Grades 9-12: The Art and Accessibility of Music
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http://www.getty.edu/education/teachers/classroom_resources/curricula/performing_arts/lesson06.html
Common Core Standards
College and Career Readiness Anchor Standards for Reading
Reading
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening
CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Description of Lesson
This Grades 9-12 lesson titled “The Art and Accessibility of Music” from the J. Paul Getty Museum Education Staff is intended to be completed in 3 to 5 fifty- minute sessions of ELA/Literacy instruction in Visual Arts, Music or History-Social Science. Additional time may be necessary for completion of independent research. In this lesson set, students examine a historical time period and its influence on a musician’s life work through research, discussion, reflection, and writing. In addition, they analyze movement and point of view in photographs.
Cautions
Connecticut teachers are cautioned that there is no Common Core-aligned rubric that elicits direct, observable evidence of the degree to which students can independently demonstrate the major targeted standards. Teachers should also be aware that due to the rigor required for student success, additional supports—including discrete skill instruction—may be needed. Student access to computers and digital cameras is necessary to complete this lesson set as intended.
Rationale for Selection
This lesson is a useful example of how to integrate literacy instruction in Visual Arts, Music, and History-Social Science. It provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation, and reflection. Live links needed for instruction are included or cited in the lesson plan.