Rock of Ages

Summer Camp for grades 9-12

By Annalise Sears
Course Description​:
Through this summer camp, high school aged students will have the opportunity to learn
and make music with members of a retirement community. The students in the camp
will first work on how to play rock instruments, and play and sing popular songs on the
radio. After this foundation is created, the students will collaborate with the retirement
community. At first the group will start by building relationships in order to make closer
ties with the music that represents their generations and their ability to discuss this with
individuals from other generations. After this the groups will use songs from both
generations in order to make mashups. These products will represent the similarities
and differences from the culture of today and the culture of the past. This project will be
beneficial for both the students in the summer camp and the members of the retirement
community. This is a great course for anyone who wishes to learn about music from an
older generation, or for anyone who wishes to participate in music you might here on
the radio.
Rationale/Need for the course​:
In our society, parameters have been set forth to distance people of differing
generations. There are assisted living facilities, and retirement communities that provide
individuals of an older generation optimal care that is vital to their quality of life;
however, with separation in our society we lose connection and social mobility. Because
of the parameters set forth in our world we lose respect for all ages, political solidarity,
transfer of knowledge and life experiences, and safety and stability (Schubert, 2017).
With the use of an intergenerational community music class, this idea of social reform
can help to unify a culture to strengthen its depth of knowledge and exchange of ideas
(Ward, 201). ​ ​With this device present in our society, music has the opportunity to
benefit both members of a retirement community and a community music class.
Though implementing this kind of opportunity in a community would allow for a
duality of benefits from both populations, much of my research the existing literature
involves how this type of focuses on the impact of such engagements would affect
theon elderly participants (e.g., and then give us at least 2 studies about this).
Participation in activities such as music yields benefits in terms of improving older
adults' health and well-being by facilitating continued intellectual or physical activity in
the elderly, and it simultaneously contributes to the encouraging of values and
behaviors in children and to the construction of identity among adolescents. ​Research
shows that this kind of engagement and connection can help to value participants in
terms of self-determination, emotional well-being, physical well-being, material
well-being, personal development, social inclusion, and interpersonal relations
(​Canedo-García​,​ ​Deilis-Ivonne​, García-Sánchez​, ​Jesús-Nicasio​,
Pacheco-Sanz​,​Canedo-Garcia, Garcia-Sánchez, & Pacheco-Sanz,​ 2017). Music can be
used to help encourage growth in all of these factors. More specifically, music can help
those with dementia. Engaging in these activities can help to support a stable life for a
longer period of time, with less of a possibility of dementia increasing (PillarNonprofit,
2016​ ​).
In terms of the students ​ ​involved, there is much knowledge and perspective to be
gained from the residents of these retirement communities. Research has found that as
people age, their brains actually improve in many ways, including in complex
problem-solving and emotional skills (Parker, 2016). As this complexity ​ ​in
problem-solving and emotional skills increases, the more the students can also benefit
from interacting with the members of the retirement community. Having students watch
these individuals can help to set an example of what it means to be a life-long musician,
and the importance of self-discovery and exploration curiosities in life.
In order for both the retirement community members to learn about music that is
being listened to in our contemporary society, and for the students to understand music
from the retirement community members’ generation, I intend to implement a project
based curricular design that focuses on using mashups​ ​. Mashups are a wonderful way
to understand similarities in musical ideas; hopefully this concept will also show
participants the similarities in the culture of our society today to the society of a previous
generation. Mashups will be created with songs of contrasting generations. There will
also be opportunities for both groups of people to teach each other.The students will
teach retirement community members to play various instruments , and teach them
songs that they are currently listening to. The retirement community members will help
teach the students melodies of their favorite songs, and also help to provide context of
when this song was popular in our society. Both of these groups will reflect on what
popular music indicates about our society.This project ​is based on the idea that real-life
problems capture student interest, provoke critical thinking, and develop skills as they
engage in activities that typically result in a realistic product​ that reflects both
generations (Tobias, Campbell, & Greco, 2015). Considering that this project concerns
a topic that is readily available with extensive research, this project- based
implementation should help the interactions be more successful (McKay, 2017).

