2012

Policy Brief
Group 3 MUE2040

Proposal to integrate Musical Futures method to enrich our Curriculum

Nicholas Lazzara Ashley Glover Daphenie Jean-Baptiste Crystal Cabrera Shadae Jean-Pierre 2/27/2012

Table of Contents
Proposal.1-3 Lesson Plan4-6 Song Diagrams Song 1..7 Song 2..8-14 Song 3..15-16 Song 4..17-19 Song 5..20-21

Dear School Board of Brevard County: We, the members of the arts and electives department at Johnson Middle School would like to propose a new program to our curriculum based off of the Musical Futures established in the United Kingdom. This program is an approach to teaching and learning geared towards music making in schools with non-formal teaching methods and informal learning approaches. As we are all aware of, music and the arts have come under criticism for being frivolous and having no relevance to the real world. An example occurred last year when the federal government decided to cut art programs. Among the programs terminated in this legislation is the $40 million Arts in Education program (AIE) through the U.S. Department of Education which supports model arts education programs and funds VSA and the Kennedy Center arts education program as well.As such, this program strives to establish the importance of music by presenting it in a more accessible and relatable manner to our students, as well as teaching them important skills that will translate into other areas in their lives. For example, the instruments that this program focuses on, such as the guitar, bass, keyboard, and drums, are very accessible to middle school students. These instruments have a far smaller learning curve than traditional ensemble instruments like the flute or the trombone, where it can take weeks to make a sound and even years to develop a decent tone. However with instruments such as the guitar and the drums, students can learn basic chords and rhythms within a few short days and learning basic songs within their first few weeks of learning. On top of their accessibility, these instruments also tend to have a far greater appeal to

younger students since these instruments are widely used in their favorite songs and thus the motivation to learn and perfect their skills are inherent within most students. Now, the programs teaching methods may be considered unorthodox, but through the music making, the program creates an environment where the students learn to develop important life skills by having them work towards goals, solving problems, working and socializing with other individuals.

Objectives
Motivation: o This program fosters each students motivation in doing their best at their part, because each student picks their favorite instrument and performs in a group to get recorded. Socializing: o By creating miniature rock bands, a sense of community is established within each group and as such, the students will interact with each other both in class and outside of class. Teamwork: o The students will not only develop musical skills, but they will develop the ability to work in a team to achieve a common goal and learn how to be responsible for each of their individual efforts. Self-Expression: o Creating a sense of identity is critical in secondary education and by having every student explore their chosen instrument; each individual gets to explore an aspect of their personality in relation to music.

Methods and Process

Band Carousel
o The first few days, the students all get to take turns on the various instruments (guitar, bass, keyboard, drums, and vocals) so that every student gets a bit of exposure with each instrument and thus will choose his/her favorite at their leisure Through this method, every child gets exposed to instruments they may or may not have initially thought of or would have thought as suitable for them. For example, girls may end up trying instruments that are not considered feminine, like drums, instead of just going to the more feminine role of being the vocalist.

band work:
o After the students select their instruments that they feel comfortable with and would enjoy playing, the students form small rock bands. o Once these groups are established, the teacher supplies them with simplified notation versions of songs they would like to learn. o As the students learn and practice their selected songs, each group gets the chance to perform in a battle of the bands type concert at the end of each semester, where the winning group gets to record their song. This creates a goal-oriented, team-based atmosphere, where every student and every group is motivated by the fact that they are performing their favorite songs and may get the chance to record their performance at the end.

Lesson
Essential Question:

Plan

What do we do musically when we create our own interpretation of a song?

Key Goals:
1. 2.

Students will understand the difference between covering a song and creating a version of a song. Students will understand how selection of instruments impacts interpretation (as an example of how musical decisions shape music making). Students will have basic understanding of form, harmony, texture and dynamics.

3.

