Music - Respond
Lesson Parts 1–4 An Artist’s Critique Podcast
An Artist’s Critique Podcast
Lesson Part 1
This is Part 1 of a 4-part lesson series unpacking the National Art Standards to move students through each of the Responding standards within a 30-minute time frame per class period.
Music: Responding – Over the next four lessons, students will use Soundtrap to brainstorm, create, produce, and revise podcast episodes focused on evaluating and interpreting music from various cultures and time periods. The goal is for each group to create at least one episode to contribute to the whole class podcast. Students will create evaluation criteria, which will be used to evaluate and analyze the various works. Students will host discussions to analyze the chosen pieces. Each podcast episode will have clips of music added by students in grades 6–12. This is a possible accelerator for grades 3–5. KEY OBJECTIVES –– Students will use the Soundtrap studio to explore,create, and share their critique and analysis ofa variety of works with a broader audience. KEY TERMS –– metronome –– synth –– loop(s) SUGGESTED STANDARDS National Music Standards Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work. ISTE Knowledge Constructor: –– 3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. –– 3c - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. –– 3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
ESSENTIAL QUESTIONS –– What do I need to know in order to successfully evaluate and analyze various pieces of music? –– How will I effectively communicate my analysis of these works? –– How does my previous exposure or my previous perceptions impact my analysis of the music? –– Why is it important to interpret what artists are trying to convey in their work? WHAT YOU NEED –– Individual devices and Soundtrap accounts per student. –– Students may need something to write with (pen/pencil and paper) or digital notes. –– Chart paper if recording student responses in-person; Jamboard or Google Doc if recording digitally. –– Prior to the lesson, identify a variety of artists/ stations (instrumental, experimental, indie, pop, etc.) in Spotify for students to explore and make connections across genres to use as the lesson hook. –– Have a rubric prepared or co-create one with students so they have clear objectives and expectations for the work.
CASEL Social-awareness - Demonstrating empathy and compassion
Let us know how it goes! Use the hashtags #teachwithsoundtrap and #soundtrapmusic to celebrate student work and connect with others using the lessons.
An Artist’s Critique Podcast LESSON STRUCTURE Environment Remote - Asynchronous –– Create a sample in Soundtrap that models a voice recording. This could be posted using iorad, Loom, Flipgrid, or Screencastify. –– Post recordings, rubric, and objectives for students to view before completing the following lesson. –– Pair students for feedback rounds to meet synchronously. –– Consider asking students to listen to at least two other peers’ work and leave comments in LMS (e.g. Google Classroom). Classroom –– Follow the lesson outline as written below. WHOLE GROUP INSTRUCTION (25 minutes) 1. As students enter the space, have a playlist of Spotify artists from a variety of genres and play a sample of their different songs. Consider samples from across genres that meet target standards and relate to students’ interests. (5-8 minutes) 2. Follow up the songs with the Essential Questions or reflection questions such as: aa What did you hear across the songs we sampled? What stood out to you? bb How did the various songs make you feel? cc Share that the goal of the lessons is to create a podcast where students will share their analysis of a variety of music. Ask students how they might best create or decide on criteria that each podcast team can use effectively. Record their responses into a Google Docs table or Campus template. dd What do you need to know in order to be successful with this work? Option: record student responses to questions above and refer back to them as they are answered or addressed. BREAKOUT ACTIVITY (15+ minutes) 3. Students break into smaller groups (or Zoom breakout rooms) of 3-4 peers and discuss what criteria should be included on the rubric. aa It may be necessary to have exemplar rubrics, critics reviews, or model criteria to get students started. bb (Optional) Allow student groups to add criteria to the class rubric to be reviewed as a whole group.
