DOCUMENT RESUME

ED 079 162 SE 016 550

AUTHOR carpinski, RobertTITLE A Supplementary Progr,A for Environmental Education,'

Music, High School..INSTITUTION Project I-C-E, Green Bay, Wis.SPONS AGENCY Bureau of Elementary and Secondary Education

(DHEW/OE), Washington, D.C.PUB DATE 72NOTE 19p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Behavioral Objectives; *Environpental Education;

Fundamental Concepts; Instructional Materials;Interdisciplinary Approach; Learning Activities;*Lesson Plans; *Music; *Secondary Grades; *TeachingGuides

IDENTIFIERS ESEA Title III

ABSTRACTPresented in this teacher's guide for gfades 10-12

are lesson plans and ideas for integrating music and environmentaleducation. Each lesson originates with a fundamental conceptpertaining to the environment and states, in addition, its disciplinearea, subject area, and problem orientation.. Following this,behavioral objectives and suggested learning experiences .1reoutlined. 3ehavioral bjectives include cognitive and arfectiveobjectives and skills to be learned, while learning experiences liststudent-centered in-class activities and outside resource andcommunity activities. Space is provided for teachers to note resourceand reference materials -- publications, audio-visual aids, andcommunity resources. The guides are supplementary in nature and thelessons or episodes are designed to be placed in existing coursecontent at appropriate times. This work was prepared under an ESEATitle III contract for Project I-C-E(Instruction-Curriculum-Environment). (BL)

Project I C E

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PREFACE

"Oikus" for house is the Greek origin of the term "ecology". Envirstudies our house--whatever or wherever it may be. Like an umbrella,expand or contract to fit many ranges--natural and man-made. We can -

envirorments, our many "houses" if we omit rancor and cite long rangecomplexities. Cur "oikus" uses the insights of all subjects. Thus, -

multida-diplinary program like ours necessarily results. Also, sincea long time, our program ranges K thru 12. The environment mirrors ovalues. These values have their origin in the "oikus" of our collect'minds. Let us become masters of our house by replacing the Greek ads!with "Know thyself and thine house."

1. Written and designed by your fellow teachers, this guide is supleto fit appropriately into- existing, logical course content.

2. Each page or episode offers smagestions. Knowing your students beto adapt or adopt. Limitless chances are here for your experiment.Many episodes are self contained, some open-minded, still others c.developed over a few days.

3. Try these ek3iodes, but please pre-plan. Why? Simply, no guide li-ana no curriculum will work unless viewed in the context of your 5'

4. React to this guide with scratch ideas and notes on the episode pa,5. After using an episode, fill out the attached evaluation form in t

duplicate, or request more of these forms. Send them singly or co"We sincerely want your reactions or suggestions--negative and posi'evaluations are the key in telling us 'what works" and in aiding othe guides.

TERMS AND ABBREVIATIONS

ICE R}IC is Project ICE Resource Materials Center serving all publicschool districts in CESA 3, 8, and 9. Check the Project ICE Bibliogr:resources. Cur address and phone number is on this guide's ^over. F:or call us for any materials or help.

BAVI is Bureau of Audio Visual Instruction, 1327 University Avenue,Madison, Wisconsin 53701 (Phone: 608-262-1644).

Cognitive means a measurable mental skill, ability, or process base.Affective refers to student attitudes, values, and feelings.

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ada

PREFACE

Clouse is the Greek origin of the term "ecology". Environmental educationuse--whatever or wherever it may be. Like an umbrella, our house canract to fit many ranges--natural and man-made. We can add quality to ourour many "houses" if we omit rancor and cite long range gains, costs, andCur "oikus' uses the insights of all subjects. Thus, a rational, positive,

ary program like ours necessarily results. Also, since attitudes grow overur program ranges K thru 12. The environment mirrors our attitudes orvalues have their origin in the "oikus" of our collective and individualbecome masters of our house oy replacing the Greek adage of "Know thyself"self and thine house."

)ple designed by your fellow teachers, this guide is supplementary in nature--opriately into existing, logical course content.

be r episode offers suggestions. Knowing your students best, you decide whatlent adopt. Limitless chances are here for your experimentation and usage.cs c. es are self contained, some open-minded, still others can be changed or

ver a few days.le h. pisodes, but please pre-plan. Why? Simply, no guide has all the answers,1r s iculum will work unless viewed in the context of your students.pa is guide with scratch ideas and noteson'the episode pages.

