Northern and Southern India
These State standards for music will be focused on over the next five lessons.
Content Standard 4 Music Grades 6 and 8
Students create a rhythmic accompaniment which reflects a particular
mood and style of music that authentically using midi technology.
Students may incorporate audio samples of indigenous music in the
final product.(Possible software includes:ACID, Garage Band, Sound Forge)
Standard 4 a,c
Content Standard 6:
Students will listen to,describe and analyze music
Performance Standards:
a.(continues from previous level)identify simple music forms when presented aurally
b.Describe specific music events in a given aural example, using appropriate terminology
c.Analyze the uses of elements of music in aural examples representing diverse genres and cultures
e.(continues from previous level)identify the sounds of a variety of instruments,including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices
Content Standard 7:
Students will evaluate music and music performances
Performance Standards:
a.Develop criteria for evaluation the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.
4 Content Standard 8:
Students will make connections between music, other disciplines and daily life
Performance Standards:
a.Compare in two or more arts how the characteristic materials of each art (that is,sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre)can be used to transform similar events, scenes ,emotions or ideas into works of
art.
b.Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.
c.Identify a variety of music-related careers.
Content Standard 9:
Students will understand music in relation to history and culture.
Performance Standards:
a.(continues from previous level)identify by genre or style aural examples of music from various historical periods and cultures.
b.Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
c.Classify by genre and style (and if applicable,by historical period,composer and title)a varied body of exemplary (that is,high-
quality and characteristic)musical works,and explain the characteristics that cause each work to be considered exemplary.
d.(continues from previous level)identify various uses of music in their daily experiences and describe characteristic that make certain
music suitable for each use.
e.Compare,in several cultures of the world,functions music serves,role of musicians,and conditions under which music is typically
performed.
OBJECTIVE(S):
The students will
Be exposed to unique musical styles.
Use various media to record their initial impressions of the music.
Will share their projects within small groups of 4 to 5 students.
MATERIALS:
Examples of Northern and Southern Classical Indian Music:
these could be acquired on a CD that accompanies a terrific textbook called Excursions in World Music: Second Edition by Nettl et.al or from various links on the internet. *See bibliography and links at bottom of page.*
Paper (lined and drawing), pencils, pens, and anything the students need to express their impressions of the music.
PROCEDURE:
1. Begin by playing the two musical examples. Do not tell the students anything but to listen. Their questions will be answered the next day.
2. Instruct the students to use any form of media they desire (writing or typing on laptops, drawing, sculpting, dance, etc.) to create a representation of their impressions of one of the examples.
3. Repeat the two examples over and over. It is very important to announce when the examples change and what example 1 or 2 is now playing.
4. When they are finished, allow them to form groups of 4yo 5 students and share their projects.
ASSESSMENT:
To succeed the students will have to
Create a representation of their impression.
Explain what about the music made them do/feel what they did.
LESSON 2: Northern and Southern Classical Indian Music Powerpoint
OBJECTIVE(S):
The students will
Identify some key differences between Western and Indian music.
Identify some key differences between Northern and Southern Indian music.
Use the internet to research audio.
Record a URL.
Provide a classification for the music of Ravi Shankar.
MATERIALS:
Download the Powerpoint presentation.
The musical examples from the introduction.
PROCEDURE:
1. Share the Powerpoint presentation with the students. During the presentation play the musical examples from the day before. Have the students listen for the differences between Northern and Southern Indian music.
2. Ask, What makes these good examples of Northern and Southern Indian music?
3. At the end of the slideshow, you will see Ravi Shankar, a famous Indian musician. Have the students go in groups on the internet to find examples of his music. They should record the URL to share with the class.
4. Instruct the groups to prepare arguments for whether he plays the Northern or Southern style of Indian music.
ASSESSMENT:
The students will succeed if they
Provide logical arguments as to why the musical examples were chosen.
Locate and record a URL where Ravi Shankars music can be heard.
Provide logical arguments for classification of Shankars music.
LESSON 3: Is it Northern or Southern?
OBJECTIVE(S):
The students will
Listen to familiar and unfamiliar musical examples and classify them as if they were Northern or Southern Indian classical music.
Rationalize their decisions.
MATERIALS:
The musical examples from the first two lessons.
New Northern and Southern Classical Indian music examples. *Follow the links at the bottom of the page for many examples.*
Modern music the students listen to or recognize.
PROCEDURE:
1. Divide the class into three to four groups.
2. Each group will get to here a musical example chosen at random to classify.
If the group can provide logical reasoning for whether it would be Northern or Southern Indian music, they get a point.
If they cannot, the next group will get a chance to and so on.
ASSESSMENT:
The students will succeed if
They contribute to the groups discussion.
Their rationale is correct more than it is incorrect.
LESSON 4: Making Classical Indian Music
OBJECTIVE(S):
The students will
Use a midi sequencer to create music in either a Northern or Southern Classical Indian style.
Prepare a statement as to why they chose to make their music they way they did.
MATERIALS:
Garage Band (or other midi sequencer)
Internet access for added musical samples
PROCEDURE:
1. Students will break up into small groups of 2 to 3 to create a short musical piece using a midi sequencer.
2. They will create their piece in either the Northern or Southern style of Classical Indian music using loops and instruments in the program.
3. (Optional)The students can download loops or musical examples (that do not break copyright laws) to include in their songs.
4. The group will write a short statement as to why they created the song they did.
ASSESSMENT:
The students will succeed if
They create a song in the midi sequencer.
They provide a logical argument for their song being Northern or Southern style Indian music.
LESSON 5: The Big Concert
OBJECTIVE(S):
The students will
Play the musical examples they created the day before.
Present their logic for creating the song they way they did.
Use a rubric to assess the other groups presentation.
MATERIALS:
This rubric.
A sound system loud enough to play the class' musical compositions.
PROCEDURE:
1. Pass out the rubrics to every student. Check to make sure they understand it.
2. Pull the groups out of a hat to decide who plays their examples, then gives their logic statement, in what order.
3. Collect the rubrics.
ASSESSMENT:
Students will succeed if
Their rubric is correctly completed.
Their scoring and comments are logical.
GarageBand v2.0.2 (50). Apple Computer, Inc. (2005).
