Kenmore Middle School Elaine Thomas, principal Elaine Grant, Miranda DelBello, music teachers Student presenters: Abigail Ladik, Katherine Michienzi, Erin Cavarello, Olivia Kandler, Paige Denman
BACKGROUND Students were asked to look at jobs that people do using music. We discussed the following jobs: • music teacher • music therapist • performer and then we looked at what a music critic does.
WHAT IS A MUSIC CRITIC?
CONSUME, CRITIQUE, PRODUCE… Several years ago, our district participated in a training called “Literacy Cohort.” One of the things I took away from this was: if you want students to create a good product, they must first consume many examples (both good and bad), critique them, and THEN they can produce a good product.
PROCESS: Students s spent t time me r reviewin wing/l /lear arnin ing s specif ific ic m music sic vocab abulary t to u use se wh when wr writing ab about t their mu music ar artist. St Stude dents r read man ad many e exa xamples o of mu music r reviews f from websit ites a s and from p m previo ious s s student e exam ampl ples. s. They c compar ared t d the r revie iews t ws to harvest st c commo mon informat atio ion a and to evaluat ate t the q qualit ity o of the r revie iews ws themselv lves t to d determ rmine t the c characteri ristics o of a well- wri ritten re revi view.
TEENINK.COM IS A WEBSITE THAT HAS REVIEWS WRITTEN BY TEENS FOR A TEEN AUDIENCE
THEY ALSO READ EXAMPLES FROM PREVIOUS 7 TH GRADERS AND COMPARE THOSE, TOO.
STUDENTS WORKED IN GROUPS TO IDENTIFY CHARACTERISTICS OF GOOD REVIEWS AND BAD REVIEWS
WHEN THE STUDENTS ARE READY TO BEGIN THEIR RESEARCH. WE SPEND THE NEXT FOUR DAYS IN THE COMPUTER LAB. Students are given templates for collecting their research notes.
WHY DID YOU CHOOSE THIS ARTIST?
SOME OF THE WEBSITES I HAVE STUDENTS USE: Wikipedia Songfacts.com A-Z Lyrics Metrolyrics Official Webpage for the artist or band.
ONCE ALL THE NOTES HAVE BEEN TAKEN, STUDENTS ARE GIVEN A TEMPLATE FOR WRITING THEIR ROUGH DRAFT. EACH PARAGRAPH HAS A CHECKLIST OF THE KIND OF INFORMATION THAT SHOULD GO IN IT.
THE FINAL STEP…
TYPE AND HAND IN…
NATIONAL CORE ARTS STANDARDS Responding Understanding and evaluating how the arts convey meaning. Anchor Standards: Re7. Perceive and analyze artistic work Re8. Interpret intent and meaning in artistic work Re9. Apply criteria to evaluate artistic work Connecting Relating artistic ideas and work with personal meaning and external context Anchor Standards: Cn11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
COMMON CORE—COLLEGE AND CAREER READINESS ANCHOR STANDARDS Re Reading: 1. C . Cite several al p piec eces o of t text xtual al eviden ence t to s support an anal alysis o of wh what at t the e text xt says explicitly as as wel ell as as infer erences d drawn wn from the e text. 2. . Determine a a theme or or central i idea of of a a text a and analyze yze i its develop opment o over t the cou ourse of of the text; ; provide a an ob objective s summ mmary of y of the t text. 4. Deter ermine t the e mean meaning g of words an and p phras ases as as they ar are u e used ed i in a a text xt, i including g figurative and c con onnotative me meanings; analyze yze t the impact of of r rhym ymes and o other repe petitions o of s soun unds (e.g., alliteration) on n a spe pecific verse o or stanza o of a po poem o or section o on of a a story o or d drama. 9. . Analyz yze h how two o or or mor ore authors writing a abou out t the same me top opic s shape their present ntations ons of key infor ormation b n by emphasizing ng d different nt evidenc nce or advanc ncing ng different i interpretation ons of of facts. a a. . Use t their experience and t their k knowledge of of lan angu guage age an and logi gic, as as wel ell as as culture, t to think an anal alytical ally, ad addres ess problems creatively, a and advoc ocate p persuasively. .
COMMON CORE—COLLEGE AND CAREER READINESS ANCHOR STANDARDS Wr Writing: 1. W Write te arguments t to suppor ort c clai aims i in an analy alysis o of substan antive t topics o or t texts, u using v val alid reas ason oning and r rele levant a and s sufficient e evidence. 2. Write i infor ormative/expla lanat ator ory texts t to exam amine a and c convey com omple lex i ideas as a and infor ormation clearly ly a and accurat ately ly t throu ough t the effective s sele lection on, o organ anization, a and analy alysis o of con ontent. 4. Prod oduce c clear a and c coh oherent writing i in which t the develop lopment, o organ anizat ation on, a and s style le a are appr ppropriate t to task, pu purpose, a and a audience ce. 5. Develop lop a and s strengthen writing a as needed by p planning, r revising, e editing, r rewriting, o or t trying a a new a appr pproach. 6. Use technolog ology, i inclu luding t the Internet, t to prod oduce and p publish w writing a and t to interac act a and colla llabo borate w with ot others. 7. Conduct s shor ort a as well a ll as more s sustai ained resear arch p projects b based o on focused questions, demonstrating u understan anding o of the subject u under i investigation. 8. Gather r rele levant infor ormation f from om m multiple le p print and d digital s al sources, a assess t the credibi bili lity and accuracy of eac ach s source, a and i integrat ate t the i informat ation on while le a avoi oiding p plagiarism. 9. Draw e evidence f from om l literary o or i informat ation onal t al texts t to suppor ort a analy lysis, r refle lection, a and research. h.
WHAT DID YOU LIKE ABOUT THIS PROJECT?
WHAT DID YOU LEARN FROM THIS PROJECT?
IN CONCLUSION… This is a favorite project, both for the students and for me. The students learn how to listen to music and how to back up their opinions. They begin to learn how to do research and how to evaluate a source. They learn how to articulate their opinions in an intelligent way. Students practice common core skills without sacrificing music content. I learn more about the students through their music—about who they are as people. It’s a win-win.
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