| 6 , 7 , 8 | Music |
| Music | Social Studies |
| Both Grade Level and Arts/PE Program | Access |
| 1 | 60 min |
| 1 | 60 min |
| In-School Performance | In-School Performance intended for the entire grade level to experience together, however, artist is flexible at this time. |
| All year | In-School, |
| $10 | 0 |
| no | Email , In-Person , Phone |
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open space like empty classroom/music room preferred, access to power outlets for plugging in instruments
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I CAN identify the difference between race, ethnicity, and nationality.
I CAN identify indigenous music. I CAN identify jazz. I CAN identify the places these musical styles derive from. I CAN learn from other cultures. |
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Mixashawn will perform examples of "American" music: Indigenous, Afro Caribbean, Blues, and Jazz, using the music as a tool to understand how music reflects various ethnicity and nationality. During this time, he will involve the students in both active participation and listening with the overall goal of realizing that humankind has many voices, but only one race. The format is designed to encourage spontaneous discussion of the what, where and why: of the musics we will cover. Mixashawn employs reeds, percussion, and voice. The last 10 minutes will be a recap and discussion of the meaning of ethnicity, nationality and why do we have different "racial" labels.
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ADDITIONAL OPTION: At each school (with prior direction and arrangements with administration), first thing in the morning I will play music for the students as they enter the building. I will not necessarily talk (unless individuals ask me a question), but I play the music to create an atmosphere where students and staff can just listen without agendas or pressure to consciously learn or retain anything. I find this will help later when I do my workshops and promote a positive "climate" in general for the school.
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Grade 6 |
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Grade 7 |
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Grade 8 |
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