Fine Arts Instructional Plan

History Integration in the Instrumental Classroom

DisciplineMusic: Instrumental

Grade and/or Course Level(s)Elementary/Middle School Instrumental Music, grades 4-8

OverviewStudents will learn about history and music history through listening, analyzing, and performing works in their instrumental class. Students will gain insight into history through a Fine Arts lens, enabling them to make connections with contemporaries and world events.

Essential Knowledge, Skills, and Processes● Music Literacy● Participating in a musical ensemble ● Tone Production● Rehearsal● Performance● Participating in a History Class ● History, Culture, and Citizenship

Outcomes● Students will demonstrate an understanding of music history. ● Students will relate to music as it applies to historical events and time periods. ● Students will compare the relationship of their history curriculum to fine arts.● Students will identify and analyze specific elements in music.● Students will demonstrate a musical vocabulary. ● Students will relate to music as it applies to expression.

Primary SOL

Elementary SchoolEI.6: The student will explore historical and cultural influences of music.EI.11: The student will identify the connections of instrumental music to the other fine arts and other fields of knowledge.

Fine Arts Instructional PlanMiddle School

MIB.6, MII.6, MIAD.6: The student will explore historical and cultural influences of music.MIB. 11: The student will describe the connections of instrumental music to the other fine arts and other fields of knowledge.MII:11: The student will examine the relationship of instrumental music to the other fine arts. MIAD.11: The student will analyze cross-disciplinary connections with music.

Related/Reinforced SOL(s)

Elementary SchoolEI.5: The student will identify and demonstrate collaboration and communication skills for music.EI.7: The student will explore the functions of music, including the use of music as a form of expression, communication, ceremony, and entertainment.EI.12: The student will demonstrate music literacy.EI.15: The student will demonstrate proper instrumental techniques.EI.16: The student will demonstrate musicianship and ensemble skills at a beginning level.VS.1: The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:

a) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history;c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history;f) determining relationships with multiple causes or effects in Virginia history;g) explaining connections across time and place;f) investigating and researching to develop products orally and in writing.

VS.4: The student will demonstrate an understanding of life in the Virginia colony by b) describing how the culture of colonial Virginia reflected the origins of American Indians, European (English, Scots-Irish, German) immigrants, and Africans;e) describing everyday life in colonial Virginia.

Middle SchoolMIB.5: The student will identify and demonstrate collaboration and communication skills for music.MIB.7: The student will explore the functions of music, including the use of music as a form of expression, communication, ceremony, and entertainment.MIB.12: The student will demonstrate music literacy.MIB.15: The student will demonstrate proper instrumental techniques.MIB.16: The student will demonstrate musicianship and ensemble skills at a beginning level.

Virginia History and Social Science Standards of Learning ConnectionsUSI.1: The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:

a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Fine Arts Instructional Planc) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;d) using evidence to draw conclusions and make generalizations;e) comparing and contrasting historical, cultural, and political perspectives in United States history;f) determining relationships with multiple causes or effects in United States history;g) explaining connections across time and place;j) investigating and researching to develop products orally and in writing.

USII.1: The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;d) using evidence to draw conclusions and make generalizations;e) comparing and contrasting historical, cultural, and political perspectives in United States history;f) determining relationships with multiple causes or effects in United States history;g) explaining connections across time and place;j) investigating and researching to develop products orally and in writing.

CE.1: The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;e) constructing informed, evidence-based arguments from multiple sources;f) determining multiple cause-and-effect relationships that impact political and economic events;j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Materials● Instrument● Music● Computer with speakers● Internet● Paper● Pencil● Attached resource: Examples for Integrating History in the Elementary and Middle School Instrumental

Classrooms

Student/Teacher Actions1. Instrumental teachers connect with the history department to ascertain a unit that would work well with the

current curriculum. After obtaining the unit information, instrumental teachers can work independently or in conjunction with the history department. Resource provided: Examples of Integrating History in the Elementary and Middle School Instrumental Classrooms

2. Instrumental teachers choose a piece from that period of history to work on in class. 3. Students listen and respond to music of a similar style, discussing contemporaries and world events. 4. Students learn about musical form, style, articulations, and bowings from a historical perspective.

Fine Arts Instructional Plan5. Students are now learning about the historical period in their history classrooms, and making connections to

fine arts from the same period in their orchestra class.

Assessment Strategies● Class Discussion: Students will use critical thinking and communication skills in a discussion with their peers.

○ What do you notice about this music style/period? ○ Do you think events of the era influenced their composition? ○ How do you think their music would be different if the composer was alive today?

● Listening Response: Students are given a listening response assignment. ○ Pick a piece from the period studied and fill out a reflection sheet.

● Composer Response: Students respond creatively with short written assignments or oral reports on the composer from the selected time period.

● Performance: Students will collaborate with their peers to perform a piece by a composer of the time period studied.

○ Writing extension: Select a student to share what they learned through the course of the project, through either program notes or a speaking part at the concert.

● Visual Assessment: Students will respond creatively by making a visually engaging poster. Have a gallery walk after the concert or project images on the wall during the piece.

