Governor's: Institute for Arts Educators: Summer 1998

Name:Linda Hulsey

School District: Canon McMillan School District South Central Elementary School 230 South Central Avenue Canonsburg, PA 15317

Lesson Title: Singing games: American Children's/ Native American Children's/ Tibetan Children's

Grade Level: 4th and 5th grade

Piloted with students in grade:4th and 5th Instructional hours: 10 hours

PA STANDARD AREA: ARTS AND HUMANITIES X 7.1 Producing, Performing and Exhibiting X 7.2 Historical and Cultural Contexts X 7.3 Critical Response X 7.4 Communicate Aesthetic Response X 7.5 Connection with Other Subject Areas

Specific Standard: (write out from grade 4 or 7 or 10 or advanced column in standards document): Produce, perform and exhibit the singing games from the Tibetan culture and compare it to the American and Native American Indian singing games in the annual play party day program.

Lesson Topic/theme: Singing games from three cultures: American, Native American Indian and Tibetan Cultures

overview: (type in 6 lines or less) This is a study in extending the study of the singing game to include singing games(s) from the Tibetan culture as it relates to the singing games already experienced in American children's singing games and Native American Indian singing games. Activities are prescribed in producing, performing and exhibiting, historical and cultural ideas, critically respond to the singing games through comparing and contrasting and analyzing the singing games from all three cultures, aesthetically respond to the Tibetan music as it relates to American and Native American singing game and connect the music with the visiual art of that culture.

Keywords: singing games, native american, Tibet, music, world music, folk instruments, zhuoxie dance, guozhuang dance, tibetan copper curved horn, rag-dung, tingsha

Learning Objective(s): (What will all students do to demonstrate they have reached the standard?): (type in 17 lines or less .) Standard 7.4: Students will have increased sensitivity and understanding of artistic expression from the singing games of another culture as they incorporate the movements required to perform these singing games. Standard 7.5: Students will draw pictures depicting Native American children dancing and Tibetan children dancing. Standard 7.3: Students will compare the similarities and differences in the singing games from all three cultures. Standard 7.2: Students will look briefly at the country of Tibet and its peoples. Standard 7.1: Students will perform a Tibetan singing game in their annual Playparty day, describing their feelings of learning this singing game in their classroom work.

Materials: (type in 8 lines or less) Singing games from Tibet (possibly looking for music from India and China) - using internet and multicultural resources. Historial, cultural, and instrument background using the internet as a resource.

Warm-Up: (type in four lines or less) : Students will sing and play a singing game from America which incorporates similar singing game style of the Tibetan singing game to be learned.

Procedure: (type in 43 lines or less: 1. Students will sing a familiar singing game from their American culture which incorporates the same singing game style (format) as the Tibetan singing game to be used. (7.1) 2. Students will locate Tibet. Students will discover the continent Tibet is on, and what countries boarder it. (7.2) 3. Students will discover the similarities of the cultures among the children from America, the Native American Indian child and the Tibetan child in their food, clothing, climate and agriculture. (7.2) 4. Students will compare and respond verbally to the similarities and differences in the singing games that they learned from the American children's singing game tradition, the Native American Indian children's singing game tradition and the Tibetan children's singing game tradtion. (7.3) 5. Students will draw a picture which depicts their knowlege of what they learned concerning the Native American Indian and the Tibetan culture. (7.5) 6. Students will perform in their annual play party day for the entire student body and parents their singing games from their American culture, the Native American Culture and the Tibetan culture. (7.1)

Correctives: (enrichment activities for students who have not met the standard at proficient or advanced level): (type in 11 lines or less): Seek additional experiences listening to music from China and India (cultures who have influenced Tibetan music). Play singing games from China and India which are similar to American, Native American Indian and Tibetan singing games.

Extensions: (Additional activities for students who have met the standard at a proficient or advanced level): (type in 20 lines or less).: Find a singing game from another culture such as China and/or India and learn the tune on an instrument. Find a singing game from another culture such as China and/or India and teach this game to a small group of peers.

Assessment-Task Criteria: How will you judge novice, partially proficient, proficient and advanced? Do you have a model/exemplar of your expectations?: (type in twenty lines or less): Although each standard could be assessed in connection with this lesson, emphasis is on the aesthetic and performing standards and can be addressed as follows: Novice Seeks another experience with Tibetan music. Expresses a desire to hear the music again and learn another singing game. Partially Proficient Cites examples of other singing games that are similar in style Names and describes a mood or atmosphere created by the music and the singing game.   Proficient Seeks experiences with new singing games of a similar style and genre (Chinese or singing games from India) Advanced Creates a new, original work which is influenced by the experience - a children's song or singing game.