.n c an episode, fill out the attached evaluation form in the back. Use,

co or request moi73FEgnTorms. egETTEFEFINUTor collectively to us.y want your reactions or suggestions--negative and positive. Your

tg o are the key in telling us 'what works" and in aiding our revisions of

REVIATIONS

)lic roject ICE Resource Materials Center serving all public and non-publicLogr: :ts in CESA 3, 8, andTTheck the Project ICE Bibliography of available

F 1r address and phone number is on this guide's cover. Feel free to writeany materials or help. a

we, au of Audio Visual Instruction, 1327 University Avenue, P. C. Box 2093,)nsin 53701 (Phone: 608-262-1644).

ase 'ans a measurable mental skill, ability, or process based on factual data.fers to student attitudes, values, and feelings.

ACKNOWLEDGEMENTS: The following teachers and consultants participated in theet the Supplementary Environmental Education Guides:

CESA #3 CESA #84D. C. Aderhold, Bonduel Nary Anders, Winneconne, Peter Biol.'

John Anderson, Peshtigo Robert Becker, Fox Valley (L) Lee ClasenWalter Anderson, bausaukee Mary Chriss, Hortonville Kathryn CoBonnie Beamer, Coleman Cliff Christensen, Winneconne Merle ColbMerlyn Blonde, Shawano Kenneth Couillard, Hortonville Sara Curti,R. A. Dirks, Gillett Raymond Emerich, Hortonville Duane DeLoDennis Dobrzenski, white Lake Mike Ercegovac, Winneconne Roberta DiLeRoy Gerl, Oconto Dona Geeding, Menasha Janet Elin!Karen Grunwald, St. James (L) Donald Hale, Winneconne Phyllis ElWilliam Harper, Lena James Huss, Freedom Keith FawcSister Claudette, St. Charles Sister Lois Jonet, Holy Angels Jack Giach'Ervin Kunesh, Aarinette Kenneth Kappell, St. Aloysius Mike Gleff.Kathleen LeBreck, Oconto Kenneth Keliher, Appleton Herbert HaP. E. Lewicki, Gillett s Everett Klinzing, New London Gary Heil,Dorothy C'Brien, Iausaukee Fred Krueger, Oshkosh Nannette H.Terry Otto, St. John (L) Jim Krueger, Winneconne Joseph Huc-Arthur Paulson, Cconto Falls Mae Rose LaPointe, St. John High CatherineMarie Prochaska, Lena Rosemarie Lauer, Hortonville DeAnna JohChristine Proctor, Wausaukee Robert Lee, Neenah Kris KarpiArthur Schelk, Suring Harold Lindhorst, St. Martin (L) Mel Kasen,Peter Skroch, Cconto Falls Dennis Lord, Little Wolf Jack KoivisDavid Soltesz, Crivitz Robert,Meyer, Neenah Sister MaryBill Stillion, Shawano Arnold Neuzil, Shiocton Ellen Lotz,Cathy Warnack, White Lake James Nuthals, Lourdes, Judilyn McG

Priscilla MC. L. PaqueWilliam RobRoger RoznoJan SerrahnCalvin SiegMary Smith,Carol TrimbMary Wadzin

ConsultantsCESA #3

Dr. Richard Presnell,Univ. of Wisc.-Greer BayCESA #8

Dr. James Marks,Lawrence UniversityCESA #9

Dr. Charles Peterson,St. Norbert College

Connie Peterson, St. Martin (L)Rosemary Rafath, ClintonvilleMark Reddel, St. Martin (L)Gladys Roland, Little WolfKathryn Rowe, AppletonMary Margaret Sauer, MenashaEdwin Schaefer, KaukaunaLee Smoll, Little ChuteDoris Stehr, Mt. Calvary (L)Ginger Stuvetraa, OshkoshRichard Switzer, Little ChuteTim Van Susteren, Holy NameLila Wertsch, St. Margaret MaryWarren Wolf, KimberlyGery Farrell, Menasha

the ollowing teachers and consultants participated in the developmentSupplementary Environmental Education Guides:

CESA 08Mary Anders, Winneconne.Robert Becker, Fox Valley (L)Mary Chriss, HortonvilleCliff Christensen, WinneconneKenneth Couillard, HortonvilleRaymond Emerich, Hortonville

Lake Mike Ercegovac, WinneconneDona Geeding, Menasha

(L) Donald Hale, WinneconneJames Huss, Freedom

arles Sister Lois Jonet, Holy AngelsKenneth Kappell, St. AloysiusKenneth Keliher, AppletonEverett Klinzing, New LondonFred Krueger, OshkoshJim Krueger, WinneconneMae Rose LaPointe, St. John High Catherine Huppert, DePereRosemarie Lauer, Hortonville DeAnna Johnson, DenmarkRobert Lee, Neenah Kris Karpinen, West DePereHarold Lindhorst, St. Martin (L) Mel Kasen, Gibraltar