Extensions and Connections● Culturally Responsive and Inclusive Education: Students study composers from all over the world and people

of multiple ethnicities to make personal connections. ● Students perform the work at a concert for their community. Select students to talk about the time period and

composers they have been studying.● As an extension of the project, bring in a professional dancer to talk about and demonstrate a dance that

would relate to the time period you are studying - minuet, waltz, Charleston, etc. ● Students will learn about the creative process by studying the lives of composers. They will begin to

understand what inspires and promotes works of art. This creative process is crucial to our students as they are preparing for the workplace, college, and career paths.

● Developing a project on a composer of their choice will create the spark of curiosity, foster inquiry, and refine questioning. Students will research, develop ideas, reflect, share with peers, refine their project, and repeat the process.

Differentiation Strategies Print and enlarge a music timeline and place it on the student music stand. If students are learning the music in class and are struggling with small print, enlarge the music. Anchor charts, graphic organizers, and diagrams can be created for the Music History Timeline, composer

information, and music vocabulary related to the lessons. Invite the students to create anchor charts and word charts.

Fine Arts Instructional PlanDistance or Blended LearningThis plan works well for teachers involved in distance or blended learning. Teachers can include access to recommended recordings, music, and the resources provided on a teacher webpage or virtual learning platform. Be aware of district-specific policies in regards to posting links to content. Content for downloads should be presented in the correct format for accessibility. Students can access websites for history lessons and composer information.

Websites New York Philharmonic Kid Zone Dallas Symphony Orchestra KidsClassics for KidsSan Francisco Symphony KidsWordle - create a “wordle” with student reactions to listening projects.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Fine Arts Instructional Plan

Examples for Integrating History in the Elementary and Middle School Instrumental Classrooms4th grade- Virginia Studies/Colonial Day (1607-1776)

1. Music, art, PE, and classroom teachers will create projects to showcase the Colonial Era. This may include activities such as food, dance, art, games, and music.

2. Instrumental teachers choose a piece for students that has characteristics of Colonial music- fiddle, ballads, folk tunes, minuet, sonata. (Example, Bile Em Cabbage Down/traditional). Students will learn this piece and present it at Colonial Day.

3. Students will listen to recordings of Colonial music and discuss style and articulations, and how they can incorporate it into their performance. (Example: Billings)

4. Students learn about the Colonial period in their classrooms, as well as in their instrumental music class, and are making new connections between history and fine arts.

5. Students participate in Colonial Day. The day includes presentations of costume, music, dance, and games. Instrumental ensembles will play the piece they have been working on.

5th grade- Medieval Day (476-1453)

1. Music, art, PE, and classroom teachers will create projects to showcase the Medieval Period. This may include activities such as food, dance, art, games, and music.

2. Instrumental teachers choose an educational piece that demonstrates characteristics of Medieval Music- monophonic, tambourines, articulation, form, dramatic dynamics, etc. Students will discuss style and learn the piece throughout the unit.

3. Listen to recordings of Medieval music in class and discuss how you can translate the style you have heard to the piece you are working on. (Example: Von-Bingen, de Machaut).

4. Students are learning about the Medieval period in their classrooms, as well as in their instrumental music class, and are making new connections between history and fine arts.

5. Students participate in Medieval Day. The day includes presentations of costumes, music, dance, art, jousting, and a feast. Instrumental ensembles will play the piece they have been working on.

6th grade- Civil War (1861-1865)

1. Classroom teachers create a unit around the Civil War. 2. Instrumental teachers choose a piece that has characteristics of music played or sung at the

time of the Civil War: Patriotic, sentimental songs. (Example, Battle Hymn of the Republic).

Fine Arts Instructional Plan

Students will listen to several recordings and discuss the style and characteristics of the era. The teacher will choose a piece in this style to learn for a performance.

3. Discuss other composers in this era, their composition styles, and how their works are similar or different. (Example: Foster, Mahler).

7th grade- 1920’s Jazz Age (1920-1933)

1. Seventh grade students will study a unit on the “Roaring 20’s” and the Jazz Age in history class.

2. Instrumental teachers choose an educational piece that has characteristics of Jazz. Students will listen to several pieces that have these characteristics and discuss similarities and differences. The teacher will choose a piece and work to present it at the next concert.

3. Students perform the piece they have been working on. Have a student present a short introduction at the concert about what they have been learning in class. Alternatively, students can provide program notes.

8th grade- 18th Century/Revolutionary War (1775-1783)

1. Eighth grade Civics discusses a unit that focuses on the end of the Revolutionary War and a decade after, covering the Declaration of Independence, Articles of Confederation, and the United States Constitution.

2. Instrumental teachers choose a piece that has characteristics and style of this time period for a reflective listening assignment. Students will listen to music of contemporaries and analyze similarities and differences. The piece should have some stylistic elements of the time - folk tunes, ballads, minuets, sonatas. (Example: Yankee Doodle/traditional).

3. Discuss composers from the same time period, and how music may have been influenced by global events. (Example: Mozart, Beethoven, Haydn, Paganini).