DOCUMENT RESUME SE 016 549 Warpinski, Robert TITLE A … · 2014-01-02 · DOCUMENT RESUME ED 079 161 SE 016 549 AUTHOR Warpinski, Robert TITLE A Supplementary Program for Environmental

DOCUMENT RESUME

ED 079 161 SE 016 549

AUTHOR Warpinski, RobertTITLE A Supplementary Program for Environmental Education,

Music, Grade 7-9.INSTITUTION Project I-C-E, Green Bay, Wis..SPONS AGENCY Bureau of Elementary and Secondary Education

(DHEW/OE), Washington, D.C.PUB DATE .72

NOTE 49p.

EDPS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Behavioral Objectives; *Environmental Education;

Fundamental Concepts; Instructional Materials;Interdisciplinary Approach; Learning Activities;*Lesson Plans; *Music; *Secondary Grades; *TeachingGuides

IDENTIFIERS ESEA Title III

ABSTRACTPresented in this teacher's guide for grades seven

through nine are lesson plans and ideas for integrating music andenvironmental education._ Each lesson originates with a fundamentalconcept pertaining to the environment and states, in addition, itsdiscipline area, subject area, and problem orientation. Followingthis, behavioral objectives and suggested learning experiences areoutlined. Behavioral -lbjectives include cognitive and affectiveobjectives and skills to be learned, while learning experiences liststudent-centered in-class activities and outside resource andcommunity activities. Space7,1-§ provided for teachers to note resourceand reference materials--publications, audio-visual aids, andcommunity resources. The guides are supplementary in nature and thelessons or episodes are designed to be placed in existing coursecontent at appropriate times. This work was prepared under an ESEATitle III contract for Project I-C-E(Instruction-Curriculum-Environment). (BL)

T.O.M.

.. Ptoject 1 - C - E INSTRUCTION-- curducuunt -ENVIRONMENT

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Produced under Title III E.S.E.A.PROJECTServing SchbolS in'CESA 3-8-91927 Main StreetGreen gay, Wisconsin. -54301,(414) 432-4338'(after Dec. 1, 1972 - 468-7464)

Robert Warpinski,Robert Kellner, AGeorge Howlett, E

INSTRUCTION - CURRICULUM - ENVIRONMENT

US OEPARTMENT OF HEALTH,EOUCATION &WELFARENATIONAL INSTITUTE OF

EOUCATIONTHIS DOCUMENT HAS BEEN REFRUDUCED EXACT., Y AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINAT H.E. IT POINTS Or VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OPFICiAL NATIONAL INSTITUTE OrEDUCATION POSITION OR POLICY

Robert Warpinski, DirectorRobert Kellner, Asst. DirectorGeorge Howlett, EE Specialist

Jr

"MUSIC PREFACE"

-Music aS _an art_ form: begt. serves the- _pOrp-Odes= -of ecOlo y, :bydeVeloping. in the students, ecology-related r aesthetic values.The music program. as :a _reinforcement_ of the ,concepts, _ thenries,and practical -applidations.,-;taught in *Ottiesti-Stible,Cte proviesä-further service to the

.The music teacher _must :have -,aWareness.,-Of-, a desire to -becomeinvolved in, and a- realiiittiOw--OtOki.Ogeinck of ecologicalCcncerns These ledStin-,tilani-:-and-epiS06S-lifet'761-fegerteCOeitpet;tc be explored. Ftirther,_ our _hope is ti*---t:ea6hett: avoid acontrived use of -this: tither,- let it stimulate thinkingand serve as both -a referefiCe, point, and -a- Point of departure formusic and classroom teachers.For us, music is -a -vocation. For many, __ _it is an avocation-ornon-polluting activity, depleting- little_ or -none of our naturalresources while offering satisfaction for deeper human needS.

Music Teachers CommitteeProject I-C-E

PREFACE

"Oikus" for house is the Greek origin of the term 'ecology". Envir.studies our house -- whatever: or wherever it may be. Like an umbrella,expand or contract to fit many range s4-natural and man-made. De can .environments, our many "houses" if we omit rancor and cite long rangecomplexities. Cur "oikus' uses the insights of all subjects. Thus, amultidisciplinary program like ours necessarily results. Also, sincea long time, our program ranges K thru 12. The environment mirrors ouvalues. These values have their origin in the "oikus" of our collectiminds. Let us become masters of our house by replacing the Greek adagwith 'Know thyself and thine house."

