Music In Our Lives 

A course proposal for high school students

By Sophia Anzalone
 Course Description
This course is centered around the music that has impacted students’ lives since birth. At the
beginning of the year, the teacher will facilitate a discussion about this. That being said, the students’
answers will be the deciding factor in what genres will be explored in the class, catering to the students’
interests and experiences. Students will engage with music in this course through exploration,
application and discussion. For each unit, the teacher will engage students in a discussion, helping them
discover real-life applications of the music they are learning about. Within each style of music explored,
students can be tasked with covering or creating a song that fits within that style. For example, if a
Rap/Hip-Hop unit is covered, students can write original rap lyrics. They do not have to perform them,
but it’s an activity that will allow them to fully embrace this style of music. Another activity to enhance
the exploration of a style could be for students to get into groups and research an artist they feel to be
influential in that particular style. In this instance, the students would be teaching the class. A small
activity could be for 2-3 students (different each time) to make a collaborative playlist of
influential/popular songs for every style of music explored. A few minutes at the start and end of class
each day could be taken to listen and discuss a song from the playlist. The course is overall very much
tailored to the needs and interests of the students, while still meeting the standards.

Rationale
Music in Our Lives is a type of course that is beginning to appear in the music programs of many
schools throughout the United States. This course essentially embraces and encourages students who
are patrons of music, rather than performers. In this space, they can reflect and have discussions on the
music that has impacted their lives since kindergarten. It’s similar to a Music Appreciation course in that
it covers many aspects of music. However, the difference is that this course specifically discovers the
music that is ​currently ​impacting the lives of students (i.e. different genres). A course such as this is
beneficial to secondary general music in that students are learning about things that directly impact
their lives, with real-life application. Many students who are forced to take a general music course are
often bored by, what is to them, the mundane world of Classical music. Music in Our Lives instead caters
to the interests of students, appealing to a wide variety of learners who have different experiences with
music.

Expected impact on students

Being that this community is overall not very diverse, it would be beneficial for students to learn
about all types of music, beginning with that in which has impacted their lives since birth. This will give
them a better appreciation for the members within their community that come from different
backgrounds, forming a connection through music. Learning about various types of music will also
provide a broad understanding of music and encourage students to be patrons of music rather than
performers. What students learn in this course will adhere to the following standards:
● 1.3.12.B.1 Analyze compositions from different world cultures and styles with respect to
technique, musicality, and stylistic nuance.
● 1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and
citing embedded clues to substantiate the hypothesis.
● 1.4.8.A.1 Generate observational and emotional responses to diverse culturally and
historically specific works of music.
● 1.4.8.A.3 Distinguish among artistic styles and trends music within diverse cultures and
 historical eras.
● 1.4.8.A.5 Interpret symbolism and metaphors embedded in works of music.
In this course, students will develop the following skills: how to have appropriate discussions on
music with classmates (1.3.12.B.1) (1.4.8.A.1) (1.4.8.A.5), how to critique music (1.3.12.B.1), how to
provide appropriate feedback based on a piece of music (1.4.12.A.2), how to formulate opinions on
music based on social norms and popular opinions (1.4.8.A.1), and how to differentiate between styles
of music (1.4.8.A.3). Students will develop understandings of the following: different styles of music
(1.4.8.A.3), influential songs and artists in different styles and time periods of music (1.4.8.A.3), and
what makes these songs and artists so influential (1.4.8.A.5).

Expected Community Impact

Students in the class will come from various backgrounds and parts of the community and will
therefore be able to bring their own experiences with music to the classroom. They will heavily influence
the in-class discussions with their opinions, experience and culture, bringing elements of the community
to the course. This course will overall make the music program more diverse, perhaps influencing other
areas such as choir or band, for example, to perform more cultural pieces that deviate from standard
repertoire. In addition, this course will shed light on the interests of students in the school and therefore
will forge relationships between them, making the school stronger as a whole. Similarly, this course will
impact the community in that it will be strengthened; students will be able to learn about the various
cultures represented in the community that they may have not thought of otherwise.

