Marcelin, Nandzy

Professor Schmidt Intro. to Music Ed.

Lesson Plan out of the National Anthem:

Grade Level: 3RD-8TH Grade
Essentials/Big Questions: Who has the authority to change/re-interpret a piece of music?
Key Goals:
1. Students will understand the difference between covering a song and creating a
version of a song.
2. Students will understand the politics of music and how they are intertwined with identity.

Resources/Links:
https://www.youtube.com/watch?v=TQMf8o47Q_gm
https://www.youtube.com/watch?v=7etXoNrwP8c
Materials:
-paper
-pen
-voice

Setting up the background:

-First off students need to know the national anthem the purpose/framework behind the song. Once
students establish the songs significance they develop a mood, a sense of respect for the piece.
-Students familiarize themselves with the word identity. With identity students learn how music
can play a huge role.
-Students understand how the national anthem gives identity to the American people.
-Students recognize the value behind the piece when they recognize the pattern behind the
performance. More specifically, at what times is the national anthem being performed?

-Students are provided with a brief history lesson to understand the importance behind the anthem.
Students will know:
-Time Frame
-How the national anthem birthed identity into the American people.
-When students understand the how behind a piece they can easily establish a why.

Marcelin, Nandzy

Professor Schmidt Intro. to Music Ed.

Development:
1. First I have students listen to the two different recording of the national anthem.
1. When was the national anthem made, and why?
Answer: 1814
2. After we have watched the two videos, I will have a class discussion and ask these questions.
1. How did you feel after listening to these two recordings?
2. What were some of the things they did differently from the original national anthem?
3. For what occasions was the song being performed for?
(These questions, help me guide students into understanding the importance behind the anthem and the
many different ways it can be performed.)

3. I will have students write these two words on their own sheet of paper: identity and version. I will
ask them to write their own definition of each word, then to briefly state how both words apply to each
other musically.
Answer: identity provides a direction for the piece. It helps the musician create a version of their
personal outtake on the original piece.
4. Split the class into groups so they can discuss what they wrote.
5. Finally, give the class ten to fifteen minutes to provide a rough draft of their own personal national
anthem. This allows me to help each group understand what I want from each of them. Then when each
group performs they continue the complete the entire assignment on their own time and perform it on
the next day of class.

Assessment and Standards:

MU.3.C.1.2
Respond to a musical work in a variety of ways and compare individual interpretations
MU.3.C.2.1
Evaluate performances of familiar music using teacher-established criteria
(When listening to the different versions of the national anthem, I am asking students to jot down the different
elements that were added or changed.)
MU.3.C.3.1
Identify musical characteristics and elements within a piece of music when discussing the value of the work.
MU.3.F.2.2
Describe opportunities for personal music-making.
(When I have students identify the term identity it provides them a reason to creating their own addition to the
original national anthem.)
MU.3.F.3.1
Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral
part of the whole.
(When students collaborate in their groups, I am looking for the students who are and are not communicating,
who is having difficulty expressing their ideas, and who is not.)
MU.3.H.2.1
Discuss how music in America was influenced by people and events in its history.
(This is established when we talk about when they national anthem was made and for what purpose.)