Lesson Part 1
Suggested brainstorming activity: Collective Brainstorming or Chalk Talk with a prompt such as, “What criteria is most important for analyzing music?” (Modify or adjust as needed). WHOLE GROUP INSTRUCTION (10+ minutes) 4. After students have time to meet in their small groups, bring them back together to either: aa share their criteria for analysis and type it into the whole group rubric. bb review what each group typed into the class rubric and decide on which criteria to keep or adjust accordingly. REFLECTION (2 minutes) Why is it important to interpret what artists are trying to convey in their work? EXIT TICKET (1 minute) Students submit their reflections via preferred method (e.g. LMS). ACCOMMODATIONS –– Whole Group Instruction: Allow students think-time to brainstorm how they would answer each essential question. Provide students with a sheet of paper that lists the essential questions, and has space where they can write down some possible reactions to the questions. –– Breakout Activity: Purposefully group students in homogenous groups based on skill level. For students in the lower groups, provide a model rubric for them to use as an example. If creating their own rubric still seems too challenging of a task, provide a rubric and have the students critique it. They can take away or add categories as they see fit. It is suggested that the teacher provide an example of how to critique the rubric before letting them do this on their own. –– Give students a preview of what they will discuss during Whole Group Instruction. Provide the questions and allow them time to brainstorm on possible answers. –– Reflection: Provide sentence stems to students in order to jump start their response. –– Preview vocabulary words. ACCELERATORS –– Encourage students to create their own loops and/or musical compositions to add to their work. CITATION https://learn.k20center.ou.edu/strategy/111 https://www.schoolreforminitiative.org/download/ chalk-talk/
Let us know how it goes! Use the hashtags #teachwithsoundtrap and #soundtrapmusic to celebrate student work and connect with others using the lessons.
An Artist’s Critique Podcast
Lesson Part 2
This is Part 2 of a 4-part lesson series unpacking the National Art Standards to move students through each of the Responding standards within a 30-minute time frame per class period.
Music: Responding – Over the next four lessons, students will use Soundtrap to brainstorm, create, produce, and revise podcast episodes focused on evaluating and interpreting music from various cultures and time periods. The goal is for each group to create at least one episode to contribute to the whole class podcast. Students will create evaluation criteria, which will be used to evaluate and analyze the various works. Students will host discussions to analyze the chosen pieces. Each podcast episode will have clips of music added by students in grades 6–12. This is a possible accelerator for grades 3–5.
KEY OBJECTIVES –– Students will use the Soundtrap studio to explore, create, and share their critique and analysis of a variety of works with a broader audience. KEY TERMS –– metronome –– synth –– loop(s) SUGGESTED STANDARDS National Music Standards Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work. ISTE Knowledge Constructor: –– 3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. –– 3c - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. –– 3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
ESSENTIAL QUESTIONS –– What do I need to know in order to successfully evaluate and analyze various pieces of music? –– How will I effectively communicate my analysis of these works? –– How does my previous exposure or my previous perceptions impact my analysis of the music? –– Why is it important to interpret what artists are trying to convey in their work? WHAT YOU NEED –– Individual devices and Soundtrap accounts per student. –– Students may need something to write with (pen/pencil and paper) or digital notes. –– Chart paper if recording student responses in-person; Jamboard or Google Doc if recording digitally. –– (Optional) A list of songs for students to utilize during the lesson. This may be helpful if there are time constraints. –– Have a rubric prepared or co-create one with students so they have clear objectives and expectations for the work.
CASEL Social-awareness - Demonstrating empathy and compassion
Let us know how it goes! Use the hashtags #teachwithsoundtrap and #soundtrapmusic to celebrate student work and connect with others using the lessons.
