Multicultural  Lesson Plan

Lesson Plan Title: One-Eyed Ford
Revised by: Eric Martens
Subject Area: Music
Topic: Cultural Music
Grade Level: Middle Elementary
Time Frame: 3-5 days, 60 minute sessions
Lesson Summary: This lesson is designed to introduce children to Native American music, history, and culture.
Standards: 1. Singing, alone and with others, a varied repertoire of music.

6. Listening to, analyzing, and describing music.

9. Understanding music in relation to history and culture.

View all 9 National Standards

Musical Concepts: melody


triple meter

Lesson Objectives: The students will:
  1. Demonstrate differences between high and low pitches, loud and soft volumes.
  2. Identify a voice that is tensed or strained and one that is relaxed.
  3. List qualities of vocal timbre found in Native American music, such as clear, nasal, gravelly, or rough.
  4. Identify various vocal textures found in Native American music such as solo, unison, and call-and-response.
  5. Acknowledge shouts or yells, animal sounds, and other vocal uses as important Native American musical characteristics.
  1. Recordings: An Anthology of North American Indian and Eskimo Music;  Songs of Earth, Water, Fire, and Sky; Music of the American Indian; Songs and Dances of the Eastern Indians from Medicine Spring and Allegany; Indian Music of the Pacific Northwest Coast; Music of the American Indians of the Southwest; Songs of the Sioux.
  2. Maps of North America and the United States
  1. Demonstrate the differences between high and low pitches, and loud and soft volume.  Demonstrate the difference between a voice that is strained, tensed, or relaxed; clear nasal, gravelly, or rough.  Play recordings to present point (Musical Rhythmic).
  2. Listen to recordings of the music.  Have the students discuss the various textures found in the recordings (Verbal Linguistic).  Compare the singing styles to recordings of Navajo and Sioux songs.
  3. Ask the students questions such as “are there unusual yells or shouts?”
  4. Teach the students to sing along with one of the simpler songs having the students attempting to match the vocal usage.
  5. When discussing the different tribes, point out the area where the tribes are from (Interpersonal).
  6. When finished discussing, have the students write in their journals what they have learned about Native American music, history, and culture (Intrapersonal).
Assessment: Grading Rubric
Attachments: Adjustments for Special Learners