Background Set up What Students need to know: The difference between a Cover: the original version of a song, and a Version: which is the same song using their own flavor, style, and mood The positive impact that occurs when youre able to choose your own instrument as opposed to being assigned to it; creating a relaxed, and unique atmosphere and therefore will bring forth a beautiful sound overall. They will be briefly introduced to word painting and text declamation as well as harmony The bands history in order to help motivate them. Basic skills through the diagrams we create

Resources: http://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av2e http://www.ucira.ucsb.edu/action-needed-cuts-terminations-for-federalarts-education-and-nea/

Development Day 1:
Step 1: Instruct students to form a circle, and then perform song. Step 2: Give background information on the song and artist. Step 3: Break down instrumentation, show example of each instrument and allow students to choose which instrument they would like. Step 4: Hand out diagrams and guide students on how to properly assess them. Step 5: Read through the piece, and assess what students need to work on. Step 6: Assign Homework such techniques that need to be practiced.

Day 2:
Step 1: re-read through the piece Step 2: identify key problems and talk it out with the class Step 3: Start correcting identified problems Step 4: sectional work individually Step 5: Regroup and read through piece again Step 4: At end of period, assign homework to practice personal issues not covered in class in preparation for the next day

Assessment & standards: *A Visual will be provided demonstrating the difference between a cover and a version. {Video} Day 1: Students will have self-assessment of what they learned and their development
throughout the first day of class. Teacher assessment will include how students responded to directions and instruments chosen. Rubrics are used with ratings of 1-5. 1 Being unsatisfactory and 5 being excellent.

Day 2: Students will assess each others accomplishments through peer assessments, with
the same rubric. There will also be a teacher assessment similar to that of the first day. A set of questions given to the students will help to prompt discussion between students within their groups. These evaluations will encourage self evaluation and reflection.

Cover example: http://www.youtube.com/watch?v=T3E9Wjbq44E&ob=av 2e Version example: http://www.youtube.com/watch?v=5PnE_zJuxgY

Videos

Forget You By. Cee Lo Green

C D I see you drivin round town with the Girl I love F C and Im like Forget you (oo-oo-ooh!) C D I guess the change in my pocket just wasnt F C enough and Im like Forget you and Forget her too C D F I said if I was richer Id still be with ya now aint C that some shhh! (aint that some shhhh?!) C And although theres pain in my chest I still D F C wish you the best with a Forget you (Oo-oo-Ooh!)

Forget you Drum Pattern

Count Hihat Snare drum Bass

1 X

& X

2 X X

& X

3 X X X

& 4 & X X X X X X

Stereo Hearts Lyrics

[Introduction] Em C G

My heart's a stereo D Em

It beats for you, so listen close C D

Hear my thoughts in every note o-oh Em C G

Make me your radio D Em

Turn me up when you feel low C G

This melody was meant for you D So sing along to my stereo

[Rap Verse] Em C

If I was just another dusty record on the shelf G D

Would you blow me off and play me just like everybody else? Em C

If I asked you to scratch my back, could you manage that? G D

Like it read well, check it, Travie, I can handle that Em C

Furthermore, I apologize for skipping any tracks G D

It's just the last girl that played me left a couple cracks EmC I used to used to used to used to, now I'm over that G D

Cause holding grudges over love is ancient artifacts

Em

If I could only find a note to make you understand G D

I'd sing it softly in your ear and grab you by the hand Em C

To keep me stuck inside your head, like your favorite tune G D

And know my heart's a stereo that only plays for you [Chorus] Em G

My heart's a stereo D Em

It beats for you, so listen close C G D

Hear my thoughts in every note, oh oh Em C G

Make me your radio

Em

Turn me up when you feel low C G

This melody was meant for you D So sing along to my stereo G D

Oh oh oh oh, oh oh oh, to my stereo Em C D G

Oh oh oh oh to so sing along to my stereo [Rap verse] Em C

If I was just another dusty record on the shelf G D

Would you blow me off and play me just like everybody else? Em C

If I asked you to scratch my back, could you manage that?