Course Outline
● For every genre of music explored, students will work together to create a collaborative playlist
full of songs in that specific genre. These songs may be used for listening activities, or can
perhaps serve as the listening portion of an exam, at the teacher’s discretion. At the end of each
class period, the teacher will select a song from the playlist for students to listen to and discuss.
By the end of the year, there should be several collaborative playlists reflecting each genre that
was learned.
● In the second unit (genre of music) explored, students will be tasked with getting into small
groups and researching one influential artist in that genre. They will be given a list of artists and
will have to decide amongst themselves which group chooses which artist. Students will have to
create a short presentation to give to the class based on their findings, as they will be the
teachers in this unit. The teacher will simply be the facilitator and will fill in any missing
information as needed. Students will receive a group grade and an individual grade on this.
● Halfway through the year, assuming there is a Rap or Hip-Hop unit, students will be tasked with
writing a brief rap song. They will only be responsible for lyrics, and may rap over a produced
instrumental track on Youtube. Students may work alone or get into groups of no more than
two. They will be asked to perform the raps for the class, however, they can opt to instead
record their song and submit it for credit should they choose not to perform. During this brief
project, students should gain inspiration from the Rap artists learned in this unit and use this in
their writing. The teacher may help wherever needed, whether be with lyrics or flow.
● *Towards the end of the year, with roughly a month of school left, students will be given a final
project in which they must create an original composition in Garageband that is based on the
​ se the
fusion of two genres. They are free to either record themselves singing/playing ​or u
pre-recorded loops in Garageband. The teacher will give the students a brief lesson on how to
use Garageband before the project begins. The students will be given 10 class periods to work
on this, ending with a reflection and providing feedback to other students based on their
projects. The teacher will be available for help throughout the entire process and will have a
check-in with students at the halfway point.*
 Hybrid Genres
This is a final project due at the end of the year to reflect on what was learned throughout the
course, completed over the span of 10 class periods. Students will be have to select two genres that
interest them and create a 2-3 minute song that fuses those two genres together. They will be using
Garageband to produce the song and can either sing/play it or use the pre-recorded loops available on
the software. They are also free to either add lyrics or leave it as an instrumental song, whichever best
represents their ideas. Students will be notified of the project roughly ¾ of the way through the year, so
as to have time to think about possible genres that interest them. Up until the point they are notified of
the project, they will be learning about different genres that have impacted their lives and interest
them. Therefore, entering the project, they will have extensive knowledge of genres and their key
characteristics. They will also be taught along the way how to use Garageband. Students will wrap up
the unit by reflecting on the project and providing feedback to other students based on their
compositions that they will listen to.

Project Name: Hybrid Genres

Stage 1 Desired Results

Standards: Goals:
● HG.2 The student
will compose and -I can develop fluency and familiarity with digital tools for songwriting such as
arrange music Garageband.
within specific
guidelines by -I can identify key characteristics of genres.
using a variety of
sound and -I can research to find an existing song that is a fusion of genres.
technological
sources -I can identify artists that frequently uses the fusion of genres.
● HG.5 The student
will investigate -I can explain the reasoning behind the two genres I selected for my original
characteristics of composition.
musical sounds by
employing -I can create an original composition.
elements of
music, including -I can provide appropriate and constructive feedback based on an original
melody, rhythm, composition.
harmony, form,
and texture -I can reflect on my original composition.
● HG.10 The
student will
evaluate and
critique music by
comparing
musical
performances to
similar exemplary
models.
 ● HIB.8 The student
will use music
composition as a
means of
expression
● HGI.19 The
student will
investigate
aesthetic
concepts related
to music by
describing
aesthetic criteria
used for
determining the
quality of a work
of music.
● HIB.20 The
student will
analyze and
evaluate music by
describing the
importance of
composers’ use of
style, cultural
influences, and
historical
context for the
interpretation of
works of music
● HGI.15 The
student will
demonstrate
musicianship and
personal
engagement
through a
compositional
project.

Generative (Essential) Questions:

- How do artists draw on and meaningfully merge two or more styles to create new works?
- How can this project give you a new appreciation for music?

Stage 2 - Evidence

Goal/Quality No Evidence Minimal Meet Exceeds Expectations

 Evidence Expectations

1 Selection of genres Student Student Student selected more

selected one selected two than two genres to
genre to base genres to base base composition
composition. composition around.
around.

2 Composition Unsure of what Student’s Student’s Student’s composition

student’s intended composition is composition is fuses two genres
genres were based on more an equal together seamlessly,
composition. representative representation equally representing
of one genre of both genres both.
than the other

3 Reflection Student does not Student’s Student writes a

write a reflection. reflect lacks reflection
necessary including all
components. necessary
components.

4 Final product Student did not Student

produce an original produces an
composition. original
composition in
Garageband.