An Artist’s Critique Podcast LESSON STRUCTURE Environment Remote - Asynchronous –– Create a sample in Soundtrap that models a voice recording. This could be posted using iorad, Loom, Flipgrid, or Screencastify. –– Post recordings, rubric, and any objectives for students to view before completing the following lesson. –– Pair students for feedback rounds to meet synchronously. –– Consider asking students to listen to at least two other peers’ work and leave comments in LMS (e.g. Flipgrid or SeeSaw). Classroom –– Follow the lesson outline as written below. WHOLE GROUP INSTRUCTION (10+ minutes) 1. As students settle into the space, share the essential questions and goal for this session: aa Essential questions: –– How does my previous exposure or previous perceptions impact my analysis of the music? –– Why is it important to interpret what artists are trying to convey in their work? bb Goal: to practice analyzing pieces of music using the rubric created in the previous session. 2. Review student reflections and/or questions from the previous session and tailor the whole group mini-lesson and/or modeling as necessary. BREAKOUT ACTIVITY (15+ minutes) 3. Students break into their small groups (or Zoom breakout rooms) of 3-4 peers and choose the pieces they will be analyzing. They individually begin to analyze the chosen pieces with the rubric created in Session 1. After analyzing each piece, students should come back together and compare their analysis noting similarities and differences and making connections as to why their analyses may have varied. If teaching in a hybrid/blended learning environment, consider pairing 1-2 in-person peers with 1-2 remote peers when forming groups. 4. Time permitting, students begin recording their podcast episodes.
Lesson Part 2
WHOLE GROUP INSTRUCTION (10+ minutes) 5. After students have had time to meet in their small groups, bring them back together to discuss how the rubric worked impacted their analysis. What did they notice? What was difficult about the task? Does agreed upon criteria on work well enough to keep or should any be adjustments be made? REFLECTION (2 minutes) What is one celebration from today’s work? What is something that is still challenging? EXIT TICKET (1 minute) Students submit their reflections via preferred method (e.g. LMS). ACCOMMODATIONS –– Whole Group Instruction 1: Have the essential questions and goals written out for all students to see. For students that need more guidance, print off their own copy that they can keep throughout the lesson. –– Breakout Activity: Purposefully group students into homogeneous groups based on skill level. For students in the lower groups, provide guiding questions to help them begin analyzing each piece. –– Provide a graphic organizer where students can record the similarities and differences between different groups’ analyses. –– For students who need extended time on assignments allow them to analyze 1–2 pieces instead of 3 or more pieces. –– Whole Group Instruction 2: Allow students think-time to brainstorm how they will answer each question. Provide students with the questions and allow them a space to record their thoughts and answers. –– Reflection: Present the two questions separately (numbers 1 and 2) and provide sentence stems in order to jumpstart their thinking. ACCELERATORS –– Encourage students to create their own loops and/or musical compositions to add to their work. CITATION 1) https://learn.k20center.ou.edu/strategy/111 2) https://www.schoolreforminitiative.org/download/ chalk-talk/
Let us know how it goes! Use the hashtags #teachwithsoundtrap and #soundtrapmusic to celebrate student work and connect with others using the lessons.
An Artist’s Critique Podcast
Lesson Part 3
This is Part 3 of a 4-part lesson series unpacking the National Art Standards to move students through each of the Responding standards within a 30-minute time frame per class period.
Music: Responding – Over the next four lessons, students will use Soundtrap to brainstorm, create, produce, and revise podcast episodes focused on evaluating and interpreting music from various cultures and time periods. The goal is for each group to create at least one episode to contribute to the whole class podcast. Students will create evaluation criteria with which criteria, which will be used to evaluate and analyze the various works. Students will host discussions to analyze the chosen pieces. Each podcast episode will have clips of music added by students in grades 6–12. This is a possible accelerator for grades 3–5. KEY OBJECTIVES –– Students will use the Soundtrap studio to explore, create, and share their critique and analysis of a variety of works with a broader audience. KEY TERMS –– metronome –– synth –– loop(s) SUGGESTED STANDARDS National Music Standards Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work. ISTE Knowledge Constructor: –– 3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. –– 3c - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. –– 3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
ESSENTIAL QUESTIONS –– What do I need to know in order to successfully evaluate and analyze various pieces of music? –– How will I effectively communicate my analysis of these works? –– How does my previous exposure or my previous perceptions impact my analysis of the music? –– Why is it important to interpret what artists are trying to convey in their work? WHAT YOU NEED –– Individual devices and Soundtrap accounts per student. –– Students may need something to write with (pen/pencil and paper) or digital notes. –– Chart paper if recording student responses in-person; Jamboard or Google Doc if recording digitally. –– (Optional) A list of songs for students to utilize during the lesson. This may be helpful if there are time constraints. –– The co-created rubric.
