MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts.
MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts.
MUS3.3 Notates and discusses own work and the work of others.
MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles.
Unit Overview: This unit will encourage students to create a rap about discrimination. They will be able to experiment with creating different verses that rhyme. They will watch and analyse other rappers and have the chance to perform in front of the class and receive feedback. They will be able to match as best they can their rap with a beat of their choice which they locate on Youtube. They will receive explicit teaching about how to match beats, create rhyme, gain an understanding of rap and see the importance of informing others about discrimination. This unit will tie in with Persuasion which is being studied in English in the sense that students will be encouraged to persuade others to take action.
Lesson 1 and maybe 2 depending on time: Explain to students that this term they will be writing, creating and performing (not in front of the class if they don’t want) a rap about discrimination.
T asks:
- “What is rap?”
- “Who are some famous rappers that you know about?”
Entice students to see that rap is a form of music and that it does not have to be all about swearing and illegal activity.
- “What makes a good rap?”
Encourage students to see that most good raps follow a beat that matches their rap, it is clear to understand, it doesn’t always have to be spoken super fast and that most have good rhyme.
Show video about two kids rapping. http://www.youtube.com/watch?v=g3Rf5qDuq7M
http://www.youtube.com/watch?v=w3kVMokaLzE --> girl singing
Discuss what made that a good rap, explain that their expectation is not to create something like that, but to be able to create a few verses.
As a class/grade try and create your own first verse.
E.g. Life is so unfair (what rhymes with unfair…..), Sometimes I feel like noone cares. At times I feel so alone (what rhymes with alone?) Why won’t life just throw me a bone.
Ask students to get into 3s, pairs or they can do it individually and ask them to try and write their first verse and share it back with the class. The class then gives feedback.
Explain to students that their assessment will mean that they will perform their rap in front of the teacher(s), it will be recorded and they will marked on their effort, voice tonality (in other words, don’t be monotone), their choice of beats if there is rhyme/flow and overall effort.
Students will need to work in pairs or threes from here on in and not individually.
Lesson 3:
Get students to share back what they have written and provide some feedback.
Work with students who are having difficulties.
Explain to students that they should aim to have between 3-4 verses but that their goal for this lesson is 1 or 2 verses of 4 lines.
If required, co-construct another one with the grade or with small groups that are having trouble.
Lesson 4 → 6
Ask students to share the raps they have done.
Explain that they will be required to add a beat to their rap. Show the video below and perhaps get some people to come out the front and try and get them to fit in their rap with the beats below. Provide feedback.
Students are allowed to choose their own beat, no Eminem stuff etc. Too rude.
Students continue trying to find beats. They will need to have earphone, connectors and devices for the next few lessons.
Some students may perform back to the class or T may wish to show other videos of rap to help motivate students.
Lesson 7
Students need to have their raps finished with a chosen beat by week 7 as this is the week that everyone needs to present. If students have finished earlier they could have presented in Week 6.
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