Historical Lesson

Standards
MU:Re7.1.E.Ia: Apply criteria to select music for specified purposes, supporting choices by
citing characteristics found in the music and connections to interest, purpose, and context
MU:Re8.1.E.Ia: Explain and support interpretations of the expressive intent and meaning of
musical works, citing as evidence the treatment of the elements of music, contexts, the setting of
the text, and personal research
MU:Cn11.0.T.Ia: Demonstrate understanding of relationships between music and the other arts,
other disciplines, varied contexts, and daily life

Objective
Students will demonstrate an understanding of the historical context of The Trombone King by
interpreting and selecting compositions that would be appropriate for the circus performance
setting.

Sequence
In this lesson, students will be split into groups of at least five with the purpose of
programming the music for a circus that takes place in 1945, when the composition was first
created. It is the students’ job to divide up roles during class so that students are researching
age/culturally/historically appropriate circus events and music that would make sense to be in
them. The goal of this lesson is not to just pick fun and silly music, students will need to select
music within the parameters of the assignment: The Trombone King must be one of the songs
selected, pieces shouldn’t be too long (audiences don’t want to go to a circus that takes all day),
at least 5 pieces but no more than 8, and the pieces do not have to be composed before 1945. All
pieces must have a rationale for their selection (especially music published after 1945).
These can be presented on posters or through powerpoint though it would be easier to
post a link to the selected music on a powerpoint.
 Assessment
Rubrics differ from checklists in the sense that they measure exactly how well students
did for each criteria. This is a good way for a teacher to not only properly assess a student’s
understanding of each concept addressed in an assignment but it is also a good way to hold
students accountable for their work on an assignment.

Student Name: ________________________________________

CATEGORY 4 3 2 1
Use of Class Time Used time well Used time well Used some of the Did not use class
during each class during each class time well during time to focus on
period. Focused on period. Usually each class period. the project OR
getting the project focused on getting There was some often distracted
done. Never the project done focus on getting others.
distracted others. and never the project done
distracted others. but occasionally
distracted others.
Required Elements The presentation All required All but 1 of the Several required
includes all elements are required elements elements were
required elements included on the are included on the missing.
as well as presentation. presentation.
additional
information.
Knowledge Gained Student can Student can Student can Student appears to
accurately answer accurately answer accurately answer have insufficient
all questions most questions about 75% of knowledge about
related to facts in related to facts in questions related the facts or
the poster and the poster and to facts in the processes used in
processes used to processes used to poster and the poster.
create the poster. create the poster. processes used to
create the poster.
Rationale Rationales for Rationales for Rationales for Rationales for
music selection are music selection are music selection are music selection
descriptive, descriptive and historically- either don\'t make
thorough, and historically- appropriate but sense or are
historically- appropriate could use a better inaccurate or
appropriate description inappropriate
Presentation (XC) Time was spent Time was spent
searching for making the
quality additions to presentation
the presentation attractive
such as pictures