CASEL Social-awareness - Demonstrating empathy and compassion
Let us know how it goes! Use the hashtags #teachwithsoundtrap and #soundtrapmusic to celebrate student work and connect with others using the lessons.
An Artist’s Critique Podcast LESSON STRUCTURE Environment Remote - Asynchronous –– Create a sample in Soundtrap that models a voice recording. This could be posted using iorad, Loom, Flipgrid, or Screencastify. –– Post recordings, rubric, and objectives for students to view before completing the following lesson. –– Pair students for feedback rounds to meet synchronously. –– Consider asking students to listen to at least two other peers’ work and leave comments in LMS (e.g. Canvas or Schoology). Classroom –– Follow the lesson outline as written below. WHOLE GROUP INSTRUCTION (10+ minutes) 1. As students settle into the space, share the essential questions and goal for this session: aa Essential questions: –– How does my previous exposure or my previous perceptions impact my analysis of the music? –– How will I effectively communicate my analysis of the work? bb Goal: finish recording episodes and revise work based on peer feedback. 2. Review student reflections and/or questions from the previous session and tailor the whole group mini-lesson and/or modeling as necessary.
Lesson Part 3
ACCOMMODATIONS –– Whole Group Instruction: Have the essential questions and goals written out for all students to see. For students that need more guidance, print off their own copy that they can keep throughout the lesson. –– Breakout Activity: Provide students with a graphic organizer to provide feedback. The graphic organizer should include examples of the types of feedback given and a space to record the feedback. –– Make sure that students are focusing on both positive and constructive feedback. –– Activity: Preview vocabulary word enhancing. Provide sentence stems in order to jumpstart their thinking. ACCELERATORS Encourage students to create their own loops and/or musical compositions to add to their work.
BREAKOUT ACTIVITY (15+ minutes) 3. Students break into their small groups (or Zoom breakout rooms) Students spend 5–10 minutes finishing up their podcast episode. 4. Small groups pair up to engage in a feedback protocol around the podcast episode of musical analysis they created. 5. As time permits, students work in their small groups to revise their podcast episode according to the feedback received. Suggested feedback protocols: Fishbowl or Feedback Carousel. REFLECTION (2 minutes) At least one thing you will enhance in your work based on the feedback you received? EXIT TICKET (1 minute) Students submit their reflections via preferred method (e.g. LMS).
Let us know how it goes! Use the hashtags #teachwithsoundtrap and #soundtrapmusic to celebrate student work and connect with others using the lessons.
An Artist’s Critique Podcast
Lesson Part 4
This is Part 4 of a 4-part lesson series unpacking the National Art Standards to move students through each of the Responding standards within a 30-minute time frame per class period.
