Procedure
| Choose a subject area and concept
(non-musical) Example: Science - the flea |
| Choose a
musical subject area and concept.
Example: intervals - an octave leap |
| Write some words
in rhyme form which teach a non-musical concept Example: If I were a flea, how happy I'd be; for now, I just walk down the street. But if I were a flea, I'm much taller, you see - my hop would be 600 feet! (This uses the concept that a flea can jump about 200 times its own body height. You
would continue the song with other facts or characteristics about the flea.)
Note: The example above would be only one verse of the
entire song, which would include other verses to teach various
content about the flea. Be sure that your content includes
real learning. For example, if my song just included content
about the flea hopping around, it really wouldn't qualify as
cross-curricular. Work with your content area to teach
valuable information. |
| Write an original melody for your rhyme which incorporates your chosen musical concept or concepts (do not use the tune to another song) For example, your melody could contain an octave leap at "my hop." Or, you might continue the next line as a chorus My hop, my hop, my hop would be hard to beat. My hop, my hop, my hop would be 600 feet.
You could take the opportunity to use your octave skip on the first "my hop" (do to do) and maybe a skip of a 5th on the second one (do to sol). There are many possibilities. |
| Include an accompaniment, either scored, or as fake sheet chords. If using chords, use a standard lead sheet format. Remember, it need not be harmonically complex. Tonic, dominant and subdominant chords will suffice. Just be sure that it can be reproduced by someone other than you in the future.
Include an introduction. | | Now ask yourself the following questions: Is the melody simple enough for children to learn relatively easily? Is it too high/too low? Is the range too wide? Is there enough repetition of melody and rhythm for it to be easily remembered? Do the words flow according to their accented syllables
(avoid syllable mismatch)?
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Is there a definite and accurate rhyme scheme? Do you have enough chord changes to avoid unnecessary dissonance?
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Will the song help the students to remember something
significant?
| | Use a notation program to score your composition, such as Finale, Sibelius,
or a music notation app (nothing can be hand-written) Include a title Designate yourself as composer Under the title, list the subject integration concept (both the subject area and the specific lesson focus and the musical concept which can be taught through your song) I cannot grade the musical concept if I don't know what it is
intended to be!
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Also include the specific grade level the song is written
for (1st grade, 5th grade, etc.; do not give me a range) Indicate tempo and dynamics Make sure you delete any extra measures at the end. This should look like a publishable score. The lyrics should be added to your score,
not separate from the music. If more than one verse, all
should go under the melody line to ensure that each verse of lyrics
fits the melody. Scale your score down to fit on
a single page or 2 if possible. Use first and second endings
where appropriate. If it requires 2 or more pages, format the pages evenly. Instructions are included on the Finale Page
if you are using Finale.
Finale Page If you are using Finale for notation, this page may be useful to you. This is the page I use to teach undergraduate students how to use Finale and it has lots of useful information, like how to add lyrics to your score.
| | Record your song
Record a YouTube video that you can share with me and your
classmates. Here are some options to choose from:
- Use your phone and record yourself singing and playing
the accompaniment simultaneously
- Make a recording of the accompaniment first. If you are a newby, try
Audacity.
It's free and easy to use. Then play the recording while
singing the lyrics when making your YouTube video.
- Use one of the options above and have one or more of
your own children (and maybe their friends) to sing the
song. You can sing along, too.
- If you teach children, your class can sing the song.
This is the most authentic solution! If
you need to avoid videoing the children, you can keep the
camera on yourself.
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| Upload your recording to
YouTube
After the creation of the video, upload to YouTube. The privacy setting
will be your choice. The assignment submission will be a YouTube link
that you can post in Assignment #8 and share with your classmates in
Discussion #8.