Expected impact on students:

Through interacting with the members of the retirement community, students will
develop skills in connecting with other individuals through music. This is a power that
can be translated to many other aspects of a student’s professional life. Specifically,
students and retirement community members will learn how to create mashups using
songs from different generations represented in the class (​MU:Cr1.1.E.Ia )​. Using the
varying repertoire representing different historical periods, students will make
 connections in understanding form of songs (​MU:Pr4.1.E.5a)​. This will allow students to
not only learn about the individuals participating, but also more about the different
historical periods explored. As students compare the different parts of the form, this will
help them to learn more about the historical periods. Participants will arrange mashups
in groups and share them with the class (​MU:Cr3.2.E.IIIa)​. Students will also truly
understands what it means to be a life long musician, with interacting with individuals
who are still taking advantage of learning new ways to make music.
Expected Community Impact:
The members of the retirement community will benefit greatly from this experience. This
is a great activity for residents to be apart of to not only remember the wonderful times
they might have had listening to the songs they once loved. Unlike when they first heard
it, they now get the opportunity to participate in the music making process of their piece.
This, along with the perspective of the present world around them will help to create a
well rounded experience for this community.

Project Name: What it is About 

Stage 1 Desired Results

Standards: Goals:
MU:Cr1.1.E.Ia Compose
and improvise ideas for ● Students and retirement community members can create mashups using songs
melodies, rhythmic from different generations represented in the class (​MU:Cr1.1.E.Ia )​.
passages, and ● Using the varying repertoire representing different historical periods, students
arrangements for make connections in understanding form of songs (​MU:Pr4.1.E.5a)​.
specific purposes that ● Participants improvise ideas for arrangements of repertoire that reflect the
reflect characteristic(s) different cultures of their historical period (​MU:Cr1.1.E.IIa)​.
of music from a variety ● Participants will arrange mashups in groups and share them with the class
of historical periods (​MU:Cr3.2.E.IIIa)​.
studied in rehearsal. ● Repertoire will be selected by the students based on interest and the context of
when they were written (​MU:Pr4.1.E.5a).
MU:Cr1.1.E.IIa Compose ● Students will demonstrate how the interest, knowledge and skills pertaining to
and improvise ideas for music reflect personal choice (​MU:Cn10.0.E.5a).
arrangements, sections,
and short compositions
for specific purposes
that reflect
characteristic(s) of
music from a variety of
cultures studied in
rehearsal.

MU:Cr3.2.E.IIIa Share
varied,
personally-developed
musical works –
individually or as an
ensemble – that address
identified purposes and
contexts.

MU:Pr4.1.E.5a Select
varied repertoire to
study based on interest,
music reading skills
(where appropriate), an
understanding of the
structure of the music,
context, and the
technical skill of the
individual or ensemble.

MU:Re7.1.E.5a Identify
reasons for selecting
music based on
characteristics found in
the music, connection to
interest, and purpose or
context.

MU:Cn10.0.E.5a
Demonstrate how
interests, knowledge,
and skills relate to
personal choices and
intent when creating,
performing, and
responding to music.

MU:Cn11.0.E.5a
Demonstrate
understanding of
relationships between
music and the other
arts, other disciplines,
varied contexts, and
daily life.

Through the repertoire chosen by the class, what differences or connections can be made between the historical
periods represented?
How does music of each time period reflect culture, and what role did music play in this culture?

What can skills, knowledges, and understanding can we gain from learning with individuals from different
generations?

Stage 2 - Evidence 

Evidence is greatly achieved through the socialization of the two groups. This is why I will be starting with
creating a positive atmosphere so that relationships can be formed. Specifically relating to the goals and music
making, students and residents members should work together in order to create a piece that represents ideas
from their different perspectives on life. These mashups will be created by using pieces from the different
generations in the class. Through this process of creating mashups, students will understand how the different
forms of the songs are similar through the different generations. These mashups will be shared with the class.