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CESA #9Peter Biolc, West DePereLee Clasen, Lux.-CascoKathryn Colburn, AlgomaMerle Colburn, AlgomaSara Curtis, Green BayDuane DeLorme, Green BayRoberta Dix, St. Joseph Acad.Janet Elinger, AshwaubenonPhyllis Ellefson, Wash. Isle.Keith Fawcett, West DePereJack Giachino, SeymourMike Gleffe, St. MatthewsHerbert Hardt, GibraltarGary Heil, DenmarkNannette Hoppe, How.-Suam.Joseph Hucek, Pulaski

Dennis Lord, Little WolfRobert Meyer, NeenahArnold Neuzil, ShioctonJames Nuthals, LourdesConnie Peterson, St Martin (L)Rosemary Rafath, ClintonvilleMark Reddel, St. Martin (L)Gladys Roland, Little WolfKathryn Rowe, AppletonMary Margaret Sauer, MenashaEdwin Schaefer, KaukaunaLee Smoll, Little ChuteDoris Stehr, Mt. Calvary (L)Ginger Stuvetraa, OshkoshRichard Switzer, Little ChuteTim Van Susteren, Holy NameLila 4ertsch, St. Margaret MaryWarren Wolf, Kimberlyfiery Farrell, Menasha

Jack Koivisto, Green BaySister Mary Alyce, CathedralEllen Lotz, West DePereJudilyn McGowan, Green BayPriscilla Mereness, WrightstowrrC. I. Paquet, DenmarkWilliam Roberts, Sturgeon BayRoger Roznowski, Southern DoorJan Serrahn, SevastopolCalvin Siegrist, How.-Suam.Mary Smith, green BayCarol Trimberger, KewauneeMary Wadzinski, How.-Suam.

C0NCEp.

T

Energy from the sun, the Discipline Area Mus

basic source of all energy,

is cOnverted through plant

photosynthesis into a formall living things can use fo4,life rrocesses.

.n

Subject Marchin

Problem Orientation Sun

BEHLVIORAL OBJECTIVESCognitive: Tle students willperform the v.usic in a manneracceptable to the director.

Affective: The student willgain increased awareness ofhow music interprets ourchanging environment and canchange our moods.

Skills to he LearnedPlaying skillsMarching skills

I.

II.

.c

,GGESTED LEARNINGStudent-Centered in classactivity. Band arrange-ments will be selected bythe instructor which wi31be identified with a parti-cular season of the year.They will follow the sequenceof the four seasons as theychange with the position ofthe Sun. Formations may alsobe used to focus attention onthe Sun and its effects onour Environment.*

Students write narrationand present suggestedprogram:1. Opening - Lazy Old Sun

Sunny (from concertformation)

2. Autumn Leaves - Autumn inN.Y. - September Song -Harvest Moon (suggestedformations - Leaf - MoonTree)

3. Winter - Winter Wonder-land - White ChristmasSnow Bird(suggested formations -Christmas Tree - Sleigh)(cont.)

Mus

*chin

Sun

'ING

e

0

n

I

In,atheDiscipline Area Music

1 energy,

gh plant

:o a formcan use fors.

gillnnerr.

of

can

SubjectMarchiny Band - Halftime Show

Problem Orientation Sun & Season Grade H.S.

SUGGESTED LEARNING EXPERIENCES

.Student-Centered in class

activity. Band arrange-ments will be selected by

the instructor which will

be identified with a parti-cular season of the year.

They will follow the sequence

of the four seasons as they

change with the position of

the Sun. Formations may also

be used to focus attention on

the Sun and its effects on

our Environment.

II. Students write narration

and present suggestedprogram:1. Opening - Lazy Old Sun

Sunny (from concertformation)

2. Autumn Leaves - Autumn in

N.Y. - September Song -

Harvest Moon (suggestedformations - Leaf - Moon

Tree)3. Winter Winter Wonder-

land - White ChristmasSnow Bird

Christmasformations -

(cont.) Christmas Tree Sleigh)

II. Outside Resourceand communityActivities.A. Perform at high

school gameB. Perform at

college gameC. Perform for pro-

fessional game

Resource and 'Reference Materials Continued and Additional SuqiestPublications:Band and Choral Guide

Carl Fischer of Chic.12 S. Wabash Ave.