1. Written and designed by your fellow teachers, this guide is suppleto fit appropriately into existing, logical course content.

2. Each page or episode offers suggestions. Knowing your students besto adapt or adopt. Limitless chances are here for your experimentaMany episodes are self contained, some open-minded, still others cadeveloped over a few days.

3. Try these episodes, but please pre-plan. Why? Simply, no guide haand no curriculum will wOrkiihiess vIT,Tied in the context of your st

4. React to this guide with scratch ideas and notes on the episode pag5. Atter using an episode, fill out the attached evaluation form in tduplicate, or request moTeWIdthemsinglyor col'.'e sincerely want your reactions or suggestions--negative and positevaluations are the kev in telling us 'what works" and in aiding outhe guides.

TERMS AND ABBREVIATIONS

ICE RMC is Project ICE Resource Materials Center serving all publicschool districts in CESA 3, 8, and 9. Check the Project ICE Bibliograresources. Cur address and phone number is on this guide's cover. Feor call us for any materials or help.BAVI is Bureau of Audio Visual Instruction, 1327 University Avenue,

Madison, Wisconsin 53701 (Phone: 608-262-1644).Cognitive means a measurable mental skill, ability, or process basedAffective refers to student attitudes, values, and feelings.

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PREFACE

the Greek origin of the term "ecology". Environmental educationitever or wherever it may be. Like an umbrella, our house canfit many ranges--natural and man-made. De can add quality to ourr "houses" if we omit rancor and cite long range gains, costs, andLkus" uses the insights of all subjects. Thus, a rational, positive,;ram like ours necessarily results. Also, since attitudes grow over:am ranges K thru 12. The environment mirrors our attitudes orhave their origin in the "oikus" of our collective and individualmasters of our house by replacing the G :eek adage of "Know thyself"1 thine house."

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?d by your fellow teachers, this guide is supplementary in nature--,y into existing, logical course content.ie offers suggestions. Knowing your students best, you decide whatLimitless chances are here for your experimentation and usage.

;elf contained, some open-minded, still others can be changed or.w days.but please pre plan. Why? Simply, no guide has all the answers,

gill work unless viewed in the context of your students.? with scratch ideas and notes on the episode pages.;ode, fill out the attached evaluation form in the back. Use,st mo7"----ireo_theseforF77gFirdEFWEFiriirror collectively to us.;our reactions or suggestions--negative and positive. Yourkey in telling us 'what works" and in aiding our revisions of

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CE Resource Materials Center serving all public and non-public.SA 3, 8, and 9. Check the Project ICE Bibliography of available,s and phone number is on this guide's cover. Feel free to write:erials or help.idio Visual Instruction, 1327 University Avenue, P. C. Box 2093,01 (Phone: 608-262-1644).asurable mental skill, ability, or process based on factual data.student attitudes, values, and feelings.

sed

ACKNOWLEDGEMENTS: The following teachers and consultants participated in theet the SupplementaryEnvironmental Education Guides:CESA #3 CESA #8 CD. C. Aderhold, Bonduel Mary Anders, Winneconne Peter BioloJohn Anderson, Peshtigo Robert Becker, Fox Valley (L) Lee Clasen,Walter Anderson, loaysaukee Mary Chriss, Hortonville Kathryn ColsBonnie Beamer, Coleman Cliff Christensen, Winneconne Merle Colbu,Merlyn Blonde, Shawano Kenneth Couillard, Hortonville Sara Curtis,R. A. Dirks, Gillett Raymond Emerich, Hortonville Duane DeLornDennis Dobrzenski, Vhite Lake Mike Ercegovac, Winneconne Roberta Dix,LeRoy Geri., Oconto Dona Geeding, Menasha Janet ElingzKaren Grunwald, St. James (L) Donald Hale, Winneconne Phyllis ElleWilliam Harper, Lena James Huss, Freedom Keith FawcetSister Claudette, St. Charles Sister Lois Jonee, Holy Angels Jack GiachinErvin Kunesh, marinette Kenneth Kappell, St. Aloysius Mike Gleffe,Kathleen LeBreck, Oconto KennethKeliher, Appleton Herbert HardP. E. Lewicki, Gillett