5 Feedback Student does not Student Student Student provides

provide feedback to provides provides feedback to more than
other students. feedback to feedback to two two students.
one student. students.

Stage 3 – Learning Plan

Day 1: The teacher will introduce the project to the students. They will be told they have 10 class periods to work
on it and the composition needs to be 2-3 minutes long. The teacher will ask them to take five minutes to jot down
some ideas about the genres that they might be interested in fusing together and any other ideas about the project
that come to their mind. The teacher will then give the class a tutorial on how to use Garageband so that they have
some knowledge of the recording software going into the project. The remainder of the class will be spent on
students exploring Garageband and or starting their projects.

Day 2: Students will begin working on their projects on the computers. During this time, the teacher will be
available to answer questions on how to use Garageband or any other musical questions the students may have, as
well as provide feedback if asked. The teacher should not interfere, but rather act as a facilitator.

Day 3: Students will continue working on their projects. The teacher will be available to answer questions and
provide feedback if needed.
Day 4: Students will continue working on their projects. The teacher will available to answer questions and provide
feedback if needed.

Day 5: This is the halfway point of the project. Students will continue working on them. The teacher should spend
the class period pulling students aside to check in and discuss their projects. In this discussion, the teacher should
ask students about their compositional process (“What genres did you choose? Why?” “Did any artists influence
your composition?”), ask what else they need to do to complete their project, as well as listen to what they
currently have and provide feedback.

Day 6: Students will continue working on their projects. The teacher will be available to answer questions and
provide feedback if needed.

Day 7: Students will continue working on their projects. The teacher will be available to answer questions and
provide feedback if needed.

Day 8: Students will continue working on their projects. The teacher will be available to answer questions and
provide feedback if needed. Students at this point may begin to finish their projects early. If this is the case, they
should begin writing their reflections. Their reflections should answer the following questions: “What genres did
you choose? Why? Did any artists influence this decision? What did you think about this project? What did you
learn from it? What do you recommend the teacher to do make the project better for next time?”

Day 9: Students will continue working on their projects. The teacher will be available to answer questions and
provide feedback if needed. Students should begin finishing their projects and writing reflections.

Day 10: Students should have a final product ready. They will be instructed to submit the project to the class’ online
google classroom or something of equivalence. The classroom will be set up so that each computer is open with a
student’s composition on it. ¾ of the class will be spent with the students going from computer to computer,
listening to the compositions. They can listen to as many as they’d like, but must provide feedback to at least two
students to receive full credit. Feedback may include comments on instrumentation, genres chosen, what the
student liked or didn’t like, ideas for future compositions, etc. However, all feedback should be phrased in a
positive, respectful way. The last 20 minutes or so of class will be spent on students completing a reflection, which
many may have completed on day 8. Their reflections should answer the following questions: “What genres did you
choose? Why? Did any artists influence this decision? What did you think about this project? What did you learn
from it? What do you recommend the teacher to do make the project better for next time?”
 Proposed Budget

Item Name Use Cost Quantity Overall Cost

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

Textbook: This can be used by students and the teacher as a $94.12 15 $1129.44
American Popular supplement to learning about various genres of
Music ‘popular’ music. The teacher may assign a chapter
https://bit.ly/2IVU of reading each unit pertaining to the genre being
YUh learned. Should the class choose to explore genres
that are not listed in this textbook, the teacher may
need to find supplemental readings online and
share them with the class.

Microphone: This can be used for the final project if students $34.99 4 $139.96
https://amzn.to/2 decide to sing or play their composition.
V8Ghng Additionally, it may be used for the Rap lyric project
if students choose to record their lyrics instead of
sharing with the class.

Headphones: This can be used by the students for any activities $17.55 15 $263.25
https://amzn.to/2 that involve using the computer. These will be
UYC9kZ especially useful for the final project using
Garageband, as well as listening to others’ projects
and providing feedback. Headphones may also be
used for listening activities, etc.
Total Cost $1532.65
 References

Anderson, E. (1993). Positive Use of Rap Music in the Classroom.

Dunbar-Hall, P., & Wemyss, K. (2000). The effects of the study of popular music on music
education. ​International Journal of Music Education​, (1), 23-34.

LeBlanc, A., Sims, W. L., Siivola, C., & Obert, M. (1996). Music style preferences of different age
listeners. ​Journal of Research in Music Education​, ​44​(1), 49-59.

Woody, R. H. (2007). Popular music in school: Remixing the issues. ​Music Educators Journal,​
93(​ 4), 32-37.