Creating Community (middle)Last changed: 06/24/2019 9:50am
|Grade Level Program||Alignment|
|no||Email , Phone|
|Guitar; writing prompts for teachers to use post-workshop|
|Music stand; large easel and paper or board to write on; paper and pencils/pens for each student||Usual classroom set up|
I can understand and care about how my words and behaviors affect my classmates.
I can use several different strategies to be an ally for peers who are being targeted.
I can respond to questions about text (song) by sharing my opinions and experiences, as well as listening and responding to my classmates.
This program utilizes the power of music to help create a more respectful classroom community.
Cyd sings about young people’s challenging social experiences and solicits discussion drawn from feelings and issues in the songs. Students answer questions about the situations in the songs and their emotional impact. They are then asked to relate this to their own social situations at school. Students share both in pairs and with the whole class, building on each others’ responses. Students talk honestly about how they treat each other - about friendship, popularity, status, and the pressures to fit in. Cyd encourages students to share and develop strategies for taking a stand for themselves and others.
Students will begin to write a narrative or opinion piece related to the role of being an ally for themselves and others. Teachers will continue the writing process after the program.
“I learned that it’s ok to be different and to respect people’s differences. I also learned you need to stick up for what you believe in. I saw things from other people’s point of view.”
- Middle School Student Isaac School, New London
|There are no volunteer opportunities.|
|Grade 6; Speaking and Listening Standards: Comprehension and Collaboration #1: Engage effectively in a range of collaborative discussions (one one one, in groups, and teacher-led) with diverse partners on grade 6 topics and texts, and issues, building on others' ideas and expressing their own clearly.|
|Grade 6: Writing Standards: Text Types and Purposes #1: Write arguments to support claims with clear reasons and relevant evidence.|
|Grade 6: Music: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.|
|Grade 6: Music: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.|