Everett Klinzing, New London Gary Heil, DDorothy C'Brien, WauSaukee Fred Krueger, Oshkosh Nannette HopTerry Gtto, St. John (L) Jim Krueger, Winneconne Joseph HucekArthur Paulson, Cconto Falls Mae Rose LaPointe, St. John High Catherine HuRosemarie Lauer, HortonvilleRobert Lee, NeenahHarold Lindhorst, St. Martin (L)Dennis Lord, Little WolfRobert Meyer, NeenahArnold Neuzil, ShioctonJames Nuthals, LourdesConnie Peterson, St. Martin (L)Rosemary Rafath, ClintonvilleMark Reddel, St. Martin (L)Gladys Roland, Little WolfKathryn Rowe, AppletonMary Margaret Sauer, MenashaEdwin Schaefer, KaukaunaLee Smoll, Little ChuteDoris Stehr, Mt. Calvary (L)Ginger Stuvetraa, OshkoshRichard Switzer, Little ChuteTim Van Susteren, Holy NameLila Wertsch, St. Margaret MaryWarrqn Wolf, KimberlyGery'Farrell, Menasha

Marie Prochaska, LenaChristine Proctor, WausaukeeArthur Schelk, SuringPeter. Skroch, Cconto FallsDavid Soltesz, CrivitzBill Stillion, ShawanoCathy Warnack, White Lake

ConsultantsCESA a--

Dr. Richard Presnell,Univ. of Wisc.-Greer BayCESA #8

Dr. James Marks,Lawrence UniversityCESA #9

Dr. Charles Peterson,St. Norbert College

DeAnna JohnsKris KarpineMel Kasen, GJack KoivistSister MaryEllen Lotz,Judilyn McGo,Priscilla MeC. L. Paquet,William Robe,Roger Roznow,Jan Serrahn,Calvin Siegr*Mary Smith, '

Carol IrimbeLMary Wadzins:

a

he ming teachers and consultants participated in the developmentipplementary Environmental Education Guides:

CESA #8Mary Anders, Winneconne.Robert Becker, Fox Valley (L)Mary Chriss, HortonvilleCliff Christensen, WinneconneKenneth Couillard, HortonvilleRaymond Emerich, HortonvilleMike Ercegovac, WinneconneDona Geeding, MenashaDonald Hale, WinneconneJames Huss, FreedomSister Lois Jonet, Holy AngelsKenneth Kappell, St. AloysiusKenneth Keliher, AppletonEverett Klinzing, New LondonFred Krueger, OshkoshJim Krueger, WinneconneMae Rose LaPointe, St. John HighRosemarie Lauer, HortonvilleRobert Lee, NeenahHarold Lindhorst, St. Martin (L)Dennis Lord, Little WolfRobert Meyer, NeenahArnold Neuzil, ShioctonJames Nuthals, LourdesConnie Peterson, St. Martin (L)Rosemary Rafath, ClintonvilleMark Reddel2 St. Martin EL)Gladys Roland, Little WolfKathryn Rowe, AppletonMary Margaret Sauer, MenashaEdwin Schaefer, KaukaunaLee Smoll, Little ChuteDoris Stehr, Mt. Calvary (L)Ginger Stuvetraa, OshkoshRichard Switzer, Little ChuteTim Van Susteren, Holy NameLila We.7tsch, St. Margaret MaryWarren Wolf, KimberlyGery Farrell, Menasha

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CESA #9Peter Biolo, West DePereLee Clasen, Lux.-CascoKathryn Colburn, AlgomaMerle Colburn, AlgomaSara Curtis, Green BayDuane DeLorme, Green BayRoberta Dix, St. Joseph Acad.Jenet Elinger, AshwaubenonPhyllis Ellefson, Wash. Isle.Keith Fawcett, West DePereJack Giachino, SeymourMike Gleffe, St. MatthewsHerbert Hardt, Gibre.ltarGary Heil, DenmarkNannette Hoppe, How.-Suam.Joseph Hucek, PulaskiCatherine Huppert, DePereDeAnna Johnson, DenmarkKris Karpinen, West DePereMel Kasen, GibraltarJack Koivisto, Green BaySister Mary Alyce, CathedralEllen Lotz, West DePereJudilyn McGowan, Green BayPriscilla Mereness, WrightstownC. L. Paquet, DenmarkWilliam Roberts, Sturgeon BayRoger Roznowski, Southern DoorJan Serrahn, SevastopolCalvin Siegrist, How.-Suam.Mary Smith, green BayCarol Trimbezger, KewauneeMary Wadzinski, How-Suam.

