Session III: Historical and Cultural Relevance Tim M c Cormick

“If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.” Read more at – Carl Jung “He who rejects change is the architect of decay. The only human institution which rejects progress is the cemetery. “ – Harold Wilson

Before We Really Start A ND ―all stated skills, concepts or examples must be taught S UCH AS ―all stated skills, concepts or examples are examples of what should be taught I NTERDISCIPLINARY ―involving two or more academic, scientific, or artistic disciplines (Merriam-Webster Online) C ONCEPT ―an abstract or generic idea generalized from particular instances (Merriam-Webster Online) I NTERDISCIPLINARY C ONCEPT ―an abstract or generic idea generalized from particular instances involving two or more academic, scientific, or artistic disciplines (Me by concatenating Merriam Webster Online!) Definitions

Compare (3) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) sing songs and play musical games from different cultures; and (B) identify simple relationships between music and other subjects. (3) Historical/ and cultural relevance heritage. The student examines relates music in relation to history, to society, and to cultures. The student is expected to: (A) sing songs and play musical games, including rhymes, folk music, and seasonal music from different cultures; and (B) identify simple interdisciplinary concepts relating to music relationships between music and other subjects. Kindergarten Music TEKS

Compare (3) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) sing songs and play musical games from different cultures; and (B) identify simple relationships between music and other subjects. (3) Historical/ and cultural relevance heritage. The student examines relates music in relation to history, to society, and to cultures. The student is expected to: (A) sing songs and play musical games including rhymes, patriotic events, folk music, and seasonal music from diverse cultures; and (B) identify steady beat in short musical excerpts from various periods or times in history and diverse cultures; and (C) identify simple relationships between music and other subjects interdisciplinary concepts relating to music. 1 st Grade Music TEKS

Compare (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify music from various periods of history and culture; (B) sing songs and play musical games from diverse cultures; and (C) identify relationships between music and other subjects. (5) Historical/ and cultural relevance heritage. The student examines relates music in relation to history, to society, and to cultures. The student is expected to: (A) sing songs and play musical games including patriotic, folk, and seasonal music; from diverse cultures; and (B) identify examine short musical excerpts from various periods or times in of history and diverse and local cultures; and (C) identify simple interdisciplinary concepts relating to music; relationships between music and other subjects. 2 nd Grade Music TEKS

Compare (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) perform songs and musical games from diverse cultures; and (C) describe relationships between music and other subjects. (5) Historical/ and cultural relevance heritage. The student examines relates music in relation to history, to society, and to cultures. The student is expected to: (A) perform a varied repertoire of songs, movement, and musical games representative of American and local from diverse cultures; and (B) identify aurally-presented excerpts of music from representing diverse genres, styles, periods, and cultures. ; and (C) identify the describe relationships between music and interdisciplinary concepts. other subjects 3 rd Grade Music TEKS

Compare (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) perform music and movement from diverse cultures; (C) perform music representative of American and Texas heritage; and (D) identify connections between music and the other fine arts. (5) Historical/ and cultural relevance heritage. The student examines relates music in relation to history, to society, and to cultures. The student is expected to: 666 (A) perform a varied repertoire of songs, music and movement, and musical games from representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas; (B) perform music representative of American and Texas, heritage including "Texas, Our Texas;"and (C) identify and describe aurally-presented excerpts of music representing from diverse genres, styles, periods, and cultures; and (D) examine the relationships identify connections between music and interdisciplinary concepts 4 th Grade Music TEKS

Compare (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) describe various music vocations and avocations; (C) perform music and movement from diverse cultures; (D) perform music representative of American and Texas heritage; and (E) identify concepts taught in the other fine arts and their relationships to music concepts. (5) Historical/ and cultural relevance heritage. The student examines relates music in relation to history, to society, and to cultures. The student is expected to: (A) perform a varied repertoire of songs, music and movement, and musical games from representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America; (B) perform music representative of Texas and American, including “The Star Spangled Banner” and Texas heritage; and (B) describe various music vocations and avocations; 5 th Grade Music TEKS

Compare (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) describe various music vocations and avocations; (C) perform music and movement from diverse cultures; (D) perform music representative of American and Texas heritage; and (E) identify concepts taught in the other fine arts and their relationships to music concepts. (C)(A) identify and describe aurally-presented excerpts of music representing from diverse genres, styles, periods, and cultures; and (D) examine the relationships between music and interdisciplinary concepts. identify concepts taught in the other fine arts and their relationships to music concepts. 5 th Grade Music TEKS (cont.)

Group Work Groups 1 & 2—Kinder & 1 st, One song each, show cultural and rigor differences between groups Groups 3 & 4—2 nd & 3 rd, One song each, show cultural and rigor differences between groups Groups 5 & 6—4 th & 5 th, One song each show cultural and rigor differences between groups Groups 7 & 8—Kinder & 1 st, Identify simple interdisciplinary concepts relating to music 16 Groups Groups 9 & 10—2 nd, Identify simple interdisciplinary concepts relating to music & 3 rd and the relationship between music and interdisciplinary concepts Groups 11 & 12— 4 th & 5 th Examine the relationships between music and interdisciplinary concepts Groups 13 & 14— 2nd & 3 rd, identify and show spiraling between grade levels Groups 15 & 16—4 th & 5 th, identify and show spiraling between grade levels

Spiraling sing songs and play musical games, including rhymes, folk music, and seasonal music sing songs and play musical games including rhymes, patriotic events, folk music, and seasonal music sing songs and play musical games including patriotic, folk, and seasonal music perform a varied repertoire of songs, movement, and musical games representative of American and local cultures perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America Music TEKS Historical/Cultural Spiraling in Rigor Through the Grades Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade

Soc. Stud. TEKS b, 12 The student understands the importance of family customs and traditions b, (1)... origins of customs, holidays, and celebrations. (2) historical figures, patriots, b, 14, B identify selected patriotic songs, including "The Star Spangled Banner" and "America the Beautiful"; b, 14, A identify and compare the heroic deeds of state and national heroes, including b, 1... origins, similarities, and differences of American Indian groups in Texas and North America b, 2, C explain when, where, and why the Spanish established settlements and Catholic missions in Texas b, 22, C summarize the contributions of people of various racial, ethnic, and religious groups to our national identity Music TEKS Historical/Cultural Spiraling in Rigor Through the Grades Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade

Spiraling identify simple interdisciplinary concepts relating to music identify the relationships between music and interdisciplinary concepts. examine the relationships between music and interdisciplinary concepts examine the relationships between music and interdisciplinary concepts. Music TEKS Historical/Cultural Spiraling in Rigor Through the Grades Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade

“ The only thing that interferes with my learning is my education.” “It is a miracle that curiosity survives formal education.” “Education is not received. It is achieved.” –Albert Einstein