Arkansas Fine Arts
MUSIC Instruction Module
Grade 3
Folks in Arkansas
Discipline: MUSIC
Teaching Strand: Creating, Performing, Responding, Connecting
Arkansas Music Curriculum Frameworks: CR.1.3.1; CR.1.3.2; CR.2.3.5; P.4.3.1; P.4.3.2; P.5.3.1; P.5.3.3; P.6.3.2; P.6.3.3; R.7.3.3; CN.10.3.1; CN.11.3.1, CN.11.3.2
Title: Folks In Arkansas
Overview of Module:
Creating: Students will experiment vocally and instrumentally with the sounds of folk music, using a variety of simple songs alone and with others.
Performing: Students will perform “She’ll be Comin’ Around the Mountain When She Comes” in made up bands.
Responding: Students will describe personal responses to folk music, referencing applicable elements of music.
Connecting: Students will identify multiple connections between folk music and other disciplines and various cultures.
Grade: 3
Contents of Module:
  • Alignment to Arkansas Visual Art Framework
  • Enduring understandings
  • Essential questions
  • Instructional (Student performance) tasks
  • Knowledge, skills, and vocabulary
  • Resources needed for task implementation
  • Opportunities for community or community arts engagement
  • Differentiation Strategies
  • Strategies for Inclusion
  • Classroom assessment procedures
Estimate Time for Teaching and Assessment: To be determined by the individual teacher
Instructional Focus
This section references the general objective for each of the four artistic strands (see Overview of Module above). These statements identify daily instructional tasks and/or strategies that address each of the artistic processes addressed in the module. These tasks are based on the Student Learning Expectations of the Arkansas Visual Arts Curriculum Framework. These frameworks (abbreviations in left column) can be found at the following link. Click on General Music K-8.

Arkansas Fine Arts Frameworks / Enduring Understandings
(what you want
students to take away) / Essential
Questions / Instructional (Student Performance) Tasks
Creating: Students will experiment vocally and instrumentally with the sounds of folk music, using a variety of simple songs alone and with others.
CR.1.3.1
CR.1.3.2
CR.2.3.5 / Improvising sounds or rhythms can be simple.
Instruments can be made or built from ordinary items. / What is folk music?
Why do I need to know about folk music?
Does all folk music sound the same?
How do I create a folk song?
What is that sound?
How can I make or create that sound? / Introduce yourself to your neighbor or the others in the group by the sound of an instrument. Choose an instrument that you play or would like to play.
Create sounds with mouth to use as warm-ups or music:
  • simple sounds (e.g., birds, frogs, night noises, urban/rural)
  • nature (e.g., wind, storm)
  • mouth sounds (e.g., vibration)
  • rhythm (e.g., drumming with hands or feet)
Make folk toys that serve asrhythm instruments:
  • limber Jim/Jenny, clackers (photos attached below)
Introduce found and/or made instruments (photos attached below):
  • rhythm
  • gourd shakers
  • found sounds in existing objects
  • spoons
  • grown in nature
  • river cane, comb and paper (drawing on vocal vibration)
**Pinterest and many websites offer numerous ideas about making instruments out of found materials.
Performing: Students will perform “She’ll be Comin’ Around the Mountain When She Comes” in made up bands.
P.4.3.1
P.4.3.2
P.5.3.1
P.5.3.3
P.6.3.2
P.6.3.3 / I can create my own folk band with instruments that I have built, and I can perform music with my friends.
I can use sounds that I hear in nature to make my song sound better.
I can identify the timbre of folk instruments. / How can I learn to play folk music?
What kind of training or education do I need to play folk music?
What style of music will I be performing in my program? / Define and discuss timbre and musical form for the students. Discuss the timbre of the folk toys and found instruments.
Make a band and try playing a simple song such as “She’ll be Comin’ Around the Mountain When She Comes”.
Show two ways to play the autoharp, one for students and one for teachers. Discuss timbre as it applies to the autoharp. Play a simple song such as “Down in the Arkansas”.
Demonstrate how to conduct one’s self in a group, on stage, or while listening.
Responding: Students will describe personal responses to folk music, referencing applicable elements of music.
R.7.3.3 / I can share my personal response to music with others. / What makes these sounds musical? / Lead the students in a discussion of the elements of music and the manner in which the folk toys and found instruments create melody, harmony, rhythm, and/or form. Ask the students to describe the sounds made by the instruments. Why are they musical? Which is their personal favorite and why?
Connecting: Students will identify multiple connections between folk music and other disciplines and various cultures.
CN.10.3.1
CN.11.3.1 CN.11.3.2 / I can learn about other people by listening to their musical stories.
I can use my own personal experiences to create my own song. / Why do I need to know this?
What other cultures have folk music?
What has happened in my life to create a song? / Introduce folk songs that tell a story about the culture in which they were created, such as the story songs of “Arkansas Stories” by Charlie Sandage and Harmony. Play story songs for the students to hear. For example, to hear “Arkansas Stories” go to
Discuss what can be learned about history and culture from the story songs.
Discuss the elements of poetry in the story songs.
Ask the students, in small groups, to tell each other personal stories they might make a song about.
Knowledge, Skills and Vocabulary
Key Vocabulary:
Body percussion
Classroom instruments
Context
Cross cultural
Elements of music,
Environmental sounds
Etiquette
Expressive elements
Folk music
Form
Found sounds
Genre
Improvise
Repertoire
Style
Timbre
World music
Knowledge and Skills
Students will
  • listen to various styles of blues to differentiate instrumental and vocal timbre
  • demonstrate how to conduct one’s self in a group, on stage or while listening
  • be able to identify instruments by timbre
  • will be able to describe different cultural music