C 1. Energy form the sun, the basic0N source of all energy is convertedCE through plant photosynthesis into

T a fora i all living things can usefor life processes.

H BEHAVIORAL OBJECTIVES4.; Cocnitive:lhe students willO demonstrate through their

performance of the musicaldrama their knowledge ofthe sun's Effect, in amanner acceptable to thedirector.

Affective: The studentwill recogrize majoraspects of the sun'srelation tc man, plants,and animals.

Skills to he LearnedMusic compositionCreative writingCostumingInterpretive danceStagingLighting

Discipline Area

Subject

Problem Orientatio

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SUGGESTED LEAR. Stud -Centered in classA. S _zits write a short

narration depicting thesun as the source of allenergy (see back)

B. Students compose shortmusical themes for eachcharacter of the play(the sun, warmth, trees,etc.) and use them in aleit motif fashion.

C. Instrumental students wipantomime the narrationin costume, with lightinscenery, etc.

D. Instrumental students wiJwork up the musical theme

nerqv form the sun, the basic

_e of all energy is converted Discipline Area Music

..2.2qh plant photosynthesis into Subject General Music

11, all living...things can useife processes.

Problem Orientation Sun's Effect On Grade 7_9ft

The Environment

MORAL OBJECTIVESthe students will_e through their.:E of the musical.t knowledge ofEffect, in a:eptable to the

The studentnize majorthe sun'sc man, plants,s.

to Learnedcsitionriting

ve dance

SUGGESTED LEARNING EXPERIENCESII. Outside Resource andII.

Community ActivitiesA. Program can be

presented to a, dlassor entire school orcommunity.

B. Possibility of per-forming this dramafor TV.

C. Resources:1. Drama teachers2. Art teachers3. English teachers

. Student-Centered in classA. Students write a short

narration depicting thesun as the source of allenergy (see back)

B. Students compose shortmusical themes for eachcharacter_ofthe play(the sun, warmth, trees,etc.) and use them in aleit motif fashion.

C. Instrumental students willpantomime the narrationin costume, with lighting,scenery, etc.

D. Instrumental students willwork up the musical themes.

Resource and Reference MaterialsPublications:

Ludio-Visual:

Appropriate slides or moviescould be used as backgroudscenery for the production.

Community:

Continued and Additional Suggested Learning E.(Con't from I. A.)A. Suggested episodes

1. The sun warms the earth, making it possithe earth to support life.

2. The sun lights the earth3. The sun creates oxygen through the proce

photosynthesis in green plants.4. Solar energy can be harnessed to serve m5. The sun is a source of vitamins necessar

man's existence.B. Additional suggestions:

1. Productions can be of a brief nature.2. Shades of green and yellow light would e

the drama.3. Suggested flowers, sun, green plants, tr

animals.

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nce Materials Continued and ?additional Suggested Learning Experiences

e.

(Con't from I. A.)A. Suggested episodes

1. The sun warms the earth, making it possible forthe earth to support life.

2. The sun lights the earth3. The sun creates oxygen through the process of

photosynthesis in green plants.4. Solar energy can be harnessed to serve man.5. The sun is a source of vitamins necessary for

man's existence.B. Additional suggestions:

1r movies 1. Productions can be of a brief nature.ckground 2. Shades of green and yellow light would enhanceauction, the drama.

3. Suggested'flowers, sun, green plants, trees, man,animalc.

C 1. Energy from the sun, the basic0N source of a'l energy is convertedC

E through plant photosynthesis into

T a form all living things can use forlife processes.

Discipline Area

Subject

Problem Orientat

BEHAVIORAL OBJECTIVES SUGGESTED LE1Cognitive: The studentwill demonstrate the abilityto respond in song bysinging with correct rhythmand 3 or 4 part harmony.

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Affective: The studentwill demonstrate an apprei-ation of the importanceof singing related songs.

