Teachers Name: Allison Griffiths Grade: AP Music Theory; Unit 5 (leadership and global citizenship) Plan: what learners

will Be able to do (behavioral objective): At the end of the lesson, students in the AP Music Theory class, will be able to effectively communicate their goals for the future through poetry and music with a success rate of 85%. Understand (cognitive objective): As a result of this lesson, students will gain self-knowledge of their own hopes and ideas of what the future can/will be in terms of peace. Encounter (experiential objective): As a result of this lesson, students will create song cycles that reflect their ideas of what the future will be. Perceive Differently (critical objective): By the end of the lesson, students will realize the magnitude of the role they could potentially play in bringing about peace in our world.

Date: 11/20/13 Title: The Year 2030

Partner: (Honor THEIR world by beginning with an experience students bring to the classroom. Include time for collaboration through sharing and dialogue.) 1.) At the beginning of the class period, have students spend 5 minutes imagining their first musical memory. Have them jot down some of the sensory details of the situation: sight, smell, taste, sound, touch, etc. (think, ink) 2.) Have students pair up (pair, share) and share their early memories, focusing again on the sensory environment and how it enhanced the meaning of the memory. (Teacher should be prepared to share his/her memory as well.)

Focusing Question: in what ways will students (complete the sentence) In what ways can we imagine a more peaceful future in which peace and music form the basis of interaction; furthermore, how can we make our hopes come into being?

Assessment: Formative: Informal assessment; monitor students progress throughout the discussion, and performance processes. Summative: Students will be graded on the quality of their poem based upon the poetic and thematic content along the lines of the five senses AND peace AND music. Additionally, each group will be graded on their final performance upon the following criteria: musical (30points), poetic (30points), its ability to illustrate the 5 senses and themes of peace and music (30points), and aesthetic (10points) qualities.

Present: (Sequence of the lesson steps. Take the learning from THEIR world to the world of the classroom. Present the information and allow time for students to practice. Engage critical thinking, problem posing and problem solving.) 3.) Have students go back to their seats and imagine life in the year 2030, in terms of the five senses AND peace AND music. Have them jot down their ideas for later reference. 4.) For homework, have the students create poems in strophic form (review if necessary) that reflect their hopes and ideas about the year 2030. (Poems must include imagery of at least 3 of the senses and must address the themes of peace and music, preferably making connections between the two. Students will be graded on their poems in terms of the criteria above.)

Materials: Early musical memory to share Original poem as an example Computers with Finale Instruments Art supplies

Personalize: (Make the learning personal to the student. Provide opportunities for creativity and for students to be musicians. Encourage creativity and innovation.) 5.) After the poems have been written (not necessarily graded), split the class into groups of 3-4 students. Have students read and discuss their poems. (Teacher should be prepared to share a poem of his/her own if time.) 6.) As a group, challenge the students to create a song cycle (that has a plot line) that utilizes the poetry of each group member. The poetry can be used in any way that the group finds appropriate, but the song cycle must include at least 3 songs (they need not be in strophic form) AND the criteria mentioned above for the poems. 7.) Explain to the students that they will be performing their song cycles at an evening recital in one month (parents and friends will be invited). 8.) Allow ample time to create/prepare/rehearse for the performance. Give students the opportunity to use composition software, like Finale, and/or any instruments they may want. Monitor students throughout and be prepared to offer suggestions and guide them through the process. 9.) Emphasize that the performance will be judged on musical (30points), poetic (30points), its ability to illustrate the 5 senses and themes of peace and music (30points), and aesthetic (10points) qualities. Perform: (Communicate and share the new learning through performance, demonstration or exhibition.) 10.) Schedule an evening recital and be sure to invite parents, family, other teachers, friends, etc. to attend. 11.) Students will not only perform their song cycles, but will also be expected to create program notes that address the musical, poetic, thematic, and aesthetic aspects of their performances. 12.) Allow time in class after the recital to debrief and discuss the challenges of the process and the students differing visions of peace in the future. Discuss ways in which we can make these hopes and ideals come into being for the future.

Process: After the lesson, take time to reflect. Monitor children during the sharing and creation processes and during the final performance to maintain a calm and safe learning environment. Encourage (and demand) respectful and open discussion among the whole class and the individual groups. If it becomes an issue, stop the class to discuss listening and communication strategies that will help move the process along . Remind students that no one view or opinion is right and emphasize the importance of embracing the differences and similarities in everyones unique interpretations. Help students delegate effectively. Allow plenty of time for discussion and questions throughout the process. Take time to review strophic form if necessary. This lesson was adapted from the Suggested Learning Activity presented by the United Nations peace education curriculum. The original source for the activity is: adapted from "A Workbook for Imagining a World Without Weapons," in Boulding, Elise, Building a Global Civic Culture: Education for an Interdependent World, Syracuse University Press, 1990, pp. 172-176. She also cites Warren Zieglers Mindbook for Imaging a World Without Weapons published by Zieglers Futures Invention Associates.