ANTHEM HISTORY

INQUIRY QUESTION

How does art influence/is

influenced by a sense of place?

Photo by Stephen Ritichie http://bit.ly/FPL6pu

In this cross-curricular lesson students research and present the history of a national anthem through the creation of a poster. Students will be encouraged to think about the history of music and it’s connection to place; as well as refine their public speaking skills. This lesson would be most effective near the middle of an introductory unit to place or later in the year, once some of the key concepts and vocabulary for the grade level have been established.

7

Grade 7Arts Education

StrandMusic

Time Required50 Minutes

OutcomesCP7.8 CP7.10CR7.1 CR7.2

CH7.1

Created byAaron G. Moore

March 2012

The national anthem of a country is an excellent example of how place both influences and is influenced by music. In this lesson, students will independently explore the inquiry question through researching the national anthem of one country and then creating a poster to present their findings. As Canada is a multicultural society, this lesson is relevant to all students as it encourages them to learn about cultures other than their own. This is a cross-curricular lesson that ties into history and visual art and will take place over multiple classes; ten or twenty minutes one class to introducing the lesson, thirty or forty minutes for students to present.

Consider some these trivia questions to introduce the lesson:http://www.funtrivia.com/playquiz/quiz18459915237d0.html

Through the creation of a poster, students will use visual art to express ideas about the importance of place from their learned knowledge based on researching the national anthem of one country. Posters should include the following elements:

- composer- lyrics (and writer, if different from composer)- traditional and/or modern instrumentation- brief history (e.g. when was the current national

anthem composed and were there other national anthems in the past?)

- grade appropriate music analysis; specifically the use of tension and resolution in music.

Further, as students work on their poster they should consider how the place they have researched influenced the song and what influence that song has on the place it was composed for.

After introducing the lesson and assignment, assign each student a country. To make the assigning somewhat spontaneous, consider placing the name of each country in an unmarked envelope and having students pick one from a pile. If the class size is very large, consider having students work in small groups rather than independently.

Preview and then consider sharing the following resources with your students to aid them in their research:http://en.wikipedia.org/wiki/List_of_national_anthemshttp://www.nationalanthemsnow.com/

OutlineMusical Elements:music historymusic analysis

Objectives:Introduce students to national anthems from several countries.

Improve research and public speaking skills.

Students as teachers, sharing what they learn.

Activities:Listening, research, public speaking, visual art in poster creation, music analysis.

Useful Vocabulary:Anthem, geography, history, instrumentation, tempo, music analysis, tension, resolution.

You will need:Internet/Computer access for students who don't have this at home.

CD Player or computer to play the anthems.

Optional:- Encyclopedias- Poster Supplies

If it is not possible to give class time to research and poster creation, give students a date for the class presentations. Each student should be allowed five minutes to present, in addition to playing one version of the national anthem from country they researched. If possible, display the finished posters somewhere in the school for other students to see.

Consider asking a few students if you may keep their posters, to use as examples of good work for future students.

CP7.8 Creative/ProductiveOutcomeInvestigate and manipulate elements of music and principles of composition including tension and resolution.

Indicators(c) Identify tension and resolution in [...] the music of others, and analyze how it is achieved.

CP7.10 Creative/ProductiveOutcomeCreate visual art works that express ideas about the importance of place (e.g., relationship to the land, local geology, region, urban/ rural landscapes, and environment).

Indicators(e) Demonstrate awareness that artists (musicians) are observant of their environment and often express ideas about the role and representation of place in their work.(f) Recognize that visual art is a means of personal exploration and communication, and appreciate the importance of visual expression. Through their posters, students will use visual art to communicate what they have learned.

CR7.1 Critical/ResponsiveOutcomeRespond to professional dance, drama, music, and visual art works using analysis, personal interpretation, and research.

Indicators(a) Describe, analyze, and interpret dance, drama, music, and visual art works.(c) Conduct research into the contexts within which selected arts expressions were created, and present findings in innovative ways (e.g., unique posters).

Outcomes & Indicators

CR7.2 Critical/ResponsiveOutcomeInvestigate and identify ways that the arts can communicate a sense of place.

Indicators(b) Research, using the Internet and other sources, to investigate how some professional artists express a sense of place in their work.(c)Share research findings or documentation (posters) with others.

CH7.1 Cultural/HistoricalOutcomeInvestigate how artists’ relationship to place may be reflected in their work.

Indicators(b)Describe ways that an artist’s place might be a source of inspiration in different

arts disciplines.

Assessment for this lesson will be graded based on the following Performance Assessment Rating Scale, which is intended for use with students working independently. This Performance Assessment Rating Scale is designed to simplify the grading process; in that the five elements have four levels (or potential marks) each, for a combined total out of twenty.

InformationLevel 4: The student's poster includes an exceptional quality of information from each of the five elements in this lesson outline and demonstrates a level of research and music analysis that exceeds expectations.Level 3: The student's poster includes an adequate quality of information from each of the five elements in this lesson outline and demonstrates a level of research and music analysis that meets expectations.Level 2: The student's poster includes a minimal amount of information on fewer then four of the five elements in this lesson outline and demonstrates an amount of research and music analysis that does not meet expectations.Level 1: The student's poster includes an inadequate amount of information and demonstrates little to no research and/or music analysis.

Assessment

Visual DesignLevel 4: The student conveys information and ideas in creative way that is not cluttered, exceeds expectations and demonstrates effort to improve on past abilities.Level 3: The student conveys information and ideas in a creative way way with that meets expectations.Level 2: The student’s information and ideas are conveyed in a cluttered way but demonstrates effort to improve on past abilities.Level 1: The student conveys little or no effort in displaying information and ideas.

Public SpeakingLevel 4: The student speaks clearly and enthusiastically in a way that engages the other students in their presentation, demonstrates a clear understanding of tension and resolution in music, uses grade appropriate musical analysis vocabulary, utilizes time well, includes interesting facts and demonstrates outstanding effort to improve on past abilities.Level 3: The student speaks clearly, utilizes time well, conveys understanding of tension and resolution in music and demonstrates a small effort to improve on past abilities.Level 2: The student demonstrates an effort to improve on past abilities and meets the time expectation for their presentation.Level 1: The student mumbles and demonstrates an unwillingness to complete the assignment.

Song SelectionLevel 4: The student selects two or more versions of the anthem that they researched and conveys a good thought process for their selections.Level 3: The student conveys a good thought process for their selection of a version of the anthem they researched.Level 2: The student selects an acceptable version of the anthem they researched but it is unclear if they listened to more than one version.Level 1: The student has not selected a version of the anthem to share with the class.

Time UseLevel 4: The student demonstrates excellent time management skills both in their finished poster and in their presentation and conveys engagement during other student’s presentations.Level 3: The student demonstrates good time management skills both in their finished poster and in their presentation.Level 2: The student demonstrates acceptable time management skills either in their finished poster and in their presentation, but not both.Level 1: The student’s presentation suggest that very little time was devoted the assignment and their poster appears very rushed or sloppy.