Skills to be LearnedSinging activitiesIntonaticnBalancePhythmLotationHarmony

I. Student-Centered in classactivityA. The teacher will lead z.

discussion about plantgrowth.1. Plants originate frc

what source?2. What elements are ne

essary for plant grc3. Do plants rely on th

sun?4. Do plants seem to re

for the sun?B. The teacher will intro&

songs related to discusseg.1. Green, Green Grass of

Home.2. Green Fields3. Green Leaves of Summe4. Walk in the Sunshine

C. The students will sing sin balance listening forblend and proper harmonyand intonation.

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all living things can use forocesses.

VIORAL OBJECTIVES I

Discipline Area Music

Subject Elementary-Vocal

Problem Orientation Plant growth Grade 7-9

SUGGESTED LEARNING EXPERIENCES: The studentnstrate the abilityd in sopg byith correct rhythm4 part harmony.

The studentnstrate an pprei-:he importanceq related songs.

be Learnedctivities

I. Student-Centered in classactivityA. The teacher will lead a

discussion about plantgrowth.1. Plants originate from

what source?2. What elements are nec-

essary for plant growth?3. Do plants rely on the

sun?4. Do plants seem to reach

for the sun?B. The teacher will introduce

songs related to discussion.eg.1. Green, Green Grass of

Home.2. Green Fields3. Green Leaves of Summer4. Walk in the Sunshine

C. The students will sing songsin balance listening forblend and proper harmonyand intonation.

II. Outside Resource andCommunity ActivitiesA. Students bring in

example of harmoniousactions observed thrufilms, student ownedslides, and photosrelated to plant lifeand growth.

Resource and Reference MaterialsPublications:7th Grade bookExploring Music Series,Holt, Rinehart, and WinstonSongs listed are availablein various arrangements(SSA - SA SAB SATB)From:J.W. Pepper of Detroit, Inc.373 Minnesota StreetTroy, Mich. 48084

Audio-Visual:Tape reccrderSlidc picjectorPhonograph

Community:

Continued and Additional Suggested Le

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Le fence Materials Continued and Additional Suggested Learning Experiences

eries,nd WinstonavailableementsSATB)

troit, Inc.eetA

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C 2. All living organisms interact0N amona themselves and theirCE environment, forming an intricatePT unit called an ecosystem.


Subject General !1

Problem Orientation Intera

BEHAVIORAL OBJECTIVESCormitive: The studentswill produce a one minutesound collage incorporatingnatural and man madeenvironmental sounds.

Affective: The studentswill demonstrate anawareness of the varietyof sounds in nature.

Shills to be LearnedTechnical aspects of usinga tape recorder.L:istPning skillsDifferentiation of sounds

R:hythmi cal synthesis.

SUGGESTED LEARNING EXPI. Student-Centered in class II. 0

activityA. Present idea of a sound A

collage.B. Create work groups of 3-5

students to record specificenvironmental sounds

C. On board establish pattern'sfor interaction of sounds.

1. Heavily used road drivesout nature sounds.

2. Birds singing,cars drivingpast over balancing naturalsounds.

D. Students may play theircollage for the class.

1. Discuss the job each groupdid.

2. Discuss the content of eacipresentation.

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organisms interact

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ecosystem.


Subject General Music

Problem Orientation Interaction Grade 7-9

- JECTIVES

Identsminute

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of using

sounds

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SUGGESTED LEARNING EXPERIENCESStudent-Centered in class II. Outside Resource andactivity Community ActivitiesA. Present idea of a sound A. Visit and tape

collage. record differentB. Create work groups of 3-5, areas of employment

students to record specific to differentiate soundsenvironmental sounds occuring in those

C. On board establish patterns activities.for interaction of sounds. B. Create a pictoral

1. Heavily used road drives collage by havingout nature sounds. students draw their

2. Birds singing,cars driving own pictures.past over balancing naturalsounds.

D. Students may play theircollage for the class.

1. Discuss the job each groupdid.

2. Discuss the content of eacpresentation.

1

Resource and Reference Materials Continued and Additional SuggestPublications:

7_udio-Vistal:Tape recorder

C-)mmunity:

es-t- 'ence Materials Continued and Additional Suggested Learning Experiences

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2. All living organisms interact

among themselves and their

envircment, forming an intricate

unit called an ecosystem.

