Creative Activity
Grade 11 Vocal Music - AMU3O
Soundscapes: making sounds for a specific purpose
For a creative assessment, students will be asked to compose a vocal score using the knowledge gained thus far in the course. To introduce this concept, students will be introduced to soundscapes through a class activity. This lesson introduces students to silent films, vocal scoring and manipulating the voice for a specific purpose.
This lesson engages with the creative process, getting students to work both collaboratively and independently. As an introductory activity, students will be asked if they know what a soundscape is. Upon a short class discussion, they will be prompted to close their eyes - if they are comfortable, and listen to a short video. They will be asked what types of sounds they are hearing.
Guiding questions that can be used:
Soundscapes: making sounds for a specific purpose
For a creative assessment, students will be asked to compose a vocal score using the knowledge gained thus far in the course. To introduce this concept, students will be introduced to soundscapes through a class activity. This lesson introduces students to silent films, vocal scoring and manipulating the voice for a specific purpose.
This lesson engages with the creative process, getting students to work both collaboratively and independently. As an introductory activity, students will be asked if they know what a soundscape is. Upon a short class discussion, they will be prompted to close their eyes - if they are comfortable, and listen to a short video. They will be asked what types of sounds they are hearing.
Guiding questions that can be used:
- What did you hear?
- What types of sounds did you hear?
- What emotions did it evoke?
Students will then be invited to try and mimic sounds they were hearing. It would be helpful for the teacher to lead this by demonstrating noises so that students feel comfortable to jump in. Students can become very creative with this activity - after using the video as a guide, have the class decide on another setting they would like to create.
After working together as a class, students will be invited to split into smaller groups and work on other creative ideas that they will bring back to the larger group. Students should not share their ideas with other groups as the class will be asked to guess the scenario based on the sounds they heard.
This lesson can be expanded by incorporating more information on the historical context of silent films and an introduction to technology. This lesson could operate as a standalone concept or be integrated into a larger unit. My video will provide more insight on the activity.
After working together as a class, students will be invited to split into smaller groups and work on other creative ideas that they will bring back to the larger group. Students should not share their ideas with other groups as the class will be asked to guess the scenario based on the sounds they heard.
This lesson can be expanded by incorporating more information on the historical context of silent films and an introduction to technology. This lesson could operate as a standalone concept or be integrated into a larger unit. My video will provide more insight on the activity.
Lesson Vlog 1
Sources:
https://youtu.be/8myYyMg1fFE?si=uimldSGdKhOSNhuC
https://www.edu.gov.on.ca/eng/curriculum/secondary/arts1112curr2010.pdf
https://youtu.be/8myYyMg1fFE?si=uimldSGdKhOSNhuC
https://www.edu.gov.on.ca/eng/curriculum/secondary/arts1112curr2010.pdf
Through the Eyes of an Immigrant in a Canadian Schools
Grade 9 Vocal Music - AMU1O
In this lesson, students will be introduced to syncopation by exploring music from different cultures. This lesson will expand on the elements of music and have students engage with new music styles and create their own compositions. To introduce this, students will be shown a short video on the origins of hip hop.
In this lesson, students will be introduced to syncopation by exploring music from different cultures. This lesson will expand on the elements of music and have students engage with new music styles and create their own compositions. To introduce this, students will be shown a short video on the origins of hip hop.
Students will be introduced to the song Shabooya by Rene Boyer. Dr. Boyer is a professor of Music Education at the University of Cincinnati's College Conservatory of Music. Dr. Boyer describes Shabooya as “composition defined by its powerful syncopation and rap-like B section. It is an exciting song, best per- formed in a circle with students taking turns inserting their names during the B section.” Shabooya is an African American originated call and response composition that contains rhythms that date back to Prince’s “Purple Rain”.
Students will be taught this song by rote with little explanation. They will hear the song two times all the way through before being motioned to repeat section by section. Once they have learned the lyrics, they will be invited to form a circle and perform the song by inserting their name in the B section.
Students will be shown the composition written out to understand what we mean by syncopation. Syncopation is the displacement of beats or accents in music or in a rhythm so that the ‘strong’ beats become ‘weak’ and vice versa.
Following this, students will be tasked with creating their own rap compositions to be shared with the class. These compositions must include aspects of syncopation and students will also be asked to write out the rhythms.
Students will be taught this song by rote with little explanation. They will hear the song two times all the way through before being motioned to repeat section by section. Once they have learned the lyrics, they will be invited to form a circle and perform the song by inserting their name in the B section.
Students will be shown the composition written out to understand what we mean by syncopation. Syncopation is the displacement of beats or accents in music or in a rhythm so that the ‘strong’ beats become ‘weak’ and vice versa.
Following this, students will be tasked with creating their own rap compositions to be shared with the class. These compositions must include aspects of syncopation and students will also be asked to write out the rhythms.
