The Power of a Song
Grade Level:
7th to 8th grade
Subject:
Music
Learner Outcomes:
·Students will learn how music can influence people.
·Students will learn how music was used as a means of communicating during the American Civil War.
·Students will be able to identify songs from this time era, and develop their own conclusions about why these songs were written.
·Students will be able to sing a song that was popular with the troops during the war.
Duration of Lesson:
2 class periods (45 minute period)
Materials:
Copies
and a recording of the song they will learn.
Whiteboard and markers
Recordings can be purchased at the Civil
War Mall
Technology Tools/Courseware:
Internet
Access for each student with headphones.
Computer with Internet connection
LCD Projector
Real Player software (CD Player, or
cassette recorder can be substituted if you can find recordings.)
WinAmp or other MIDI compatible software.
Teacher Notes:
MIDI
file or live accompaniment can be used in place of recordings.
Review the Camp
Life site ahead of time to be sure of selecting appropriate content,
be sure and include the music section.
All songs from the American
Civil War Songs site have the words and music available. The
music can be started by selecting the song, and then clicking on the melody
link in top left corner.
Several books used in general music
classes contain these and other songs. Checking to see if the series that
you are using does would allow you to integrate your music books with this
lesson.)
Procedures:
Day
one:
- Have students name some songs that they believe came from this time period, and list them on the board.
- Use a computer with an LCD projector to show Camp Life web site to the students.
- Hold class discussion on how music influences people. Ask questions to get them thinking along these lines Ex. "Do you think that music can influence the way people think? Feel? Act?” "How?"
- Ask students how they think music helped the soldiers when they were not fighting.
- Listen to the music for "Goober Peas" and teach the song it to the students. (If students ask what goober peas are, tell them to think about it while they sing the song, and then they will be allowed to try and guess.)
- Ask how the song could have been changed to make it more personal to a soldier.
- Students will sing along with the song, and will tell what they think the song is about. "What were the soldiers singing about?" (Answer: peanuts)
- Sing "Goober Peas".
- Give students a minute or two to think of ways that music might have been a part of the daily life during the time of the Civil War. List on the board all relevant answers.
- If revelry and taps were not listed, ask students what they believe was the first or last thing that a soldier from this time period experienced daily (i.e. Reveille (only the first few seconds of this), Taps).
- Have students read the following aloud. Civil War Music Site: Historical Information
- Let students name some specific ways that music may have been used in the military. List on board.
- Give examples and statements made about how music had influenced the Civil War from the following site:
- Music of the War Between the States (read aloud)
- Use computer with LCD projector to introduce students to the song "Tramp, Tramp, Tramp" (northern version) (Sing all verses and then stop music (the song will continue for one more verse if you don't).
- Introduce "Tramp, Tramp, Tramp" (southern version).
- Students will sing verses 1, 2, 3, and 6 as the words are projected on the screen by an LCD projector.
- Discuss the ways the songs differed, and what they feel was the purpose of this type of song.
·Make sure all accommodations are made for students with Individual Education Plans (IEP).
·Heterogeneous grouping when working in cooperative mode.
Enrichment Activities:
- Students can learn a teacher approved song from this time period and perform it for the class.
- Students should use the following site:
- Students can write their own song that might have been associated with the Civil War.
- Students will be evaluated on discussion that takes place on both days. (Every student must be expected to participate, keep track in grade book of student participation. To be counted as 50% of grade each day.)
- Each student will be graded on his or her class participation when singing. (Every student must be expected to participate, keep track in grade book of student participation. To be counted as 50% of grade each day.)
Music
7.1 sing accurately and with good breath control in a small group unison performance.
7.2 sing moderately difficult literature using appropriate diction, intonation, tone quality, and with pitch and rhythmic accuracy
7.24 describe historical and cultural influences on musical works.
7.25 describe characteristics of musical genres and styles from countries and cultures of the eastern hemisphere.
8.12 improvise a melody in a style selected by the student.
8.24 discuss how musicians, visual artists, dancers, playwrights, and actors can transform events, scenes, and ideas into works of art.
8.25 describe literary influences on musical works.
Music Standards
1.
Sings, alone and with others, a varied repertoire of music
7. Understands the relationship between
music and history and culture
Job/Career Clusters:
Fine Arts and Humanities
References:
American
Civil War Songs
Civil
war MIDI music
Civil
War songs
Civil
War Music Site
Music
of the War Between the States
Author:
Mary
Ann Bozeman
Christopher
Godfrey
Sharon
Hutchison