Discipline Are

Subject

Problem Orient

BEHAVIORAL OBJECTIVESCo9nitive: The studentwill demonstrate hisknowledge of feelingin music through thechoice of musical selectionswhich convey mocd andemotion. The studentwill identify orally 3instances of an ecosystemin the movie Grand CanyonSuitc,

Affective: studentwill gain ar appreciationof the importance of thebalance of nature. Hewill gain an appreciationof music as it producesmoods and eMotions.

Ski lls to :L,c. Learnect

JudtgmentPrerparing and reportinga Dr-esentation to

I.SUGGESTED

Student-Centered in claactivityA. The teacher will shot

movie crand Canyon q*B. Student discussion:

is stronly suggesteddiscussion begin theaspects in the hopesstudents will recognthe ecosystem shownmake comments themse1. How does the film

use the existingmusic to enhancemood and emotionfilm clips?

2. The ecological baof nature as showthe moviea. What evidence

ecological balis shown in thmovie?

b. What would hapto the balanceall the eagleseliminated?

(Con' t)

Are

ent

1 living organisms interact .

themselves and their

crment, forming an intricate

'ailed an ecosystem.

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TORAL OBJECTIVES'The student

:trace his:f feeling:rcugh theusical selectionsy mocd andh student.fy orally 3f an ecosysteme Grand Canyon

he student1r appreciationrtance of thenature. Hen appreciationit produces

r.iotions.

c Learned

nd reporting:ion to class.



Problem OrientationBalance of Nature Grade 7-9

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class I-II. Outside Resource and

activity Community ActivitiesA. The teacher will show the A. Television programs

movie Crand Canyon. Suite B. LibrariesB. Student disbussion: It C. Instructional materials

is stronly suggested that center.discussion begin the musigal D. Student record collectionaspects in the hopes that E. Radiostudents will recognizethe ecosystem shown andmake comments themselves.1. How does the film editolr

use the existingmusic to enhance themood and emotion of thefilm clips?

2. The ecological balanceof nature as shown inthe moviea. What evidence of

ecological balanceis shown in themovie?

b. What would happento the balance ifall the eagles wereeliminated?

(Con't)

Resource and Reference Materials Continued and Additional Suggested 'Learn

Publications:

Audio-Visual:Grdnd Canyon Suite, MovieEAVI #2777 Color R $11.00The Gifts, ICE Resource CenterMusic fron the Movies

Community:

(Con't from I.)C. Students will be asked to bring in th

examples of music of various moods anie. sad, happy, reverent, etc. Indivcommittees may be used.

D. Teacher and students will discuss andthe best presentations.

i

The film could be shown at a later ti10 minutes with the sound only (lampwith the picture only (sound off) tobetter appreciate the power of the muthe feeling for mood and emotion.

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:e Materials Continued and Additional Suggested Learning EXperiences

lovie11.00rce Center

(Can't from I.)C. Students will be asked to bring in their own

examples of music of various moods and emotionsie. sad, happy, reverent, etc. Individuals orcommittees may be used.

D. Teacher and students will discuss and evaluatethe best presentations.

The film could be shown at a later time for about10 minutes with the sound only (lamp off) and thenwith the picture only (sound off) to help studentsbetter appreciate the power of the music to promotethe feeling for mood and emotion.

C 2. All living organisms interact0N among themselves and theirCE environment, forming an intricate

ca T unit called an ecosystem.

4_


Subject General

Problem Orientation Ecosys

BEHAVIORAL OBJECTIVEStr-Cogn7.tive: Students willA synthesize a piece of01 music in terms of thea elements of music inter-

acting to create a musicalcomposition.

Affe.:tive: Students willbetcer, understand the

intricacies of composingmusic.

Skills to be LearnedListening skillsResearch skills

SUGGESTED LEARNING EXFI. Student-Centered in class II. C

activityA. Discuss how all musical A

elements interact amongthemselves and theirenvironment forming anintricate unit called amusical composition.1. Is there some form of

structure in a musicalcomposition?

2. Does music seem to follpwsome form and/or order?'

3. Through music, by usinga variety of instrumentation, chord changes, etempo changes, can different moods, effects orimpressions be developer?

