Lesson Plan #14
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Music Theories: Exploring the
Music World Through Reviews and Research
GRADE LEVEL
Grades 7 to 12
CURRICULUM
Language Arts, Journalism, Social Studies, Music
OVERVIEW OF LESSON PLAN
In this lesson, students explore the role of music in our lives
as a springboard for writing music reviews and researching other
genres of music. Use SchoolNet News Network's website: http://www.snn-rdr.ca/snn/
to assist students with learning more about journalism skills,
provide interaction with other student/teachers throughout Canada
and as a safe, structured environment for students to publish
their writing.
MATERIALS AND PREPARATION
ACTIVITIES/PROCEDURES
1. WARM-UP/ DO-NOW: In their journals, students
respond to the following:
- List as many different types of music as you can.
- What elements make one type of music different from another?
- What different roles does music play in our society?
Students then share their answers, and the teacher should
write responses on the board.
2. Class discuss music, what it means to them and the different
types of music they listen to.
3. Each student selects a favourite artist or musical
group as the subject of a music review. The goal of the review
is to persuade others to be interested in this artist or group,
so language use is critical to the success of the review. Students
should respond to the following in writing their reviews:
- What type of music does this artist or group perform? (e.g.,
hip-hop, jazz, blues, pop)
- What words would you use to describe the style of this artist
or group?
- What emotions does the music conjure up in its listeners?
- What do you want to do when you listen to the music?
- What special talents does the artist or group possess, and
how are these talents demonstrated?
- Describe a few songs performed by the artist or group and
discuss how these songs relate back to the style of the artist
or group.
- How does this music reflect the society in which it was written?
Hand out to students copies of the Music Review by SNN Reporter
‘Aqua: Aquarius' so they can see how a review is done. Students
should then read over their review and make the language more
interesting, descriptive, and persuasive. Review SNN Writing Guide with students. Their article
should answer the 5 W's: Who, What, When, Where, Why (and sometimes
How). Tell them about the inverted pyramid. This means that articles
should be written with the most important information first and
the least important last.
4. Students brainstorm what they think is the basic information
one needs to know about a genre of music to accurately report
about it, such as where and when it began, musical instruments
used, famous musicians associated with the genre, popular songs,
and how the genre has evolved from its inception to today.
5. WRAP-UP/ HOMEWORK: Students refer to
the board for suggestions from the journal writing exercise,
and each student selects a different type of music as the subject
of independent research. Students to do Music Reviews about the
music group they have chosen.
These reviews are to be presented in class, along with any visual and
audio aides. These reviews can also be published in their school newspaper
or in an online youth ezine.
EVALUATION/ASSESSMENT:
Students will be evaluated based on written journal entry, participation
in class discussions, thoughtful and cohesive review of a musical
artist or group, and research paper discussing a specific musical
genre.
FURTHER QUESTIONS FOR DICSCUSSION
- What roles does music play in society?
- What roles does music play in other cultures?
- How does one define "music"?
- How do various musical genres differ from one another?
- What does it mean when one says that a form of music "evolved"?
- How does music reflect the lives of those who write and listen
to it, as well as mirror society as a whole?
EXTENSION ACTIVITIES
- Write a persuasive essay/opinion article supporting or refuting
the censorship of music lyrics. Send your opinion article to
SNN.
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