Author:
Melody Casey
Subject:
Arts Education, Music, English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
5
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Music and Poverty: How Does Poverty Affect Me? (Lesson 3 of 4)

    GEDB Music and Poverty: How Does Poverty Affect Me? (Lesson 3 of 4)

    Overview

    Students will re-watch the video clip from “Landfill Harmonic” as watched in the first lesson and will re-evaluate their feelings regarding poverty in their music journals. Students will initially meet in pairs for the discussion, then they will gather in their small groups for discussion about how the story of the members of the Landfill Harmonic has affected their perspective on poverty around the world including the local community. Students will create a group observation statement from their journal entries and discussion which will be read during the presentation. This lesson was developed by Angela Windley as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

    Lesson Plan

    Description

    Students will re-watch the video clip from “Landfill Harmonic” as watched in the first lesson and will re-evaluate their feelings regarding poverty in their music journals. Students will initially meet in pairs for the discussion, then they will gather in their small groups for discussion about how the story of the members of the Landfill Harmonic has affected their perspective on poverty around the world including the local community. Students will create a group observation statement from their journal entries and discussion which will be read during the presentation.

     

    Content

    Student Engagement/Motivation

    Students will discuss the following question in pairs: Having studied poverty so far, how have your feelings changed or grown as a result of learning about the Landfill Harmonic? The pairs will then share in their small groups how each of them answered this question.

     

    Learning Targets and Criteria for Success

    I can make connections to the people in Paraguay and their struggle in poverty.

    I will reflect on the living conditions of the people of Paraguay, and as a group, will create a group opinion statement about society's perception of those living in poverty (in Paraguay and locally).

     

    Supplies/Resources

    Journals, pens, pencils, computer, computers/IPADS for the students or a whiteboard projection system to re-watch the video clip

    https://www.nytimes.com/2016/09/09/movies/landfill-harmonic-review.html?mcubz=3

     

    Learning Tasks and Practice

    Students will re-watch the video from "Landfill Harmonic". Students will review the questions from the music journals and see what insights have been gained concerning poverty. The questions were: 1. Name and describe three things that surprised you about the conditions that the people living in the landfill faced. 2. How would you feel if you lived in a landfill? Why? 3. Describe how you would survive in a landfill. (3 things). 4. How would you use garbage to create an instrument? 

    Students will answer the following questions as a follow up in their journals. 1. How has your perspective and attitude changed about people living in poverty since the beginning of the project? 2. If you lived in a landfill, what items would you need to survive and what items would you use if you didn’t have those items? 3. If you were a member of Landfill Harmonic, what would you reasonably hope for the future (job, family, education, etc.)? 4. Having gone through this process, explain how poverty affects you in everyday life.

    Students will gather in their groups to share responses with each other, focusing on the way in which attitudes and perception of poverty has changed. Each group will collect answers and differences observed in the answers and report the growth in student perceptions in the script to be read during the presentation. 

     

    Technological Engagement

    Students will view the video clip from "Landfill Harmonic".

     

    Collecting and Documenting Evidence of Learning

    Students will compare group member responses of the questions about the video clip from "Landfill Harmonic" from the first lesson to the responses revisited in this lesson. Students will use an organizational chart (Venn diagram or a double-bubble thinking map) to compare the differences in the answers from the two lessons, while adding their observations into the script to be presented to the other classmates during the final presentation. They will collect all the observations of those in the group and will combine them to create a group observation.

     

    Student Self-Reflection and Action Steps

    Students' self-reflection is recorded in music journals and discussed in the group. As a result of the self-reflection the students will create a group statement about their thoughts about poverty in Paraguay and how it compares to poverty in the local community.

     

    Feedback/Instructional Adjustments

    Students will express their opinions and feelings about poverty in their group discussion. 

     

    Extended Learning Opportunities 

    Students will be able to extend their learning of empathy through guidance counseling lessons and class discussion.

     

    Teacher Reflection of Learning

    The teacher will record the students' observations and approve their statement for their presentation.