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Examples of musical concepts to teach: Here are some ideas for musical elements to emphasize. You can probably think of others. steps/leaps road map (repeat signs, etc.) form (rondo, ABA, strophic, etc.) syncopation dotted rhythms intervals (the sound, like a 5th or an octave) dynamics phrases high/low meter (duple/triple, simple/compound) movement (waltz, march) note values (eighth notes, for example) scales (minor scales, for example) consonance/dissonance tempo blue notes harmony creative movement steady beat musical style (a particular type) breath control (singing longer phrases) increasing vocal range diction conducting key signatures pitch matching PSP (posture) melodic direction pickup notes partner songs (singing 2 parts) canons and rounds accents repetition and variation sequences scat singing themes
Examples of Subject Integration Concepts Here are some ideas for subject integration. Feel free to use any of these or one of your own choosing. The possibilities are endless! Please do not use a list (days of the week, the planets, etc.) unless you can also incorporate a traditional
and accurate rhyme scheme. Any natural element (rain, wind, snow, sun, moon,
rocks, trees, plants, water) Colors which mix together to make other colors Any animal, insect, bird, etc.;
groups (dinosaurs, hibernators, marsupials) Language elements (nouns, verbs, alliteration, definitions) Math concepts (times tables, prime numbers) Cities, capitols, countries, continents
(make sure you can make your phrases rhyme) Discoveries, inventions Discoverers, inventors
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Famous people (leaders, heroes, presidents, artists, musicians;
anyone they need to learn about) Natural laws (gravity, perpetual motion) Rules or laws (Bill of Rights, Smokey Bear stuff) How to . . . (instructions for a dance, how to blow glass, pan for gold)
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Health lesson (dangers of smoking, food pyramid)
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Stories (song of story of Paul Bunyan, Tom Sawyer, Ann Frank)
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Social issues (tolerance, prejudice, recycling)
IMPORTANT
Please note the following that have caused students to make lower
grades than they were expecting:
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There must be a rhyme scheme in your song!
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Make sure that you match accented syllables and important words
to strong beats in your measure. For example, "a" and "the" are
"pick-up words," and should probably not be placed on beat 1 of
the measure. Also, identify the accented syllable of a
multi-syllable word and make sure that syllable is on a strong
beat (beat 1 or 3 in a 4/4 measure). For example, if you used
the word, "invention" beginning on beat 1 with 2 eighth notes
and a quarter note, the second syllable of the word that should
be accented, would fall on the "and of one" which would cause a
mismatch.
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Be sure that your song
teaches something! Try to be more specific than just urging good decisions, kind words, or a reminder to brush your teeth.
Find content that might be difficult to remember or understand
without the use of your song. Don't make it too simple. Give
your students some credit. Here is an example of a song that
teaches the concept of taxonomy
TAXONOMY
Grading Rubric |
Criteria | Cross-Curricular Composition Rubric Performance Indicators | Missing | Failing | Below standard | Acceptable | Good | Excellent | Content What does it teach? Music element Cross-curricular subject Usability K-5 | No score to grade | Both content areas lack substance | One content area lacks substance | Acceptable treatment of both content areas | Good treatment of both content areas | Excellent treatment of both content areas | | 0 points | 24 points | 28 points | 32 points | 36 points | 40 points | Mechanics Does it work? Lyrics, rhyming Syllabic emphasis Harmony, accompaniment Melody, singability Range, difficulty, dissonance | No score to grade | Unacceptable use of mechanics | Many errors in mechanics | Several errors in mechanics | Minimal errors in mechanics | No errors in mechanics | | 0 points | 24 points | 28 points | 32 points | 36 points | 40 points | Formatting How does it look? Tempo and dynamics Composer, instrumentation, title No extra measures or staves Balanced lines | No score to grade | Unacceptable formatting | Many errors in formatting | Several errors in formatting | Minimal errors in formatting | No errors in formatting | | 0 points | 12 points | 14 points | 16 points | 18 points | 20 points | | | | | | | | Total points | 0 | 60 | 70 | 80 | 90 | 100 |
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