b4 Impact On Student Learning Project1

Virginia Music SOL’s
Creative Process
4.1 The student will improvise and compose music.
a) Improvise melodies and rhythms using a variety of sound sources.
b) Compose short melodic and rhythmic phrases within specified guidelines.
4.2 The student will apply a creative process for music.
a) Describe ideas for creating music as a group.
b) Describe elements of a creative process for music.
c) Reflect on the process and outcome of creating music and revise work based on peer
and teacher feedback.
Critical Thinking and Communication

4.3 The student will analyze and evaluate music.
a) Identify instruments from a variety of music ensembles both visually and aurally.
b) Distinguish between major and minor tonality.
c) Listen to, compare, and contrast music compositions from a variety of cultures and
time periods.
d) Identify elements of music through listening using music terminology.
e) Identify rondo form (ABACA).
f) Review criteria used to evaluate compositions and performances.
g) Describe performances and offer constructive feedback.
History, Culture, and Citizenship

4.7 The student will explain how music is an integral part of one’s life and community.
Innovation in the Arts

4.9 The student will identify skills learned in music class that relate to a variety of career options.
Assessment:
Students will be able to Discuss the Birth of Hip Hop
 1970’s
 Bronx, New York
 Developed by Inner city african americans, latino americans, and caribbean americans
 DJ Cool Herc innovation of Turntables
Students will be able to Explore the “Hip Hop Google Doodle” Turntable
 Use the crossfader to isolate or combine tracks/beats

 Scratch or “Pause” a track
 Interchange and mix different tracks
 Change the BPM of the synced tracks (Faster or Slower than original tempo)
 Change the BPM of the unsynced tracks (Example: one track slow vs one track fast)
Students will be able to Discuss the 5 Elements of Hip Hop
1. DeeJay
2. Emcee
3. B-Boys and B-Girls
4. Graffiti Artists
5. Knowledge
Students will Participate in a Hip Hop Dance
 Keep the steady beat in the body by “bouncing at the knees.” If students are not Able-
Bodied, they will be invited to keep the steady beat.
 Follow the choreography that involves multitasking such as alternating arms with legs. If
students are not able to alternate, they will be invited to choose to do only the feet
motions or the arm motions.
 Complete the choreography (A, B, A) to the hip hop backing track.
Students will be able to Read and Analyze Poetry
 Read and comprehend the story told in poem

 Recognize rhyming schemes in couplets
Students will be able to Work in Groups Writing their Own Rap Song
 Choose, analyze, and perform a school appropriate, grade appropriate poem

 Create a DJ track utilizing the Google Hip Hop Doodle
Students will Work in Groups to Create Graffiti Art Album Cover
 Poem title will be drawn in the style of graffiti (block style, bubbly, or overlap)
 Use contrasting colors for their graffiti and background
4th Grade, Block 4, Week 1
Virginia Music Standards of Learning
4.6 The student will explore historical and cultural aspects of music.
4.9 The student will identify skills learned in music class that relate to a variety of career
options.
4.13 The student will develop skills for individual and ensemble singing performance.
4.14 The student will develop skills for individual and ensemble instrumental
performance.
Assessment
- The student will be able to keep a steady beat while singing call & response
- The student will be able to understand the birth of hip hop
- The student will be able to discuss 5 elements of hip hop
Materials
Activity 1: Tue Tue (Song from Ghanna, Africa)
Activity 2: Hip Hop Slideshow

- The Birth of Hip Hop
- DJ Cool Herk
- Hip Hop Google Doodle Turntable
Activity 3: Poison Melody (time permitting)

options.
performance.
Assessment
Materials
Activity 1: Tue Tue (Song from Ghanna, Africa)

- Review of Birth of Hip Hop
- Introduce 5 Elements of Hip Hop
options.
performance.
Assessment
Materials
Activity 1: Al Tambor (Song from Panama)

- Review of Birth of Hip Hop
- Review of 5 Elements of Hip Hop
- Introduction to Poetry
options.
performance.
Assessment
Materials
Activity 1: Al Tambor (Puerto Rico)

- Review of Birth of Hip Hop, 5 Elements of Hip Hop, Poetry
- Creating Rap Song (Using Poem & DJ Turntable)
options.
performance.
Assessment
Materials
Activity 1: El Floron (Puerto Rico)

- Review of Birth of Hip Hop, 5 Elements of Hip Hop, Poetry
- Finishing Rap Song (Using Poem & DJ Turntable)
- Recording Rap Song (Using Flip Grid)
Formal (summative) pre and post assessment
Hip Hop Rap Project 3 2 1
Contribution All members All members One or more
contribute contribute, but members do not
equally, and some contribute contribute
some even more than others.
contribute more
than was
required
Cooperation All members Members work Teacher
work well well together intervention
together all of some of the time. needed often to
the time; assist Some teacher help group
others intervention cooperate
when needed.
needed.
Communication Each member Members need Members need

listens well to some teacher frequent teacher
other members. intervention to be intervention to
Each member able to listen to listen to each
speaks in each other and other and speak
friendly and speak to each to each other
encouraging other appropriately.
tones. appropriately.
On task Team is on task Team is on task Team needs

