On the Move to Freedom

Krista Little, Joan Certa-Moore

For students to develop a basic understanding of the power of code communication through a ballad and movement. Students will create and perform an original ballad (code song) and movement study which will demonstrate their understanding of these communication tools. Additionally, students will become aware that communication can take place in variety of art forms.

Materials

Book – Follow the Drinking Gourd
Paper/Pencils
Code Song WS

Activities

Students will:
1. Listen to the book Follow the Drinking Gourd by: Jeanette Winter or Discovery Ed video “Follow the Drinking Gourd”
2. Refer to 5th grade Spotlight on Music textbook and refer to lyrics of the song and have a discussion on the codes in each verse
3. Listen to the song
4. Be invited to sing the song when comfortable
a. Understand that they are PRETEND slaves here at Brooks Elementary. Mrs. Locklear (the principal) is their owner and they are trying to escape to a safe room of their choice! Each location needs to have a stanza/verse/paragraph and there needs to be a repeating chorus. Also, students are not allowed to use instruments because we want to keep it historically accurate – as slaves did not own instruments.
b. Form groups
c. Collect papers and pencils
d. Understand that there is a grading rubric on the back and, “you’re almost a 6th grader…and that’s why I’m going to put YOU in charge of earning your grade.”
e. Students will receive specific directions of the process and will observe modeling of the process by the teacher.
f. Fill out the chart on the front of their worksheets
g. Start writing their code songs
h. Rehearse/Revise/Practice code songs
i. Perform their code songs

Differentiation Approaches

1. Due to the fact that this lesson/unit will be during 4th quarter and students are familiar with my procedures and expectations, based on my belief and experience in teaching music, every child is musical and will be successful.
2. English Language Learners – Our ESL teacher will receive a copy of the book, worksheet and CD of the code songs to front-load our ESL students.

Assessment

Rubric

Follow Up and Extension Ideas

Students will have an informance in the hallway for an invited audience. The performance will be videotaped, students will watch and self evaluate.

Additional Details

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Arts Standards

Dance
5.CP.1.3 Create short dances that communicate abstract ideas.
5.CP.2.1 Execute control of body, voice, and focus necessary for effective participation in individual and group setting in dance.
5.CP.2.2 Use kinesthetic awareness, concentration, and focus to enhance the performance of dance sequence.
5.DM.1.2 Exemplify how to maintain a sense of body shape while moving and in stillness.
5.DM.1.5 Use a variety of spatial designs and relationships with clarity and intent while dancing.
5.C.1.1 Understand how dance has affected, and is reflected in, the culture, traditions, and history of the United States.
5.C.1.2 Exemplify connections between dance and concepts in other curricular areas.

Music
5.ML.1.1 Illustrate independence and accuracy while singing and playing instruments within a group or ensemble.
5.ML.1.2 Illustrate blending vocal timbres, matching dynamic levels and responding to the gestures of a conductor while singing in groups.
5.ML.2.4 Use standard symbols to notate rhythm, meter, pitch, and dynamics.
5.ML.3.2 Create compositions and arrangements within specified guidelines.
5.MR1.3 Exemplify appropriate behaviors as a participant and observer of music in relation to the context and style of music performed.
5.CR1.1 Understand how music has affected, and is reflected in, the cultures traditions and history of the United States.
5.CR1.2 Understand the relationships between music and concepts from other areas.

Non-Arts Standards

Arts Vocabulary

Code song
Lyrics
Verse
Stanza

Non-Arts Vocabulary

Multiple Intelligences