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Ohio Standards Connection Fine Arts Music Connections, Relationships, and Applications Benchmark C Identify various ways music affects their lives. Indicator 5 Identify various uses of music in their daily experiences. Fine Arts Music Connections, Relationships, and Applications Benchmark A Compare and contrast common terms used in and for the interpretation of music and other arts discipline. Indicator 2 Describe how roles of creators, performers and others involved in music are similar to or different from those in other art forms. Interdisciplinary Connections Fine Arts Connections, Relationships and Applications
Lesson Summary: This lesson is designed to be part of a unit integrating music, science, mathematics, visual art, drama-theatre and English language arts. In this particular lesson, students write advertising jingle lyrics in English language arts or music class and compose the music for their jingles in music class to market original products that they create in science class. They can use the jingles in commercials that they create in drama class and design packages for their products in art class. The packages can be used to figure surface area in mathematics. Finally, students write fourparagraph essays in English language arts to compare and contrast the roles they assumed throughout the lesson. Estimated Duration of Unit: 20 40-minute class periods
Commentary: The music, English language arts and visual art lessons are included in this document. The science, mathematics and drama-theater lessons can be found in the IMS Model Curricula for each area under the following titles: IMS (Model Curricula in Science), Products to Solve a Problem IMS (Model Curricula in Mathematics), Using Nets to Find Surface Area IMS (Model Curricula in Drama-Theater), Persuading by Design The music portion of this lesson can be taught alone without the science, math, drama-theater and art benchmarks. Also, music benchmark A, indicator two, the comparison of the arts, will not be completed if the lesson is done in music only. See Attachment G, Unit Daily Planner, for a complete calendar of this unit. Estimated Duration of Music Lesson Only: Seven 40minute class periods.
Pre-Assessment: English Language Arts Give students a new product to consider; for example, electric ear muffs. Have each student write a paper containing these points: Explain the purpose of the new product; Determine who might buy such a product; Present plans for marketing the product to the identified consumers; create a need for the product and present reasons why people should buy it; Brainstorm ways to reach the targeted consumers through a marketing plan. Science, Math and Drama-Theater Science, Products to Solve Problems Math, Using Nets to Find Surface Area Drama-Theater, Persuading by Design The science, math and drama-theater lessons have their own pre-assessments. Find these three lessons on IMS (Model Curricula), Lesson Plans, Content Area: Science, Mathematics or Arts-Drama-Theater. Music In a whole-class discussion, ask students if they know what an advertising jingle is. Have students share their favorite jingles. Have students complete Attachment A, Jingle PreAssessment, at home. Using Attachment B, Pre-Assessment Discussion Topics, discuss the results for the pre-assessment. Have students take notes during the discussion so they can refer to them when they write their jingles. Art In art class, discuss the differences between twodimensional and three-dimensional artworks. Show students examples of both.
Scoring Guidelines: English Language Arts Assess the students marketing papers using Attachment F, Holistic Rubric for the Ohio Graduation Test, or any other writing rubric. Hand the papers back, then, have the class discuss the various jobs of people who work to market new products to the public. Science, Math and Drama-Theater The science, math and drama-theater lessons in this unit have their own scoring guidelines. See Products to Solve Problems in science, Using Nets to Find Surface Area in math and Persuading by Design in arts-drama-theater. Music Review student responses to determine what they know about jingles and the jobs represented in producing a commercial. Although there are no formal scoring guidelines for Attachment A, Jingle Pre-Assessment, see Attachment B, Pre-Assessment Discussion Topics, for desired responses and discussion points. Carefully observe each student to ensure that all students are participating in the discussion. Art Ensure that all students participate in the discussion and can explain two-dimensional and three-dimensional concepts orally, visually or in writing. Post-Assessment: English Language Arts Students write lyrics for an original jingle. Students write descriptions for each fine arts job performed such as a composer in music, a director or producer in drama and a designer in art. Students should compare and contrast all three jobs in a four-paragraph essay
keyboards or other pitched instruments, cardboard, tag board, markers, colored pencils, scissors pencil, staff paper, notebook paper, keyboard or other pitched instrument, cardboard or tag board, markers, colored pencils, scissors
Vocabulary: * Term in the Fine Arts Academic Content Standards Music Glossary accompaniment * invented notation icons or symbols that represent the music; notation looks like the music sounds jingle an advertising slogan set to an engaging melody lyrics the words to the jingle melody * net a two-dimensional representation of a three-dimensional object that, when folded, creates the three-dimensional object Technology Connections: Standard 1 Nature of Technology Benchmark A Analyze information relative to the characteristics of technology and apply in a practical setting. Grade 8 Indicator 3 Formulate how a demand for a product may be created through marketing and advertising (e.g., marketing personal computers, music and game devices). 9
Indicator 4
Guideline: Media Literacy Benchmark B Analyze various combinations of media components and production techniques used to create and construct media communications for specific audiences and purposes. Indicator 2 Assess the use and relationship between various multimedia components, production techniques and medium formats chosen to alter fact and data and develop persuasive key viewpoints for specific listeners and viewers based on age, gender, ethnicity, geography and social economics.