Resources
  • Sandage, Charley, “Arkansas Stories”
  • YouTube videos of folk musicians, such as videos of open-air folk concerts in Mountain View, Arkansas
  • Ozark Folk Center facebook page
  • audio/visual examples of folk instruments
  • classroom instruments
  • folk toy instruments: limber Jim/Jenny, clacker
  • gourd shakers, spoons, river cane, comb, paper
  • autoharp

Opportunities for community engagement or teaching artists or community arts collaboration related to instructional tasks:
Visit exhibits, museums, or galleries that specialize in folk culture, such as the Ozark Folk Center (Mountain View), the Historic Arkansas Museum (Little Rock) or Delta Heritage Center (Helena-West Helena).
Attend or arrange to perform at community or music festivals such as the Arkansas Folk Festival in Mountain View and the Blue Grass Festival in Mountain View. Many communities have annual festivals, and county fairs are another opportunity for exposure to folk music.
Engage folk musicians from community events in communicating with students about their music backgrounds and the music and instruments they play. If possible, craftsmen could assist the students in making folk instruments in class.
Strategies for Inclusion:
Include modifications and specially designed instruction and support for students with disabilities to provide equitable learning opportunities. Check all that apply.
______Extended Time
__X__Priority Seating
__X__ Oral Instruction
_____Written Instruction
_____Shortened/Adapted Assignment
_____Test Accommodations
_____Peer Tutor
_____Other: / Differentiation Strategies
Include instructional approaches that respond to individual student needs and strengths to maximize student learning and success. Check all that apply.
__X__Verbal Linguistic
__X__Visual Spatial
__X__ Musical
_____Mathematical/Logical
__X__Interpersonal
__X__ Intrapersonal
__X__ Bodily Kinesthetic
_____ Naturalist
_____Other:
Classroom Assessment Procedures:
Describe and, if needed, attach examples of formative and/or summative assessments.
______Rubrics
______Homework
___X_ Participation
___X_ Oral response
______Written response
___X_ Teacher Observation
______Questioning
___X_ Discussion
______Critique
___X_ Practice
______Reflection
______Other:

Resources:

Arkansas Department of Education Fine Arts Curriculum Frameworks (2014)

National Core Arts Standards Copyright © 2013 State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS. All rights reserved. Their design

Gardner, Howard (1983; 1993)Frames of Mind: The theory of multiple intelligences,New York: Basic Books.

Nichols, Donna (2016) Ozark Folk Center, photography

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