Ivey Center for the Cultural Approach to HistoryLesson Name The Music of Colonial Virginia Authors Miriam Porter and Logan Porter Music Appreciation Colonial Life Overview/Summary: Durin
Trang 1Ivey Center for the Cultural Approach to History
Lesson Name
The Music of Colonial Virginia
Author(s)
Miriam Porter and Logan Porter
Music Appreciation
Colonial Life
Overview/Summary:
During the early colonization of Virginia, the settlers as well as the Native Americans and the slaves, attempted to maintain traditions of their individual cultures to a certain extent Music as a means of expressing thoughts and emotions in addition to classifying groups of people was therefore the natural outflow of the people’s efforts to preserve their traditions
State/Common Core Standard, Grade Level & Description
11 th Grade GPS
SSUSH1 The student will describe European settlement in North
America during the 17th century.
SSUSH2 The student will trace the ways that the economy and
society of British North America developed.
Trang 2MHSMA.7 Evaluating music and music performances
MHSMA.8 Understanding relationships between music, the other arts,
and disciplines outside the arts MHSMA.9 Understanding music in relation to history and culture
Theme
Number Detailed description of each NCSS theme
1
Culture: Human beings create, learn, share, and adapt to culture The study of
culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also distinctive In a multicultural, democratic society and globally connected world, students need to understand the multiple perspectives that derive from different cultural vantage points.
2
TIME, CONTINUITY, AND CHANGE:
Studying the past makes it possible for us to understand the human story across time
The historical experiences of societies, peoples and nations reveal patterns of continuity and change Historical analysis enables us to identify continuities over time
in core institutions, values, ideals, and traditions, as well as processes that lead to change within societies and institutions, and that result in innovation and the development of new ideas, values and ways of life.
5
INDIVIDUALS, GROUPS, AND INSTITUTIONS Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs
Schools, religious institutions, families, government agencies, and the courts all play
an integral role in our lives They are organizational embodiments of the core social values of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues
Trang 3The Cultural Approach Category Description
focus of this lesson.
throughout the lives of those living in Colonial Virginia
on and off the battlefield The drum and fife provided audible cues and instructions
as the core of entertainment Families gathered
to sing and make music Native American rituals often included dances
gatherings of most groups of people present in colonial Virginia (Europeans, Native
Americans, and Africans) It often expressed the doctrine along with the emotions of those participating
College of William and Mary as an integral part of the chapel services Only wealthy Europeans were fortunate enough to purchase musical instruments; others possessed the ingenuity to create and fashion handmade instruments to play
Handouts/Materials/Textbook Pages/Web Links
List all of the materials in the lesson List pages in textbooks and online links.
All Grade Levels:
• Handout 1: “Speaking of Dancing” primary document (http://teachers.history.org)
Additional Sources:
• Handout 2: “La Royal: Cotillion dance” instructions (http://teachers.history.org)
Trang 4• Handout 3: “La Royal” sheet music (http://teachers.history.org)
• Handout 4: “Receipts and Other Suggestions for a Twelfth Night Celebration
(http://teachers.history.org)
Handout 1:
“Speaking of Dancing” primary document
http://teachers.history.org
Handout 2: “La Royal: Cotillion dance” instructions
http://teachers.history.org
Handout 3: “La Royal” sheet music
http://teachers.history.org
Handout 4:
“Receipts and Other Suggestions for a Twelfth Night Celebration
http://teachers.history.org
Guiding Questions
What should students know or understand at the completion of the unit or lesson?
Trang 5All Grade Levels:
• What function does music serve in a culture?
• What cultures were represented in Colonial Virginia?
• What areas of life and culture included music?
• Does music continue to serve as an aspect of cultural preservation?
Indicators of Achievement
List all of the important indicators of achievement (important people, places, and events) and vocabulary that students will need to know at the conclusion of the lesson.
• Students are able to identify the three major people groups present in Colonial Virginia
• Students are able to categorize areas of Colonial life that incorporated music according to the Cultural Approach aspects
• Students are able to interpret the function of music
• Students are able to evaluate the use of music in the 21st century
Assessment Strategies
Describe the assessments that will be used during the unit.
Students are able to demonstrate the ability to analyze primary sources and make correct
inferences as to their meanings
Students are able to synthesize knowledge learned in this lesson and observations of student life
in America and draw a conclusion about the use of music in American culture today
Teaching Strategies
5 min Students
brainstorm current music
30 min Primary
Sources and Secondary source
10 min Conclusion/Summary
Trang 6Analysis – Position
5 min Discuss life
in Colonial Virginia
10 min Power Point
to establish the link between music and culture
Describe all of the teaching strategies that you will be using in this lesson In the squares calculate the percentage of the lesson that the strategy will take For example in an hour lesson, lecture should take no more than 25% (15 min) of the lesson.
Sparking Strategy/Warm-Up
Sparking Strategy (Lesson introduction)
Students identify types of popular music and contemporary instruments
Lesson Procedures
In a numerical list provide a step by step outline of the lesson Include questions you will ask the students and material you will use.
Outline (Steps also clarified in Guide Sheet)
1 Establish the topic of discussion
o Life in Colonial Virginia
2 Develop the focus questions
o What function does music serve in a culture?
o What cultures were represented in Colonial Virginia?
3 Use analysis of primary sources to explore where music surfaced in daily life
4 Present Power Point of Music in Colonial Virginia
o Lead students in discovering music’s involvement in cultural aspects of Colonial life
5 Lesson Wrap Up
o Make connections to modern uses of music to preserve culture by brainstorming areas of the students’ lives that incorporate music in a functional capacity as well
as in the entertainment realm
Trang 7Think about students’ skill levels, intelligences, and learning styles.
Scaffolds:
1 Allow for individual explanations of activities and primary sources as needed for
students
2 Allow for group analysis of primary sources
Extensions:
1 Teach a Colonial Dance
2 Teach the song “Here We Come A Wassailing” and serve wassail and gingerbread
3 Use student musicians to perform music of the period
4 Create a media presentation of music in the lives of students today with Cultural
Approach correlations
Summarizing Strategies/Synthesizing Activity
The strategies to allow students to summarize what they learned in the lesson.
Individual and group discussion
Citations (as needed)