Kaʻapana 1

Kaluhi Kaʻapana
ITE 329
Camille Monson
20 March 2019
Reading Response 3: Music
1. What was most relevant or meaningful to you in the reading that connected to the music lesson
you are planning for your students? Please provide specific examples and use citations that
include the author, date, and page number. For example (Cornett, 2011, p.121)
I found this reading really interesting because I made a lot of connections between what I
learned in Dr. Loong’s MUS 253 class. I also made many connections in how I learned to speak
Hawaiian language. According to our textbook, our brains are hardwired for music (Cornett,
2011, p.305). Music is integrated in our life from before we are even born, from our mother’s
heartbeat in the womb. Infants are able to react to percussive phonemes from when they are born.
From here, music becomes a vital communication vehicle in our lives (Cornett, 2011, p.307). I
found this interesting because music was a vital part in how I learned how to speak Hawaiian.
Through listening to Hawaiian music, you can hear sentence patterns and learn new vocabulary
words. On page 309, it mentions how music tells history. This is how native Hawaiians today
still learn our stories or aspects of stories, through mele and oli. In fact, in my HAW 402 class,
we recently read an article in the Hawaiian newspaper of an oli that names all the winds of each
little piece of land on Kauaʻi.

2. What resources did you locate in Laulima in Resources in Music or from your own Internet
research that contributed to your teacher research for planning for instruction? Please describe
and explain and include an active link to the specific resources.
The resource I found most helpful in Resources was a music lesson plan from
lessonplanspage.com. In this lesson, the students listen to a piece of music and draw what they
hear. The lesson plan gives a description of how the lesson would go. This was helpful to me
because it gave me an idea of a music lesson plan I could do with my own students.

Resource: http://lessonplanspage.com/musicartdrawwhatyouhearprogrammusic14-htm/

3. Briefly describe the piece of children’s literature you have selected as a focus for your lesson,
what your students will do specifically in the lesson you are planning and how this builds on
their prior academic knowledge and experiences.
One of the forms of literature that my MT uses is audio clips from Kani ʻĀina where the
students listen to recording of Mānaleo (native speakers, usually from Niʻihau). The students
usually transcribe the story and we look at and analyze their transcription as a class. I have a 3
minute excerpt where a Mānaleo mentions an oli that Hiʻiaka does after Pele destroys Hopoe.
You can feel the emotion and the sadness in the oli. I would base my lesson off of this literature.
We would analyze the oli and what it going on within the oli, the emotions in the oli, and how
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the students interpret it. The students would, then listen to the oli and create a picture based on
what they hear and interpret of the oli. From here, I would play different kinds of music for the
students to listen to and draw what they hear. I would use Hawaiian music, as well as modern
music that the students listen to. The students draw what they hear. As a class, we discuss the
emotion in the music, how it makes them feel, how the tempo and rhythm affect the emotion of
the song or the story, etc.

4. What is the enduring understanding you want your students to develop as part of this lesson?
● Music sparks emotion.
● I can use music to create a story.

5. What is the essential question you plan to ask your students as part of this lesson?
● How does a piece of music affect your emotion?
● How can you depict the story that a musical piece is telling?

6. What HCPS III Content Standard and Benchmark in Music will your students demonstrate
they can meet through their work in this lesson?
Benchmark FA.5.2.6: Compare the use of musical elements in aural examples of American
music and in music from other cultures
Benchmark FA.5.2.5: Analyze musical elements when explaining or critiquing a musical
selection or musical performance

7. What element of music do you plan to teach to your students about as part of the experiences
in this lesson?
I plan to teach tempo and rhythm in this lesson. I think the tempo and rhythm of the
music really affects the feeling and plays a big role in the story that the song is telling. I would
first go over with the students what tempo and rhythm are. As we listen and draw, the students
will also analyze how the song makes them feel based on the tempo and rhythm.

8. What instructional strategies will you use to engage your students in developing
understandings and skills to scaffold student learning that includes participating in a warm-up,
focusing event, and practicing the music element(s) that is (are) part of your lesson?
We will start with a mini-lesson on the elements of music. This is to build on their
foundational knowledge of music. We will “warm-up” using the piece from Kani ʻĀina. This is
the I do part of my lesson. For the We do, we will listen to different songs and students will draw
what they hear. After each song, we will discuss the emotion and story of the song and how the
tempo/rhythm play into this. Once the students are accustomed to the assignment, the You do
will be their analyzing a few musical pieces and drawing what they hear, then writing a short
write-up on their analysis of one of the musical pieces.
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9. How will you assess the student’s learning throughout the lesson (formative assessment)?
I will listen to the student discussions as a formative assessment. I will also make
observations of their findings.

10. How will you provide closure to your lesson that also lets your students demonstrate what
they know, understand and are able to do as musicians, or singers or composers (summative
assessment)?
As a summative assignment, the students will choose one of their drawings and do a short
write-up explaining their analysis of the piece.

11. What teaching materials (i.e. charts, graphs, visuals, slides, questions, rubrics, exit notes) do
you need to develop for this lesson to improve and enhance student learning in drama and theater
and other content?
I would use the classroom speaker and the Promethean board. Their exit slip would be
their write-up with their drawing.
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References
Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for

classroom teachers(4th ed.). Boston, MA: Allyn & Bacon/Pearson.

Found, D. (n.d.). Lesson Plans Page- Lesson Plans by Teachers for Teachers. Retrieved from

http://lessonplanspage.com/musicartdrawwhatyouhearprogrammusic14-htm/
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Protocol
Copy the reading response questions and your responses in Forums by the due date on the
calendar.
Choose to respond to two peers who do not have two responses.
Then read the response of two peers and write a reply to each peer.
When you have completed this process assess yourself and post your work and the rubric below
in Assignments for instructor review and assigning points.

Rubric for Self-Assessment of Reading Responses — Check your work!

Needs Improvement (N) Meets Expectations (M)

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their work in Forums for peer review and
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1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 in thoughtful,
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using tools found in Word
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includes names below:
Isabelle Grande
Hey Isabelle!
I really liked reading about the lesson you are
planning. I feel like this could turn into a great
social studies integrated lesson. It could be
cool to study the popular genres of music over
time and how it has evolved today. It would be
interesting to me to study the evolution in music
within different cultures also. I was just having
a conversation with a former teacher of mine
about the evolution of Hawaiian music. We
had traditional oli, then it changed after the
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plantation workers introduced ukulele and

guitar, where slack key was born. Even the
music today is a little different, some more
contemporary, and some music that is closer to
traditional Hawaiian music. I feel like you could
do a lot of different things with your lesson and
it is giving me ideas of lessons I might want to
do in the future. Mahalo for sharing!
Kaluhi
Kathleen Batulayan

Hi Kathleen!

This seems like a very fun lesson and I think

your students are really going to like it. When
I took Dr. Loong's class, we had to read a
book to the class incorporating vocal
explorations also and I think this will make
reading your book more engaging and
interactive. I also really liked the warm-up
idea, this is going to be a really fun part for
the students. Overall I think your lesson is
going to be really engaging and I can't wait to
hear from you how it is going to go! Mahalo
for sharing!

Kaluhi

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__x_Posts work in Assignments for Instructor
review