Research Connections: Deasy, Richard J. Critical Links: Learning in the Arts and Student Academic and Social Development. Washington D.C.: Arts Education Partnership, 2002. Attachments: Attachment A, Jingle Pre-Assessment Attachment B, Pre-Assessment Discussion Topics Attachment C, Worksheet for Lyric Development Attachment D, Rubric for Original Jingle Assessment Attachment E, Rubric for Product Packaging Assessment Attachment F, Holistic Rubric for the Ohio Graduation Test Attachment G, Unit Daily Planner: Unit-at-a-Glance
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Advanced (4) Lyrics are extremely catchy, describe the product well and are simple. Contains three or more qualities of an effective jingle: short, catchy, simple or repetitive. Relates very well to melody; extreme musicality. Extremely cohesive; all parts interrelate very well.
Competent (3) Lyrics are catchy, describe the product and are simple.
Apprentice (2) Lyrics are somewhat catchy and simple, but lack some product description. Contains one quality of an effective jingle: short, catchy, simple or repetitive. Somewhat relates to melody; adequate musicality. Somewhat cohesive; parts interrelate somewhat.
Novice (1) Lyrics are not catchy, lack product description and are not simple. Lacks the qualities of an effective jingle: short, catchy, simple or repetitive.
Comments
Lyrics
Melody
Contains two qualities of an effective jingle: short, catchy, simple or repetitive. Relates to melody; good musicality
Accompaniment
Does not relate to melody and lacks musicality. Lacks cohesion; parts do not interrelate.
Overall Effectiveness
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Advanced (4) Excellent ideas which apply to the task. Used excellent skill in handling the materials. Was extremely fluid and flexible in presenting new and original ideas. Excellent involvement and motivation
Apprentice (2) Ideas somewhat apply to the task. Used some skill in handling the materials.
Novice (1) Ideas do not apply to the task. Lacked skill in handling the materials.
Comments
Design Concept
Craftsmanship
Used adequate skill in handling the materials. Was fluid and flexible in presenting new and original ideas.
Creativity
Effort
Was somewhat fluid and flexible in presenting new and original ideas. Some involvement and motivation Somewhat cohesive with adequate visual effects; parts interrelate somewhat.
Was not fluid and flexible in presenting new and original ideas. Lack of involvement and motivation Lacks cohesion; has inadequate visual effects; parts do not interrelate.
Overall Effect
Extremely Cohesive cohesive with striking with striking visual visual effects; parts effects; parts interrelate interrelate well. well.
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5 This is an excellent piece of writing. The prompt is directly addressed and the response is clearly adapted to audience and purpose. It is very well-developed, containing strong ideas, examples and details. The response, using a clearly evident organizational plan, engages the reader with a unified and coherent sequence and structure of ideas. The response typically uses a variety of sentence structures, effective word choices and an engaging style. 4 This is an effective piece of writing. While the prompt is addressed and the response adapts to audience and purpose, there are occasional inconsistencies in the responses overall plan. The response is well-developed, containing effective ideas, examples and details. The response, using a good organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response often uses a variety of sentence structures, appropriate word choices and an effective style. This is an adequate piece of writing. While the prompt is generally addressed and the response shows an awareness of audience and purpose, there are inconsistencies in the responses overall plan. Although the response contains ideas, examples and details, they are repetitive, unevenly developed and occasionally inappropriate. The response, using an acceptable organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response occasionally uses a variety of sentence structures, appropriate word choices and an effective style. This is a marginal piece of writing. While an attempt is made to address the prompt, the response shows, at best, an inconsistent awareness of audience and purpose. When ideas, examples and details are present, they are frequently repetitive, unevenly developed and occasionally inappropriate. The response, using a limited organizational plan, does not present the reader with a generally unified and coherent sequence and structure of ideas. The response is exemplified by noticeable lapses in sentence structure, use of appropriate word choices and a clear, readable style.
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