Music: Responding - Over the next four lessons, students will use Soundtrap to brainstorm, create, produce, and revise podcast episodes focused on evaluating and interpreting music from various cultures and time periods. The goal is for each group to create at least one episode to contribute to the whole class podcast. Students will create evaluation criteria, which will be used to evaluate and analyze the various works. Students will host discussions to analyze the chosen pieces. Each podcast episode will have clips of music added by students in grades 6-12. This is a possible accelerator for grades 3-5. KEY OBJECTIVES –– Students will use the Soundtrap studio to explore, create, and share their critique and analysis of a variety of works with a broader audience. KEY TERMS –– metronome –– synth –– loop(s) SUGGESTED STANDARDS National Music Standards Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work. ISTE Knowledge Constructor: –– 3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. –– 3c - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. –– 3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
ESSENTIAL QUESTIONS –– What do I need to know in order to successfully evaluate and analyze various pieces of music? –– How will I effectively communicate my analysis –– of these works? –– How does my previous exposure or my previous perceptions impact my analysis of the music? –– Why is it important to interpret what artists are trying to convey in their work? WHAT YOU NEED –– Individual devices and Soundtrap accounts per student. –– Students may need something to write with and on or type into. (pen/pencil and paper) or digital notes. –– Chart paper if recording student responses in-person; Jamboard or Google Doc if recording digitally. –– (Optional) A list of songs for students to utilize during the lesson. This may be helpful if there are time constraints. –– The co-created rubric.
CASEL Social-awareness - Demonstrating empathy and compassion
Let us know how it goes! Use the hashtags #teachwithsoundtrap and #soundtrapmusic to celebrate student work and connect with others using the lessons.
An Artist’s Critique Podcast LESSON STRUCTURE Environment Remote - Asynchronous –– Create a sample in Soundtrap that models a voice recording. This could be posted using iorad, Loom, Flipgrid, or Screencastify. –– Post recordings, rubric, and objectives for students to view before completing the following lesson. –– Pair students for feedback rounds to meet synchronously. –– Consider asking students to listen to at least two other peers’ work and leave comments in LMS (e.g. SeeSaw). Classroom –– Follow the lesson outline as written below. WHOLE GROUP INSTRUCTION (10+ minutes) 1. As students settle into the space, share the essential questions and goal for this session: aa Essential questions: –– How will I effectively communicate my analysis of the work? Lead a discussion around how they feel their episodes are clearly demonstrating a thorough analysis and communicating this effectively to the intended audience. If they need to make changes, how can they use their time today to finalize their productions? bb Goal: finish producing episodes. 2. Review student reflections and/or questions from the previous session and tailor the whole group mini-lesson and/or modeling as necessary. BREAKOUT ACTIVITY (15+ minutes) 3. Students spend 5–10 minutes finishing up their podcast episode. 4. As time permits, consider hosting a showcase carousel so students can hear at least 2-3 other episodes and provide comments to their peers.
Lesson Part 4
REFLECTION (2 minute) What is one new thing you learned as a result of your work during these four sessions? EXIT TICKET (1 minute) Students submit their reflections via preferred method (e.g. LMS) and their finished episodes. ACCOMMODATIONS –– Whole Group Instruction 1: Have the essential questions and goals written out for all students to see. For students that need more guidance, print off their own copy that they can keep throughout the lesson. –– Breakout Activity: Provide students with a graphic organizer to record feedback. The graphic organizer should include examples of the types of feedback given, and a space to record the feedback. –– Whole Group Instruction 2: Allow students think-time to consider what they may want to add to the T-chart. Some students may also benefit from being able to write their ideas down before sharing them with the class. If this is the case, provide them with the space and materials to do so. Other students may not be comfortable sharing with the class. To ensure they are still involved in the lesson, provide them with their own T-chart where they can mark their own ideas under each column. –– Reflection: Provide sentence stems in order to jumpstart their thinking. –– Remind students what they participated in, or were expected to complete over the last four sessions. ACCELERATORS –– Encourage students to produce their own podcasts based on music of their own interests.
WHOLE GROUP INSTRUCTION (5+ minutes) 5. Time permitting, consider conducting a whole group reflection on the sessions. A plus/delta protocol may be an appropriate choice. Make a t-chart on paper. On the left side, title the column “Plus” and the right column, “Delta”. Ask students what went well and record responses on the Plus column. Ask students what could be improved on and record responses under Delta.
Let us know how it goes! Use the hashtags #teachwithsoundtrap and #soundtrapmusic to celebrate student work and connect with others using the lessons.