all of the time. some of the time. frequent teacher
Does Needs teacher reminders to get
not need reminders on task
any teacher
reminders
Poem Students were able to Students were able to Students were able to
find a school find a school find a school
appropriate poem that appropriate poem that appropriate poem that
is 12 lines long. was 8 lines long. was 4 lines (or less)
long.
Turntable Students were able to Students were able to Students were able to
create a “DJ Disc” by create a “DJ Disc” by use the DJ Turntable
using contrasting using contrasting without exploring
musical vinyls, adjust musical vinyls. musicianship.
the BPM, and are able
to “scratch” or isolate
discs.
Flip Grid Students were able to Students were able to Students were able to
record using flip grid record using flip grid record using flip grid,
with all group with all group not all members on
members on camera, members on camera camera/participating.
all group members and participating.
participating, and
utilizing Flip Grid
Filters/Stickers.
Below is an unlisted YouTube link for a group that would have scored a 3 on their project:
Below is an unlisted YouTube link for a group that would have received a score of 2 on their project.
Summary Reflection on the Process
Evidence of the extent of student growth in the form of average results for the pre and post
assessment.
We did not complete a formal assessment prior to starting this project. We did a teacher led discussion
on hip hop, followed by an activity where students had eyes closed, heads down and raised their hands
on a scale of 0 of being no knowledge, 1 being some knowledge, and 2 being a lot of knowledge based
upon prompts that I read off of the board. Students were encouraged to be honest so that I knew how
to help them and assess their growth for the duration of the project.
At the conclusion of the project, students will complete a quiz asking:
1. What city was Hip Hop born in? (The Bronx of New York City)
2. What year was Hip Hop born? (1970)
3. Circle the ALL of the minorities that influenced Hip Hop. (African-American, Latino-American,
Caribbean-Americans)
4. What are the 5 main elements of Hip Hop? (DJ, Emcee, Graffiti Artists, B-Boys and B-Girls,
Knowledge)
5. Write down something you enjoyed about our Hip Hop Project:
Evidence of your attempts to assess ongoing instruction, reflect and modify instruction.
At the beginning of every class, we review the information that we have learned thus far. I keep a list of
students who have already answered these prompts, and choose new students to answer the prompts
for the class. This allows new students to try to answer the prompts while reviewing material for
students who were out of class last week or may not have remembered.
For the Hip Hop Google Doodle, there is a function in the app to track a person’s progress. There is a
trophy in the top middle of the screen that tracks the exploration of the DJ Turntable. As students
explore more of the turntable, more achievements are unlocked including facts and tidbits about hip
hop history. An example of an achievement that can be unlocked is using the fader or changing the BPM.
This has been an easy way for me to quickly check their progress throughout class.
For the poetry, groups worked on a packet that included introduction to rhyming, schemes, and
patterns; finishing poems with words that complete the sentence and fit the rhyming scheme; creating
their own couplets with pre-assigned rhyming word groups; introduction to beat and rhythm in poetry. I
was able to assess their progress and group work with these packets.
For groups that were not able to collaborate and communicate effectively in groups, I moved students
to new groups. In most cases this was very effective, but there was one case where they were not able
to handle group work. They were given clear expectations, were invited to move groups, and also had
private discussions with me. I asked their teacher and the fellow resource teachers for input in
groupings. They said that if after they were placed in new groups and had private discussions, and were
still not following the expectations/music room rules then they should work privately on their project. If
there continues to be issues, take the hip hop project away from the student and have an alternative
assignment for them. This has helped with classroom management, student engagement, and student
assessment.
Final Thoughts about how you would do the unit differently next time – from the selection of music
and outcomes, to the instruction process, to the assessments you used.
When I do this unit again, I will make the poetry packets less dense and more adaptive. Although most
of the classes have advanced readers, there are a majority of students with ADHD and struggle with the
responsibility of freedom with group work. Consolidating the packets will help them feel less
overwhelmed and give them a visually easier way to assess their progress throughout class time.
I would like to have the students do more listening and reflection activities with Hip Hop music.
 Hearing the influence of African, Latino, and Caribbean

 Noticing the sounds in Hip Hop music (instruments, vocals, everyday found objects)
 Musicianship (dynamics, tempo, range of pitches, patterns/imitation)
I would like to have students explore more technology:
 DAW’s (digital audio workspaces)

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Virginia Music SOL’s

Critical Thinking and Communication

History, Culture, and Citizenship

Innovation in the Arts

 Use the crossfader to isolate or combine tracks/beats

Students will Participate in a Hip Hop Dance

 Read and comprehend the story told in poem

 Choose, analyze, and perform a school appropriate, grade appropriate poem

- The student will be able to understand the birth of hip hop

- The student will be able to discuss 5 elements of hip hop

Activity 2: Hip Hop Slideshow

Activity 3: Poison Melody (time permitting)

- The student will be able to understand the birth of hip hop

- The student will be able to discuss 5 elements of hip hop

Activity 2: Hip Hop Slideshow

- The student will be able to understand the birth of hip hop

- The student will be able to discuss 5 elements of hip hop

Activity 2: Hip Hop Slideshow

- The student will be able to understand the birth of hip hop

- The student will be able to discuss 5 elements of hip hop

Activity 2: Hip Hop Slideshow

- The student will be able to understand the birth of hip hop

- The student will be able to discuss 5 elements of hip hop

Activity 2: Hip Hop Slideshow

Communication Each member Members need Members need

On task Team is on task Team is on task Team needs

At the conclusion of the project, students will complete a quiz asking:

 Hearing the influence of African, Latino, and Caribbean

I would like to have students explore more technology:

 DAW’s (digital audio workspaces)

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