Like it read well, check it, Travie, I can handle that Em C

Furthermore, I apologize for skipping any tracks G D

It's just the last girl that played me left a couple cracks EmC I used to used to used to used to, now I'm over that G D

Cause holding grudges over love is ancient artifacts Em C

If I could only find a note to make you understand G D

I'd sing it softly in your ear and grab you by the hand Em C

To keep me stuck inside your head, like your favorite tune

G And know my heart's a stereo that only plays for you

Back to Chorus
[Bridge] Em C G D

I only pray you'll never leave me behind (never leave me) Em C G D

Because good music can be so hard to find (so hard to find) Em C G D

I'll take your hand and hold it closer to mine Em C G D

Thought love was dead, but now you're changing my mind

Back to Chorus

Stereo Hearts Drum Pattern

Count Hihat Snare drum Bass

1 X X X

& X

2 X

& X

3 X X

& 4 & X X X

X X X

All for Love Lyrics

All for love Intro: G A/C# D G/B A/C# D Verse 1: G A/C# D

All for love, a Father gave G A/C# Bm

For only love could make a way G A/C# Bm G A/C# D

All for love, the heavens cried for love was crucified PreChorus: A/C# Bm

Oh, how many times have I broken Your heart G D

But still You forgive if only I ask A/C# Bm

And how many times have You heard me pray

G Draw near to me A E/G# F#m

Everything I need is You D My beginning, my forever A E/G# F#m D

Everything I need is You

All for Love Drum pattern

Count Hi hat Snare Drum Bass

1 X

2 X X

3 X

4 X X

Closer to the Edge- 30 Seconds to Mars

G I don't remember one moment I tried to forget D I lost myself yet I'm better not sad Em D C Now I'm closer to the edge G It was a thousand to one and a million to two D Time to go down in flames and I'm taking you Em D C Closer to the edge G D No I'm not saying I'm sorry Em D C One day, maybe we'll meet again G D No I'm not saying I'm sorry Em D C One day, maybe we'll meet again No, no, no, no G / D / Em / D / C G Can you imagine a time when the truth ran free D A birth of a song, a death of a dream Em D C Closer to the edge G D This never ending story, paid for with pride and fate Em C We all fall short of glory, lost in ourself

G D No I'm not saying I'm sorry Em D C One day, maybe we'll meet again G D No I'm not saying I'm sorry Em D C One day, maybe we'll meet again D G No, no, no, no D/G,D/G,D,C D G No, no, no, no I will never forget D G No, no I will never regret D G No, no D C I will live my life D G No, no, no, no I will never forget D G No, no I will never regret D G No, no D C I will live my life G D No I'm not saying I'm sorry Em D C One day, maybe we'll meet again

G D No I'm not saying I'm sorry Em D C One day, maybe we'll meet again, No, No G D No I'm not saying I'm sorry Em D C One day, maybe we'll meet again G D No I'm not saying I'm sorry Em D C One day, maybe we'll meet again G D Closer to the edge Em C Closer to the edge No, no, no, no G D Closer to the edge G C Closer to the edge No, no, no, no G D Em D C Closer to the edge

Closer to the edge drum pattern

Count 1 HiHat Snare Drum Bass X X X & 2 X X & 3 X & X X X X 4 X X X & 1 X

Gravity Lyrics
C Am

It nev-er__ takes__ too__ long F G

Some-thing al - ways brings me back to youF G C Am

No mat-ter what- I___ say or__ do,__ Ill still feel- you__ here till the moment Im___ gone__ F G

You- hold me__ with-out touch__ C Am

You keep- me___ with-out chains___

Am

I never__ wanted_ any-thing so__ much___, than to drown in your love,__ and not feel your__ rain_

Gravity Drum Pattern

Count Congas

1 X

&

2 X

&

3 x

& 4 & X