Chicago, Ill. 60604

Band CumulatorSioux City Music Supply316 Commerce BuildingSioux City, Iowa 51101

The Show sandThe Instrumentalist Company

Audio-Visual

Ccmmunity:

II. (cont.)4. Spring - April Showers -

is Busting Out All OverFlower - Heart)

5. Summer - Yankee Doodle -5. Summertime - Summertime

Fishing Rod - Firecrackell6. Return to Opening Concer

Opening music.

Narration should complimentattention on the sun's impac

jest

s -Per

me.cke

cer

ntpac

-ials Continued and Additional Suggested Learning ExperiencesII. (cont.)

4. Spring - April Showers - Aprf.1 in June - Juneis Busting Out All Over (suggested formation3 -Flower - Heart)

5. Summer - Yankee Doodle - Lazy Bones - Good 0115. Summertime - Summertime (suggested formations -

Fishing Rod - Firecracker)6. Return to Opening Concert Formation. Repeat

Opening music.

Narration should compliment formations and focusattention on the sun's impact and resulting seasons.

C 3. Environmental factors are limiting0N on the nimberF of organisms livingCE within their- influence, thus, eachPT environment has a carrying capacity.

.;EHAVIORAL OBJECTIVES0 Cognitive: The students willH analyze in writing at least4-) 3 ways room size and acous--w tical treatment affecto musical performance.PC14

H00N

0

HHH

E-I

4:1

U)

Affective: The student willshow an awareness of therelationships between roomsize and accustics byselecting the room which isbest suited to musicalperformance

Discipline Area Mu

Subject In

Problem Orientation

Skills to be learned

1. Tape-recording2. Group discussion3. Experimentation4. Playing skills

SUGGESTED LEARNII. Student-Centered in class

activityA. Select a section in the

band or chorus as anexperimental group

B. Have students perform apiece of music in theband or chorus room.

C. Have students perform inthe largest availablepractice room.

D. Have that same groupperform the sameselection in the smallestroom possible for them tofit into.

E. Have the Students play inthe gym or auditorium asan exaggerated area.

F. Use a tape recorder torecord the music in eachof the three rooms

G. Have the- -students analyzethe sound for quality,clarity and musical inter-pretation.

H. Have a discussion regardLthe students reactions toeach experience1. Discuss effect on qual.

of sound. (cont.)

Mu

II

ion

ARNI

he

a

in

factors are limiting Discipline Area Music

organisms living 'ubjectInstrumental & Vocal Music

hence, thus, each Problem Orientation Carrying

a carryin ca acity.

:T IVEStents willat leastad acous--fect

udent willDf theeen roombywhich is

lest ical

m to

y inas ed

Ion

lyze

nt er

ard!.

to

qualt.)

capacity

SUGGESTED LEARNING gXPERIENCES,

I. Student-Centered in class

activityA. Select a section in the

band or chorus as an

experimental groupB. Have students perform a

piece of music in the

band or chorus room.

C. Have students perform-inthe largest availablepractice room.

D. Have that same groupperform the sameselection in the smallest

room possible for them to

fit into.E. Have the students play in

the gym or auditorium as

an exaggerated area.

F. Use a tape recorder to

record the music in each

of the three rooms

G. Have the students analyze

the sound for quality,

clarity and musical inter-

pretation.H. Have a discussion regardf.ng

the students reactions to

each experience1. Discuss effect on quality

of sound. (cont.)

./..(0ft,

Grade H.S.

Outside Resourceand CommunityActivities

Resource and Reference MaterialsPublications:

Audio-VisualTape recorderClosed circuit TV

Community:-School concertsCivic concertsDances (school & community)

Continued and Additional SuggestedI. H. (cont.)

2. Discuss effect on intonation3. Discuss effect on mental att

performance:a. in the large areab. in the smaller areac. in the acoustically tre

I. Relate the carrying capacityenvironment to the carryingnatural environment.

J. Students will write a reporteffect of acoustical treatmperformance, using at lease

A. Experiment can be attempted tof the band.

B. Have students go to concertsschool and report on the sizgroup in relation to the sizformance area1. Could students hear solo2. Was the group too loud f

hall when passages wereC. Apply especially in solo -ens

Single performances gill bealways suited to performance

<te

ted

tionat t"

tre.citying

porteaten:

ase

ted

ertssiz:size

soloud fere-ensbeante

s Continued and Additional Suggested Learning ExperiencesI. H. (cont.)

