­¦ý°±·>œ œЀhcý e n!  Ä ÄÄ Ä Ä Ä Ä î î î î î î û î =¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥ ¥  Û XK!# Ä ¥ ¥ ¥ ¥ ¥ ¥ Ä Ä ¥ ¥ ¥ ¥ ¥ ¥ Ä ¥ Ä ¥ ¥ ñÖ¥î î Ä Ä Ä Ä ¥ ¥ ¥ ¥ Tony Bennett VH1 Storytellers for VH1 Save the Music With Special Guests The Backstreet Boys A VH1 Save the Music Special VH1 Music Studio Cable in the Classroom Lessons for Elementary School Music Classes Lesson 3 Objectives Students will listen to three recordings of the song ³Swinging on a Star² and use appropriate music terminology to describe differences among the three and to tell which version they prefer. National Standards: Content Standard 7--Evaluating music and music performances: Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Materials Videotape of Storytellers for Kids starring Tony Bennett, featuring The Backstreet Boys. Three recordings of ³Swinging on a Star² (by Johnny Burke and James Van Heusen, 1944). One performed by Tony Bennett and the Backstreet Boys in the third segment of the video and the other two provided by the teacher from either the library or borrowed from a friend. Sheet music of ³Swinging on a Star² obtained by teacher Television and VCR Audio-playback equipment Copies of Venn diagram Prior Knowledge and Experiences Students are able to sing the song ³Swinging on a Star² from memory. Procedures 1. Tell students that you have two recordings of the song ³Swinging on a Star,²--one on the videotape Storytellers for Kids starring Tony Bennett, featuring The Backstreet Boys and another on a tape or CD of teacher¹s choosing. Students will describe each recording, telling how it is the same and different from the other, and decide which recording they like better. 2. Divide the students into groups of three. Give each group a blank Venn diagram (see example below). Tell students that they will listen to the first recording and write information about the music they hear in the left circle. Prior to their listening, give the students an opportunity to discuss with their groups what kinds of information they will listen for. For example, they might want to note what kind of voices are singing, which instruments are used in the accompaniment, and how many times the song is repeated. 3. Play the third segment of the Storytellers videotape with Tony Bennett and The Backstreet Boys singing ³Swinging on a Star.² Have the students write down what they have heard on the left side of the Venn diagram. Students may need to listen more than once. Encourage the students to work as teams and to share information. Individual students might listen for specific information and then share what they have heard within the group. 4. Tell the students that they will now hear a second recording of the same song. Ask them to write information about the second version on the right side of the Venn diagram. Play the second recording, and have the students record their information. 5. Ask the students to compare the two versions they have heard using the information they have collected on the Venn diagrams. Have them write the common features of the two versions in the intersection of the two circles. As they do this, have them cross off these common features on the left and right sides. The result should be unique features of the first version in the left circle, unique features of the second version in the right circle, and common features in the middle. 6. Ask the students to discuss the similarities and differences of the two versions in their groups and then to tell which one they prefer and why. Have the students share their findings with the class using appropriate music terminology. 7. On another day, play the recording of the third version of the song. Ask the students to compare the third version to the first two they have heard. Then have students select a favorite and justify their choice with musical vocabulary. They may do this orally or by writing in their music journals. Indicators of Success Students successfully complete the collection and comparison of information and articulate their findings using age-appropriate music vocabulary. Follow-up Repeat this activity using traditional and rock versions of a familiar song, two versions of an instrumental selection, or the same song performed in two or more cultural traditions. This lesson is derived from Strategies for Teaching: K-4 General Music (MENC, 1996) VH1, in partnership with Cable in the Classroom, collaborated with MENC: The National Association for Music Education to develop this series of lessons. National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. 12/99 Storytellers Lesson 3 é°§­/€ý=¶ÝßݮݩÝ<ceÅÇ©´÷ÿý“Ì„àâò”zõ“ÌUÝñ ¢ 7L”ÔŠÙü®¦ <›™—›Û›Ò›Ô›Î›Î›Ëβ˛ΛΛ˛˛ΛΛ˛˛›’›ýuUÅcUÅcVÅcUÅ^ccc$UÅVÅc,UÅc,UÅc0c)%<deÇì´×ÿ·’“ÓÔƒ±¾„}~âäÂÊÙž/D_xyzöõœœœœœœšššššššššššššœœ–œœœœœœœœ–œ–œÓÓÓÓœœœœ­0›ý­0›*õ’“ÓÔa b s t . / +,4567MN“”ÓÔ®©´¨‚IÝ°¢£§š˜˜˜˜˜˜˜˜˜˜˜˜˜˜˜˜˜˜˜˜˜š˜˜˜š˜˜˜˜˜˜˜˜˜˜˜––˜˜˜˜­0›,§€¶ß®©­‹fgÝ°þý23_`¿¡¸›œ œœœœœœœœœœœœœœœœœœœœœœœœœœœœœœœœœœœ#K@ÒNormal]a "A@Ú°"Default Paragraph FontœO¢Ò_c  < õ§  @=êMTimes New Roman êSymbol "êMArial êMTimes"Ä­h¡´