Kenmore Middle School Elaine Thomas, principal Elaine Grant, - - PowerPoint PPT Presentation

SLIDE 1

Kenmore Middle School

Elaine Thomas, principal Elaine Grant, Miranda DelBello, music teachers Student presenters: Abigail Ladik, Katherine Michienzi, Erin Cavarello, Olivia Kandler, Paige Denman

SLIDE 2

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.

SLIDE 3

WHAT IS A MUSIC CRITIC?

SLIDE 4

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.

SLIDE 5

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

• f 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

• f the r

revie iews ws themselv lves t to d determ rmine t the c characteri ristics o

• f a well-

wri ritten re revi view.

SLIDE 6

TEENINK.COM IS A WEBSITE THAT HAS REVIEWS WRITTEN BY TEENS FOR A TEEN AUDIENCE

SLIDE 7

THEY ALSO READ EXAMPLES FROM PREVIOUS 7TH GRADERS AND COMPARE THOSE, TOO.

SLIDE 8

STUDENTS WORKED IN GROUPS TO IDENTIFY CHARACTERISTICS OF GOOD REVIEWS AND BAD REVIEWS

SLIDE 9

Students are given templates for collecting their research notes.

WHEN THE STUDENTS ARE READY TO BEGIN THEIR RESEARCH. WE SPEND THE NEXT FOUR DAYS IN THE COMPUTER LAB.

SLIDE 10

WHY DID YOU CHOOSE THIS ARTIST?

SLIDE 11

Wikipedia Songfacts.com A-Z Lyrics Metrolyrics Official Webpage for the artist or band. SOME OF THE WEBSITES I HAVE STUDENTS USE:

SLIDE 12

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.

SLIDE 13

THE FINAL STEP…

SLIDE 14

TYPE AND HAND IN…

SLIDE 15

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

SLIDE 16

COMMON CORE—COLLEGE AND CAREER READINESS ANCHOR STANDARDS

Re Reading:

• 1. C

. Cite several al p piec eces o

• f t

text xtual al eviden ence t to s support an anal alysis o

• f 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

• r central i

idea of

• f a

a text a and analyze yze i its develop

• pment o
• ver t

the cou

• urse of
• f the text;

; provide a an ob

• bjective 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

• nnotative me

meanings; analyze yze t the impact of

• f r

rhym ymes and o

• ther

repe petitions o

• f s

soun unds (e.g., alliteration) on n a spe pecific verse o

• r stanza o
• f a po

poem o

• r

section o

• n of a

a story o

• r d

drama. 9. . Analyz yze h how two

• or
• r mor
• re authors writing a

abou

• ut t

the same me top

• pic s

shape their present ntations

• ns of key infor
• rmation b

n by emphasizing ng d different nt evidenc nce or advanc ncing ng different i interpretation

• ns of
• f facts. a

a. . Use t their experience and t their k knowledge of

• f

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

• cate p

persuasively. .

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COMMON CORE—COLLEGE AND CAREER READINESS ANCHOR STANDARDS

Wr Writing:

• 1. W

Write te arguments t to suppor

• rt c

clai aims i in an analy alysis o

• f substan

antive t topics o

• r t

texts, u using v val alid reas ason

• ning and r

rele levant a and s sufficient e evidence.

• 2. Write i

infor

• rmative/expla

lanat ator

• ry texts t

to exam amine a and c convey com

• mple

lex i ideas as a and infor

• rmation

clearly ly a and accurat ately ly t throu

• ugh t

the effective s sele lection

• n, o
• rgan

anization, a and analy alysis o

• f con
• ntent.
• 4. Prod
• duce c

clear a and c coh

• herent writing i

in which t the develop lopment, o

• rgan

anizat ation

• n, 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

• r t

trying a a new a appr pproach.

• 6. Use technolog
• logy, i

inclu luding t the Internet, t to prod

• duce and p

publish w writing a and t to interac act a and colla llabo borate w with ot

• thers.
• 7. Conduct s

shor

• rt a

as well a ll as more s sustai ained resear arch p projects b based o

• n focused questions,

demonstrating u understan anding o

• f the subject u

under i investigation.

• 8. Gather r

rele levant infor

• rmation f

from

• m 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

• n while

le a avoi

• iding p

plagiarism.

• 9. Draw e

evidence f from

• m l

literary o

• r i

informat ation

• nal t

al texts t to suppor

• rt a

analy lysis, r refle lection, a and research. h.

SLIDE 18

WHAT DID YOU LIKE ABOUT THIS PROJECT?

SLIDE 19

WHAT DID YOU LEARN FROM THIS PROJECT?

SLIDE 20

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

• pinions. 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.