Jacquelyn C. Olson

SLM 521-Elective #11

Online Subscription Music

Multimedia Elective

July 9, 2009

Music Notes and Treble Clef

Part 2 – Use an Online Subscription Music Services

Lesson Plan

6^th Grade Health Lesson

Objectives: Upon completion of this lesson, students should be able to:
1.	Describe four different genres of music: rock, heavy metal, country and classical.
2.	Describe how different types of music can affect mood, ability to learn and complete tasks.
3.	Compare and contrast what experts say about the connection between mood and music to personal experiences after listening to different types of music.
4.	Speculate which types of music would be best suited for certain activities.

Activities:
1.	Click on the images to listen to the five music selections below. You must listen to the music selections to do activity number 2 below. Each sample is a good representation of the type of music each symbol represents.
2.	Immediately after listening to each selection, describe how the music makes you feel. Does it make your heart race? Does it relax you? What types of tasks would you be able to concentrate on as you listen to the music? What types of tasks would listening to the music hinder?

Deep Purple –“ Smoke on the Water”	Heart – “Barracuda”	Alan Jackson – “Don’t Rock the Jute Box”	Art Blakley – “Along Came Betty”	Beethoven’s 5^th - “Allegro Con Brio”

3.	Read the article entitled: Music and the Brain by Laurence O’Donnell. Follow the embedded music links to listen to Laurence O’Donnell’s selections. http://www.cerebromente.org.br/n15/mente/musica.html
4.	Complete the following worksheet based upon your experiences and Music and the Brain by Laurence O’Donnell.

Music and Mood
Name__________________________________ Date________________________________
1.	Name two important historians whose lives have been influenced by music? How did music help them to accomplish the tasks they sought to complete?
2.	Do all people react and respond to the same piece of music in the same way? Did your responses to the above music pieces differ from the responses of your discussion mates? How? (You may need to complete this question after we have broken into our discussion groups.)
3.	Why is the rhythm of the music piece important? What two responses do individuals experience to rhythm that the author of the article points out?
4.	What type of music causes the body to relax and slows the heart rate?
5.	How does music affect memory? What type is best?
6.	What is significant about music with 60 beats per minute? What type of activity does it enhance?
7.	What type of music can improve test scores if listened to prior to testing? How?
8.	The body and mind performs better when listening to what kind of music? Explain.
9.	What is the link between muscle strength/weakness to music? What type of music can promote this reaction?
10.	What effect do shrill frequencies have on the brain? What experiment involving eggs proves this theory?
11.	Now that you have experienced how music can affect your mood and abilities, what recommendations can you offer to your fellow classmates with regards to their music choices?

Activity:

5.

Small group discussion – In groups of three to four students, discuss your answers to the above worksheet and compile a list of group reactions to the music in activity 1 above. This list should include common reactions and dissimilar reactions for each selection. We will share our lists following group time. I would also like you to discuss whether or not you and the members of your group find the information in the article valid. If so, why? If not, why not? Please include this information on the paper with your group’s list.