2. Discuss effect on intonation?3. Discuss effect on mental attitude toward

performance:a. in the large areab. in the smaller areac. in the acoustically treated facility

I. Relate the carrying capacity of a musicalenvironment to the carrying capacity of ournatural environment.

J. Students will write a report analyzing theeffect of acoustical treatment on musicalperformance, using at lease 3 criteria.

A. Experiment can be attempted with various sectionsof the band.

B. Have students go to concerts outside of theschool and report on the size and sound of thegroup in relation to the size of the per-formance area1. Could students hear solo instruments?2. Was the group too loud for the performance

hall when passages were played?C. Apply especially in solo-ensemble preparation.

Single performances will be in rooms notalways suited to performances.

C 4. An adequate supply of pure water0N is essential for life.CE

T

BEHAVORIAL OBJECTIVES

Discipline Area Mu

Subject

Problem Orientation

Ma

SUCC7.= LEARNINGCognitive: The students will` Iperform the music and march 1in a manner acceptable tothe director.

Affective: The studentswill show an increasedawareness of music as itinterprets our need fora proper water supply.

Skills to be Learned

Playing skillsMarching skillsPerformance skills.

. Student-Centered in classactivity

A. Band music arrangements willbe selected by instructorwhich will be identified witha particular effect of wateron our everyday life.

B. Suggested Program:1. Opening (form Concert

formation) Music:(suggested titles) TheWater Is Wide - Wade InThe Water

2. Move to formation sym-bolic of water as necessaryfor human consumption.Formation could be that ofa drinking fountain (Flowof water could be activatedby motion of students attop of drinking fountaingiving impression of a flowof water from fountain)Music: Cool Water

3. Move to formation of boat,ship, etc. to emphasizewater as a source ofrecreation. Music: CruisingDown the River - Down by theRiverside - Row, Row, RowYour Boat

(cont.)

7IvEslents will!Jid marchtble to

:dentsisedas it

i forDly.

Discipline Area Music

Subject Marching Band

Problem Orientation Water Supply Grade H.S.

supply of pure water

life.

Mu

Ma

.on

WING

11

ithar

nary

ofDW

ated

Elow

:.sing

I the

SUC=T=D LEARNINGI. Student-Centered in class

activityA. Band music arrangements will

be selected by instructorwhich will be identified witha particular effect of wateron our everyday life.

B. Suggested Program:1. Opening (form Concert

formation) Music:(suggested titles) TheWater Is Wide - Wade InThe Water

2. Move to formation sym-bolic of water as necessaryfor human consumption.Formation could be that ofa drinking fountain (Flowof water could be activatedby motion of students attop of drinking fountaingiving impression of a flowof water from fountain)Music: Cool Water

3. Move to formation of boat,ship, etc. to emphasizewater as a source ofrecreation. Music: CruisingDown the River - Down by the'Riverside Row, Row, RowYour Boat

(cont.)

EXPERIENCESII. Outside Resource and-

Community ActivitiesA. Each student

researches threesong titlesdealing with water

B. Master list com-piled on postermounted in musicroom - dry-inkedand colorful:

Resource 'end Reference MaterialsPublicatiols:

Carl Fischer of Chicago312 S. Wzbash AvenueChicago, Ill. 60604

Pepper Mister Reference GuideJ.W.Pepper of Detroit373 Minnesota StreetTroy, Michigan 48084

Ward Brost Music Company315 N. Henry StreetMadison, Wisconsin

Community:

Continued and Additional Sugq.I. (cont.)

4. Move to formation offalling from "Heavens"Music: Raindrops Keep

April Showers5. Conclude by returning

Music: (Select titlesobligation to respect ti

life; man's obligationresource.)The Water is Wide - Wa"

*Note to the instructor:It will be necessary to haccompany program. It iswrite the narration onceformations have been deci

terials

Guide

Continued and Additional Suggested Learning ExperiencesI. (cont.)

4. Move to formation of Umbrella (Emphasis on waterfalling from "Heavens" etc.)Music: Raindrops Keep Falling, etc.

April Showers5. Conclude by returning to a concert formation.

Music: (Select titles to emphasize man'sobligation to respect water as a necessity oflife; man's obligation to keep it a naturalresource.)The Water is Wide - Wade In the Water - Shenandoah

*Note to the instructor:It will be necessary to have a narration toaccompany program. It is suggested that studentswrite the narration once the music to be used andformations have been decided upon.

