Generation Y Steps Up to Vote

VISUAL & PERFORMING ARTS LESSON PLAN

Generation Y Steps Up to Vote!

Lesson Summary-Description of project activities, how the project is innovative, and how the project promotes high student achievement:

After the students performed Mr. President by LL Cool J and Wyclef John (click here to hear a segment of the song), the students analyzed how current social and political issues influenced the artist and their lyrics.

The project was innovative because the lesson:
· Integrated music across the curriculum (Music, Language Arts, Social Studies).
· Addressed different learning styles.
· The students created T-shirts, sneakers, and or poems to graphically illustrate social issues.
· The students used a Rubrics to critique their peers.

CCCS: VA:1.1B.1 1.5A.2

LA: 3.2A.8 3.2B.6

SS: 6.1A.1 6.1A.4 6.1D.1


Objective (s):
TSWBAT hear a Rap performance and summarize lyrics.
TSWBAT examine how the social and political environment influences artists in various social/historical/political context.
TSWBAT state a position clearly by stating the issue, giving facts, examples and details to support their position.

Materials/Resources:

CD player Mr. President CD by LL Cool J Song sheet for Mr. President ( Note: There are two versions of these lyrics on iTunes. Select carefully.)

Procedure:
Have students listen to Mr. President by LL Col J. Discuss the main idea of the Rap. Have students answer the following questions:
What points of view are being expressed in the Rap?
What is LL Cool J’s purpose for writing this Rap? Support your position.
Can music serve as a vehicle for social change? Support your answer.

Vocabulary: residence IED terrorists discharged immigrants Republican Democrat Independent CNN Middle East deceive

Homework/Independent Study:
To what extent does voting or the lack of voting affect individuals?

Evaluation:
Use Assessment: Non-Performance Skills Listening Rubrics from Pearson Education, Inc. to evaluate students.

Comments:
Students that have problems understanding the main idea of the Rap can work in pairs.

Follow-Up Lesson:

TSWBAT write a poem or graphically illustrate social issues in the Rap, Mr. President.
( See T-shirt/Sneaker Rubric. The students participated in a T-Shirt/sneaker design competition and submitted the application below with their entry.

T-Shirt/Sneaker Rubrics

Name Date

Grade Homeroom

Criteria
1
Needs Improvement
2
Satisfactory
3
Accomplished
4
Exemplary

Score

Elements of Designs
The student did the minimum or the art work was incomplete.
The student did the assignment in a satisfactory manner, but lack of planning was evident.
The artwork shows that the student applied the principles discussed in class adequately.
The artwork shows that the student applied the principles discussed in class in a unique manner.

Creativity
The piece shows little or no evidence of original thought.
The student’s work lacked sincere originality.
The student’s work demonstrates originality.
The student’s work demonstrates a unique level of originality.

Effort
The student did not finish the work in a satisfactory manner.
The student finished the project, but lacks finishing touches or can be improved upon with little effort.
The student completed the project in an above average manner, yet more could have been done.
The students gave an effort far beyond the requirements of the project.

Theme
The student’s work demonstrates a poor presentation of the contest
theme.
The student’s work is an average presentation of the contest theme.
The student’s work is an above average presentation of the contest theme.
The student’s work is an exceptional presentation of the contest theme.

Responsiveness
The student displayed a negative response throughtout the development of this piece.
The student displayed a negative response at times during the development of this piece.
The student displayed a positive response most of the time during the development of this piece.
The student displayed a positive response all of the time during the development of this piece.

Leslie Ann Herrera Grade 8 Essex County

Tameer Peak Grade 7 Essex County

Raymond Uceta Grade 8 Essex County

Kinayshamar Rosa Grade 7 Essex County

Can You Hear Me Out?

Mr. President can you hear me out?

I need to tell you what this is all about.

Mr. President do you really care

About all the people dying out there?

Mr. President, you’ve had your ups and downs

But through it all would you stick around?

Mr. President, please listen to me

Sometimes our nation will never be free.

Well, Mr. President that’s all I have to say.

Even though I feel as though you don’t care anyway.

Doussou Camara

Criteria
1
Needs Improvement
2
Satisfactory
3
Accomplished
4
Exemplary

Score

Elements of Poetry

The form of the poem is not appropriate to the subject. The poem does not enable the reader to see, hear, feel, or think about the subject.

Words may be misused or unclear

.Sensory details and figurative language may be overused, underused, or inappropriate to the subject.

Word choices may be vague, repetitive, or imprecise.

Sensory details and figurative language contribute to the meaning of the poem . Most word choices are precise.
Sensory details and figurative language create vivid images that contribute significantly to the meaning of the poem. Word choice is vivid and exact throughout.

Organization and Overall Impact

The form of the poem is not appropriate to the subject. The poem does not enable the reader to seek hear, feel or think about the subject.
The form of the poem should be more appropriate to the subject. The poem enables the reader to see, hear, feel, or think about the subject, but this is accomplished through clichés, or other predict-able choices.
The form of the poem is appropriate to the subject. The poem enables the reader to see, hear, feel, or think about the subject.
The form of the poem is appropriate to the subject. The poem enables the reader to see, hear, feel, or think about the subject in a new way or in a more compelling way than ever before.

Effort
The student did not finish the work in a satisfactory manner.
The student finished the project, but lacks finishing touches or can be improved upon with little effort.
The student completed the project in an above average manner, yet more could have been done.
The students gave an effort far beyond the requirements of the project.

Theme
The student’s work demonstrates a poor presentation of the contest theme.
The student’s work is an average presentation of the contest theme.
The student’s work is an above average presentation of the contest theme.
The student’s work is an exceptional presentation of the contest theme.

Responsiveness

The student displayed a negative response throughout the development of this piece.
The student displayed a negative response at times during the development of this piece.
The student displayed a positive response most of the time during the development of this piece.
The student displayed a positive response all of the time during the development of this piece.

The project was innovative because the lesson:
· Integrated music across the curriculum (Music, Language Arts, Social Studies).
· Addressed different learning styles.
· The students created T-shirts, sneakers, and or poems to graphically illustrate social issues.
· The students used a Rubric to critique their peers.

Student Responses to Projects:

“ I enjoyed writing poetry in Music.”

“ Art is my favorite subject. I had an opportunity to show my talents in music
through my Art”

“ I can sell my sneakers. They are so cool.”

Teacher Response:

This lesson was presented several weeks before the Presidential Election. When students presented their projects to their peers for critique, 95% of students were able to answer questions asked by their peers. Some of the questions asked were as follows:

• Why did you select that candidate?
• Why did you choose that social issue?
• Do you think someone would purchase that shirt/sneakers?

This lesson included an application form for the students to submit with their projects. Most students submitted a completed form. Incomplete forms were returned to students for completion. This was an important Workplace readiness skill.

"It's what we do with the music that brings a smile or a tear or a shiver to the spine."

Merle J. Issac

This lesson was inspired by

• Discussions on infusing the arts across the CCCS.
• Participating in a visual arts class ( oil painting)
• Listening to poetry readings.

When I returned to my school after being invigorated at aTi, I explored several lesson plans to incorporate the enthusiasm I have for the arts and to infuse other art mediums into music. The students were enthusiastic about these lessons because they could express themselves using a genre of music that most of them listen to daily. The lessons also provided an opportunity for differentiated learning.

I have several ideas for future projects from my bookmaking classes and collaboration with my peers at aTi.