Stage 3 – Learning Plan 

● Day One: Building relationships

○ Participants of the residence halls and the community class will divide into groups to get to know
each other a bit more. It is vital that these individuals establish some sort of relationship so that
ideas, creativity and descotions can flow more smoothly.
■ Participants will be asked a series of questions they are encouraged to share. For example:
● What historical moments are most significant to you that you were somewhat
affected by?
● What life lessons have you learned growing up in your time?
● Do you feel that you reflect your generation?
● How would you be different if you grew up in another time?
● What do you think is different about the culture of today versus the culture of an
earlier time?
● What was your favorite piece of music to listen to in high school?
● Day Two: Learning Assigned Music Part I
○ The teacher hands out chord charts and lyrics. Students will learn songs from an older time.
Participants will gather into their groups again. Retired members will teach the students the
melody, and the students will teach the retired individuals a way to participate in the song. The
goal is for the two groups to engage in the music together. Members of the retirement community
can participate either by playing guitar or ukulele, drums, clapping singing. It is the students of the
class’s job to teach them how to play it in some way. The class will all come together again and
play the piece together
● Day Three: Learning Assigned Music Part II
○ This day will run roughly like the day before, except they will learn a different song. The teacher
will hand out pieces of music of a song that is popular on the radio right now. The participants will
learn, teach, and connect just as they did the day before. The class will play the song at the end
together.
● Day Four: Mashup
 ○ The teacher will model the process of mashing up the two songs the students have learned. The
class will begin by singing through the two songs. There will be a brief discussion of what
similarities there are in the two songs, and where obvious places are to combine and integrate the
two. The entire class will collaborate on this project. Everyone will play through the mashup at the
end.
● Day Five: Listen and Share
○ Participants will be asked to write down a song on a sheet of paper. The pieces of paper will be
given to the teacher. The class will listen to the songs and discuss differences and similarities
relating to musical motives, social and historical contexts, and how the lyrics interact with the
piece. The goal is to expose both populations to pieces that they would not normally listen to.
● Day Six: Pick Songs
○ Students will be given a stack of chord charts and lyrics. The class will be divided into the same
groups again. The class will experiment learning and playing through the pieces. The groups will
pick two songs to mashup.
● Day Seven: Learn Both songs
○ Participants will spend the day learning both of the songs they picked. The teacher will float
around and help.
● Day Eight: Mashup Classwork Part I
○ Participants will finish learning and playing through both of the songs, and begin mashing them up
using the process the teacher modeled at the beginning.
● Day Nine: Mashup Classwork Part II
○ The class will finish up their mashups.
● Day Ten: Share and Reflect
○ Each group will share their mashups with the class. Everyone is encouraged to provide feedback.
There will be discussion at the end about what everyone learned, and key takeaways.

Proposed Budget 

Item Name   Use   Cost  Quantity Overall Cost

(linked to provider)  (How will this be used by students/teacher?)  (per unit) 

https://www.ch Will be used to accommodate residents who might $25 5 $125

ordbuddy.com/ have trouble gripping the instruments

https://www.gu Guitars will be used by students to engage in the $170 5 $850

itarcenter.com/ projects they are creating
Yamaha/GigMa
ker-Acoustic-G
uitar-Pack.gc

https://www.ap Will be used to accommodate residents who might $330 3 $990

ple.com/shop/b have trouble gripping the instruments
uy-ipad/ipad-9-
7/32gb-gold-wif
i?afid=p238|sd
HqtmAP3-dc_
mtid_1870765e
38482_pcrid_2
46386726322_&
cid=aos-us-kw
go-pla-ipad--sli
d--product-MR
JN2LL/A

https://www.gu Will be used to participate in the music $8.80 10 $88

itarcenter.com/
Rhythm-Band/
Plastic-Rim-Ta
mbourine.gc

Total Cost $2, 053

Resources:
Conedo-Garcia, A., García-Sánchez, J., & Pacheco-Sanz, D. (2017, October 11). A
Systematic Review of the Effectiveness of Intergenerational Programs.
Retrieved April 16, 2017, from
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01882/full

F McKay. (2017, October 25). 5 PBL Pitfalls pitfalls to Avoidavoid. [Web log
commentElectric version]. ​Edutopia​. Retrieved from
https://www.edutopia.org/article/5-pbl-pitfalls-avoid

A. (n.d.). Music and Memory. Retrieved May 1, 2018, from

https://www.alz.org/kansascity/in_my_community_63761.asp

Parker, C. B. (2017, September 06). Bringing old and young together benefits
both. Retrieved April 16, 2018, from
https://news.stanford.edu/2016/09/08/older-people-offer-resource-children-
need-stanford-report-says

Schubert, D. (2017, November 13). ​The superpower of intergenerational living​.

Retrieved April 16, 2018, from
https://www.youtube.com/watch?v=xb0fzZJuOoU​[JR1]
Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bringing curriculum to life:
Enacting project-based learning in music programs​. Music Educators
Journal, 102​(2), 39-47.

Ward, S. (2013). A Student's Guide to Education Studies (3rd ed.). Routledge.