C

0NCEPT

5. An adeauate supply of clean air is Discipline Area Music

essential because most organisms Subject Marching

depend on oxygen, through respira- Problem Orientation Air

tion, to release the energy in theirfood

BEHAVIORAL OBJECTIVES SUGGESTED LEARNING EXPE

Cognitive: The students wilo perform the music in aH manner acceptable to the.1-) director.0

T,0PO4

Affective: The student willshow an increased awarenessof how music interprets our

I need for proper air supply.

00s Skills to be learned

m'PlayiLg skillsMarching skillsPerformance skills

I. Student-Centered in classactivity

A. Band music arrangements willbe selected by the instructorwhich will be identified witha particular effec, by thewind (air) on our everydaylife.

B. Suggested Program:1. Opening - from concert

formation at center offieldMusic Blowing in the

WindSuggest some title quitepopular, easily identi-fied with air and wind.

2. Move into formation -to impress the oxygen inthe air and its impacta. suggested formations

(1) Oil Lamp(2) Cande(Formation to impressthe need for oxygen -flame could fade outas narrations descri;.sethe reduction ofoxygen and its effecton the flame.

(cont.)

Lc

."!hi na

Air

;ply of clean air is

use most organisms

-n, through respira-

se the energy in their

EXPE RIVESI

II,nts willa

the

nt will,reness!ts our-upply.

Discipline Area Music

Subject Marching Band

Problem Orientation Air Grade H.S.

SUGGESTED LEARNING EXPERIENCES

I. Student-Centered in classactivity

A. Band music arrangements willbe selected by she instructorwhich will be iucmtified witha particular effect by thewind (air) on our everydaylife.

B. Suggested Program:1. Opening - from concert

formation at center offieldMusic - Blowing in the

WindSuggest some title quitepopular, easily identi-fied with air and wind.

2. Move into formation -to impress the oxygen in

the air and its impacta. suggested formations

(1) Oil Lamp(2) Candle(Formation to, impressthe need for oxygen -flame could fade outas narrations describethe reduction ofoxygen and its effecton the flame. (cont.)

II. Outside Resour'ean '3. Community

Activities

Resource and reference MaterialsPublications:

Band and Choral GuideCarl Fischer cf Chicago

Band CumulatorSioux City Music Supply316 Commerce EuildingSioux City, Iowa

The Sho-7 BandThe Instrumentalist CompanyEvanston, Illinois

Audio-Visual:

Community;

Continued and Additional Suggested Lear3. Formation of sailboat or windmill

Suggested music - Sailing, SailingStormy WeatherIn An Old Dutch G

Impress that wind is a force or isforce of energy

4. Formation of KiteParachute

Suggested Music - Drifting and DreaLets Go Fly a Kit

Impress that wind (air) has density

5. Conclude with concert formationSuggested Music - Wayward WindTo bring program to conclusion

',ear

11

Lng

:h G.

is

reaKi t

ity

Continued and Additional Suggested Learning Experiences3. Formation of sailboat or windmill

Suggested music - Sailing, SailingStormy WeatherIn An Old Dutch Garden

Impress that wind is a force or is utilized as aforce of energy

4. Formation of KiteParachute

Suggested Music - Drifting and DreamingLets Go Fly a Kite

Impress that wind (air) has density

5. COnclude with concert formationSuggested Music - Wayward WindTo bring program to conclusion

C 7. Factors such as facilitating0N transnortation, economic conditions, Discipline Area MusCE populations rowth, and increased Subject 'BanP

T leisure time have a great influence Problem Orientationon chances in land use and centersof population density.

BEHAVIORAL OBJECTIVESCognitive: Students willtrally retort and/or ill-ustrate through their choiceof media, at least 10 changesin the bard or choral programand the reason for thesechanges.

Affective: Students willacknowleeve throughresearch the varyinginfluence and interactionthat the band or chorushas made with the communityby discussion and classprascntation of thisresearch.

Skills tc be LearnedResearchReportingAccumulating data

c

SUGGESTED LEARNI?I. Student-Centered !n class

ActivityA. Students research annuals,

past newspapers, recordingsold programs, films, videotapes.

B. Students interview alumni,faculty, retired faculty,members of the communityfor the purpose of deve-loping the history of theband or chorus.