Lesson Vlog 2
Sources:
https://www.peripole.com/storage/Peripole%20Staff/conference%20notes/GMEA/Hook,%20Line%20and%20Sinker%202020%20(1).pdf
https://www.tmea.org/wp-content/uploads/Southwestern_Musician/Articles/CelebratingDiversity-Nov2020.pdf
https://www.katc.com/news/st-landry-parish/opelousas-educator-teaches-black-history-with-shabooya-roll-call-chant#:~:text=%22Shabooya%20roll%20call%22%20is%20an,words%20%22Shabooya%20roll%20call%22.
https://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf
https://ares.lib.uwo.ca/ares/ares.dll?Action=10&Type=10&Value=143067
https://www.peripole.com/storage/Peripole%20Staff/conference%20notes/GMEA/Hook,%20Line%20and%20Sinker%202020%20(1).pdf
https://www.tmea.org/wp-content/uploads/Southwestern_Musician/Articles/CelebratingDiversity-Nov2020.pdf
https://www.katc.com/news/st-landry-parish/opelousas-educator-teaches-black-history-with-shabooya-roll-call-chant#:~:text=%22Shabooya%20roll%20call%22%20is%20an,words%20%22Shabooya%20roll%20call%22.
https://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf
https://ares.lib.uwo.ca/ares/ares.dll?Action=10&Type=10&Value=143067
The Changing Voice
Grade 10 Vocal Music - AMU2O
For this lesson, we are going to introduce students to forming healthy habits when signing. This lesson will cover an in depth warm up that allows students to understand the importance of warming up our voices, as well as a presentation based on the physiological things that are happening when we are singing.
For an activity, Students will engage in small “debates” on which vocal warmup is the most important for vocal health. We will highlight the importance of all the factors that encompass a vocal warmup, but this activity will serve as a tool to thinking critically, researching as well as leading the class through short vocal exercises.
Students will be split into small groups and will be given one of the following topics:
-SOVT exercises
-breathing,
-relaxation
-posture
-phonation
-onset
In the student presentations, they have to lead the opposing side and the audience through exercises demonstrating how it is done effectively. They will highlight the importance of their topic.
In the student presentations, they have to lead the opposing side and the audience through exercises demonstrating how it is done effectively. They will highlight the importance of their topic.
This activity will get students more comfortable in front of the classroom and give them the skills to take charge and lead warmups for future classes.
For this lesson, we are going to introduce students to forming healthy habits when signing. This lesson will cover an in depth warm up that allows students to understand the importance of warming up our voices, as well as a presentation based on the physiological things that are happening when we are singing.
For an activity, Students will engage in small “debates” on which vocal warmup is the most important for vocal health. We will highlight the importance of all the factors that encompass a vocal warmup, but this activity will serve as a tool to thinking critically, researching as well as leading the class through short vocal exercises.
Students will be split into small groups and will be given one of the following topics:
-SOVT exercises
-breathing,
-relaxation
-posture
-phonation
-onset
In the student presentations, they have to lead the opposing side and the audience through exercises demonstrating how it is done effectively. They will highlight the importance of their topic.
In the student presentations, they have to lead the opposing side and the audience through exercises demonstrating how it is done effectively. They will highlight the importance of their topic.
This activity will get students more comfortable in front of the classroom and give them the skills to take charge and lead warmups for future classes.
Lesson Vlog 3
Sources:
https://journals.sagepub.com/doi/10.1177/0027432108330209
https://youtu.be/CBertvbdCHs?si=riX4m6gZeYcXUsuP
https://youtu.be/UpJDic5hUjI?si=oJQfDrA9bkL-qrKE
https://journals.sagepub.com/doi/10.1177/0027432108330209
https://youtu.be/CBertvbdCHs?si=riX4m6gZeYcXUsuP
https://youtu.be/UpJDic5hUjI?si=oJQfDrA9bkL-qrKE
Music and Technology
Grade 10 Vocal Music/Instrumental Music - AMU2O
For this lesson, students will be tasked with creating a short jingle for any brand of their choosing. Students will have to come up with a slogan and a musical theme that they will record in BandLab.
For this lesson, students will be tasked with creating a short jingle for any brand of their choosing. Students will have to come up with a slogan and a musical theme that they will record in BandLab.
This will be a cross-curricular assignment where students will be pushed to include one audio line of them playing an instrument. Students will be invited to create a free BandLab account to complete their jingle. One of the wonderful aspects about BandLab is that you are able to add in additional electronic instruments.
One class period will be dedicated to exploring BandLab and understanding how the application works and all the things you are able to achieve in using it. Considerations such as accessibility to technology will be taken into account, and if it is not possible, students can get into small groups and form a band of sorts to perform the jingle live.
Students will also need a creative based class session where they can brainstorm ideas for how they want to achieve the end result and come up with their creative slogan. The aim of this lesson is to introduce students to the vast amount of career possibilities within music. Though this is a niche topic, it will get students creatively engaging with technology in the music classroom!
An extension activity/alteration for this assignment:
Students could create a short music video to accompany the jingle. This could be done through an application such as iMovie.
One class period will be dedicated to exploring BandLab and understanding how the application works and all the things you are able to achieve in using it. Considerations such as accessibility to technology will be taken into account, and if it is not possible, students can get into small groups and form a band of sorts to perform the jingle live.
Students will also need a creative based class session where they can brainstorm ideas for how they want to achieve the end result and come up with their creative slogan. The aim of this lesson is to introduce students to the vast amount of career possibilities within music. Though this is a niche topic, it will get students creatively engaging with technology in the music classroom!
An extension activity/alteration for this assignment:
Students could create a short music video to accompany the jingle. This could be done through an application such as iMovie.