pace of the music.
Patterns of duration -- groupings of longer and shorter sounds and silences (the
term rhythm is sometimes used in this context as well).
Metre -- the grouping of beats into recurring patterns (twos, threes, fours,
fives).

Pitch
Pitch describes the highness or lowness of sounds. A melody is a combination of
pitches and durations that make a musical statement similar to a sentence.
Melodies may consist of one or more smaller sections (phrases) similar to clauses
in a sentence. Pitch may go down, up or stay the same

Timbre
Timbre describes the quality or "colour" of sound. Timbre is determined by those
characteristics of sound that help us tell one sound from another.

Dynamics
Dynamics describes the of loudness or softness of sounds in relationship to what
effect or mood is being communicated

Texture
Texture is the combination and layering of different sounds in music. Composers
create different textures by combining sounds, instruments or voices to achieve
different effects. The texture may be thick, thin, dense or transparent. Harmony
is one aspect of texture. Harmony occurs when two or more sounds are heard
simultaneously.