C. Areas to be considered:1. Changes in school

curriculum effects2. Urban-Rural impact3. Economic factors

a. Student employmentb. Community, social

economic status4. Population changes

?us

nBan

ion

AR NI'

als,dingsideo

nni,

tYty

the

atinq

)nditions, Discipline Area Music

Teased Subject Band or Chorus

nfluence Problem Orientation Influence For Grade H.S.

centersChange

SUGGESTED LEARNING EXPERIFNCES

. Student-Centered in class II. Outside Resource and

bctivityCommunity Activities

A. Students research annuals, A. Community interviews

past newspapers, recordings, B. Alumni interviews

old programs, films, video C. Past directors interviews

tapes.D. Administrators & past

B. Students interview alumni, administrators

faculty, ::tired faculty,members of the community

for the purpose of deve-loping the history of the

band or chorus.C. Areas to be considered:

1. Changes in schoolcurriculum effects

2. Urban-Rural impact

3. Economic factorsa. Student employmentb. Community, social

economic status4. Population changes

_ Resource :Inc Reference MaterialsPublications:School AnnualsLocal newspapersSchool newspapersPast concert programs

Audio-Visual:Tape recordingsVideo tapesFilms

Community:General publicP- erviews

ed aterials Continued and Additional Suggested Learning Experiences

C0NCE status of man's values andPT

8. Cultural, economic, social,

and uolitical factors determine Discipline Area Music

Subject Band or Ch

attituees toward his environment. Problem Orientation Values

BEHAVIORAL OBJECTIVESCognitive: Students willperform srecific musicof a concert at acompetency level setby the director.

Affective: Students shouldincrease their awarenessof the beauties of ourenvironment throughperformance of this music.

Skills to be LearnedPlaying skillsLi3tening skills

SUGGESTED LEARNING EXPEl. Student-Centered in class II. Ouactivity CoA. The band or chorus will A.

perform a concert dealingwith the environment and/ B.

or environmental problems C.

B. Suggested list for Band D.

1. Wade In the Water,Arr. Edmundds

2. This is My CountryJacobs/Ades

3. Canyon SunriseGray

4. Night WindThielman

5. Rocky Mountain SuiteGordon

6. Salute to AmericaKinyon

7. The Falling LeavesBenson

8. Tall CedarsOsterling

9. Green Leaves of SummerTiamkin/Herfeurth

10.AmericaPolster

r Ch

ues

EXPEl. OuCoA.

B.C.D.

nic, social,

rs determine Discipline Area Music

.ues and

s environment.

IVES11

ouldss

sic.

Subject Band or Chorus

Problem Orientation Values Grade H.S.

SUGGESTED LEARNING EXPERIENCES

I. Student-Centered in classactivityA. The band or chorus will

perform a concert dealingwith the environment and/

or environmental problemsB. Suggested list for Band

1. Wade In the Water,Arr. Edmundds

2. This is My CountryJacobs/Ades

3. Canyon SunriseGray

4. Night WindThielman

5. Rocky Mountain SuiteGordon

6. Salute to AmericaKinyon

7. The Falling LeavesBenson

8. Tall CedarsOsterling

9. Green Leaves of SummerTiamkin/Herfeurth

10.AmericaPolster

II. Outside Resource andCommunity ActivitiesA. Concert presented to

publicB. TV performanceC. Radio performanceD. School assembly

Resource and Reference Materials Continued and Additional Suggested Learning-Publications:Carl Fischer of Chicago, Catalog312 S. Wabash Ave.Chicago, Ill. 60604Maleeki Music Inc. Catalog2040 Division Ave. S.Grand Rapids, Mich. 49507Schmitt Music Catalog8c1 S. 10th St.Minneapolis, Minn. 55403Sioux City Music Supply Catalog316 Commerce BuildingSioux City, Iowa 51101J.W. Pepper of Detroit Catalog373 Minnesota St.Troy, Lich. 48084

Audio-Visual:

Community:

(Con't from I.)C. Suggested list for Chorus

1. Flower of BeautyClements

2. I Heard a Forest PrayingDeRose

3. To SpringJ.S. Bach/Gordon

4. Ah, Lovely SpringtimeHassler-Knight

5. Green FieldsGilkysen-Dehr-Miller-Hayward

6. Roots and LeavesWilliams

7. Loveliest of TreeAechem

8. SpringtimeHindemith

9. SeaweedBright

10.America the BeautifulPeery

D. Appropriate program notes are writtento impress upon the audience the necess'pr serve our resources

E. Student written narration

rials

talog

alog

log

Continued and Additional Suggested Learning Experiences(Con't from I.)C. Suggested list for Chorus

1. Flower of BeautyClements

2. I Heard a Forest PrayingDeRose

3. To SpringJ.S. Bach/Gordon

4. Ah, Lovely SpringtimeHassler-Knight

5. Green FieldsGilkysen-Dehr-Miller-Hayward

6. Roots and LeavesWilliams

7. Loveliest of TreeMechem .

8. SpringtimeHindemith

9. SeaweedBright

10.America the BeautifulPeery

D. Appropriate program notes are written by the studentsto impress upon the audience the necessity topreserve our resources

E. Student written narration

1

1

H4J00

0

1

00Crn

HHH

H4J.14

C 12. Private ownership must be0

N regardeel as a stewardship and shouldCE not encroach upon or violate thePT individual right of others.

Discipline Area Music

Subject Band & C

Problem Orientation Stewa

BEHAVIORAL OBJECTIVESCognitive: Students by

listing four charactersof uniform ce.re will demon-strate a knowledge of caringfor said uniforms.Affective: The studentwill show anel demonstratethrough live presentationhis knowledge of steward-ship and how it relates tothe band or chorus.

Skills to be LearnedinterviewingResearchJudgment makingPublic speaking

SUGGESTED LEARNING EXI. Student-Centered in class

activityA. Have a student with

band uniform researchthe use of the uniformby:

1. Checking past inventoryand rental forms

2. Asking other membersof band who used uni-form

3. Contacting past stu-dents parents whomade alterations

B. Make a judgment on thewear and care of uniformin its present state.

,C. Have students make oralrecommendations to otherband students in regardto the stewardship rightsand how not to violatethem.

D. Characteristics of uniformcare:1. Proper hanging2. Proper condition(Con't)

C

& c

tewa

G EX

rate ownership must be

as a stewardship and should

Dach upon or violate the

_1 right of others.

Discipline Area Music

Subject Band & Chorus

Problem Orientation Stewardship Grade H.S.

TRAL OBJECTIVESStudents bycharactersre will demon -..edge of caringDrms.le studentdemonstrate-)resentationof steward-,-t relates tolorus.

beamed

ngng

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and

activity Community ActivitiesA. Have a student with A. High school students

band uniform research B. Parentsthe use of the uniform C. Teachers (past music)

by:1. Checking past inventory

and rental forms2. Asking other members

of band who used uni-form

3. Contacting past stu-dents parents whomade alterations

B. Make a judgment on thewear and care of uniformin its present state.

C. Have students make oralrecommendations to otherband students in regardto the stewardship rightsand how not to violatethem.

D. Characteristics of uniformcare:1. Proper hanging2. Proper condition(Con't)

Resource and Reference MaterialsPublications:

Audio-Visual:

Community:

Continued and Additional Suggested Learning Expe(Con't from I. D.)1. All buttons on2. No tears-seams.3. Proper cleaning and pressing4. Proper maintenance of all accessoriesE. Other areas which are applicable:1. Music care2. Care of instrument3. Care of basic room furniture

terials Continued and Additional Suggested Learning Experiences(Con't from I. D.)1. All buttons on2. No tears-seams3. Proper cleaning and pressing4. Proper maintenance of all accessoriesE. Other areas which are applicable:1. Music care2. Care of instrument3. Care of basic room furniture

PROJECT I-C-E Episode Evaluation Form (Reproduce or duplic

Please fill in:Subject:

Grade:

Concept No. Used:

Poor Good Exc.

In commenting on each episode used in yourform. Feel free to adapt it and add more payour critiques and comments - negative and phand column, please rate (poor, good, excellmake specific comments or suggestions if possvided to help us make this a more usable gui

I. Behavioral ObjectivesA. Cognitive:

B. Affective:

II. Skills Developed

III. Suggested-LailliTURMEMA. In Class:

B. Outside & Community Activities:

IV. Suggested Resource & Reference Materials(specific suggestions & comments)

Serving S

Pplic

youre pand pcellpotsguid

PROJECT I-C-E Episode Evaluation Form (Reproduce or duplicate as needed)

In commenting on each episode used in your class, lease use thisform. Feel free to adapt it and add more pages. Let us know allyour critiques and comments - negative and positive. In the MT-hand column, please rate (poor, good, excellent) each item. Also,make specific comments or suggestions if possible in the space pro -e vided to help us make this a more usable guide. Thank you.

:C.I. Behavioral Objectives

A. Cognitive:

1

II. Skills Developed

III. Suggested Learning ExperiencesA. In Class:

B. Affective:

B. Outside & Community Activities:

ing SI

IV. Suggested Resource & Reference Materials(specific suggestions & comments)

Project I -C'EServing Schools in CESA 3-8-9

1927 Main StreetGreen Bay, WI 54301