4. Does there seem to be asimilar form, order ofstructure in nature?

5. Do various seasons, wca.herchanges in our naturalenvironment set a diffe enttempo of life? Change iZmoods?(Con't)

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anisms interact

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an intricate Subject General Music

system. Problem Orientation Ecosyptem Grade 7-9

IVESill

SUGGESTED LEARNING EXPERIENCES

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sical

7111

:rig

I. Student-Centered in class I II.

activityA. Discuss how all musical

elements interact amongthemselves and theirenvironment forming anintricate unit called amusical composition.1. Is there some form of

structure in a musicalcomposition?

2. Does music seem to foll wsome form and/or order?

3. Through music, by usinga varitty of instrumentation, chord changes, etempo changes, can different moods, effects orimpressions be developed?

4. Does there seem to be asimilar form, order ofstructure in nature?

5. Do various seasons, wca_herchanges in our naturalenvironment set a differenttempo of life? Changemoods?(Con't)

Outside Resource andCommunity ActivitiesA. This lesson is to be

considered as ashort, brief episode.The resulting studycould be used as areport, discussiontopic at a music parentmeeting.

B. Try to involve otheracademic areas, suchas biology and areasinvolved in studiesof our naturalenvironment.

Resource and Reference Materials Ccntinued and Additional Suggested LearningPublications:

Audio-Visual:

Community:

(Con't from I. A.)6. Can the natural environment and musical

composition be seen as similar in structurB. Relate: Soil with Melody

Climate RhythmAvail. light HarmonySeasons Orchestration/LyWater Supply DynamicsOxygen Supply Tempo

C. Students should form relationships betweenecological terms with a musical term and dtheir structure in a musical composition.

E)

1

ctu

ri/L

veerad d)n.

;'e Materials Continued and Additional Suggested Learning Experiences(Con't from I. A.)

i 6. Can the natural environment and musicalcomposition be seen as similar in structure?

B. Relate: Soil with MelodyClimate RhythmAvail. light HarmonySeasons Orchestration/LyricsWater Supply DynamicsOxygen Supply Tempo

C. Students should form relationships between the -

ecological terms with a musical term and discusstheir structure in a musical composition.

43UI

C 2. All livin or anisms interact0N among themselves and their environment Discipline Area MusicCE forming an intricate unit called an Subject

T ecosystem.

General Music

Problem Orientation Interaction

BEHAVIORAL OBJECTIVESCcrin&tive: The studentswill analyze and list 3instances each of dissonance

o and consonance in thes4 harmonic structure of oneP.4 piece of contrapuntal music.sNs

L.

r-

tn Skills to be Learned

SUGGESTED LEARNING EXPERIENCEI. Student-Centered in class II. Outside

activity Communi'

A. Students will listen to

Affective: The studentswill appreciate the needfor perfect interactionin music in the environment.

as

4)

4U)

PnalvsisDiscussion

one of Bach's Two Part askedInventions; Discuss: sele1. What effect is created or cc

in this music? they2. What is done to create

i musicthis effect?

B. Students will locate fromtransparancy or chart of !

the notated music 3instances of consonantharmony and 3 instances 1

of dissonance harmony.C. Make an analogy with the Btotic

Community Concept1. Considering the previousproject, note the creationof a balance betweenconsonance & dissonance.'

2. Where else do we findsuch an interacting balancein nature?

D. Play each melodic line sep-arately and then the totalagain.


Problem Orientation Interaction

RAL OBJECTIVESThe studentsand list 3

ch of dissonance.ce in the-ucture of one.trapuntal music.

The studentsate the needinteractionthe environment.

Grade 7-9


Learned .

living organisms interact

.selves and their environment Discipline Area Music

. intricate unit called an

on

EN C.

ideunit

tudesked31er ccley1s is

I. Student-Centered in classactivityA. Students will listen to

one of Bach's Two PartInventions. Discuss:1. What effect is created

in this music?2. What is done to create

this effect?B. Students will locate from

transparancy or chart ofthe notated music 3instances of consonantharmony and 3 instancesof dissonance harmony.

C. Make an analogy with the BioticCommunity Concept1. Considering the previoulproject, note the creationof a balance betweenconsonance & dissonance.

2. Where else do we findsuch an interacting balahcein nature?

D. Play each melodic line sep-arately and then totalagain.

Outside Resource andCommunity Activities

A. Students may beasked to list severalselections from radioor concerts in whichthey note contrapuntalmusic.

Resource and Reference MaterialsPublicaticns:Bach, Two Part InventionsG. Schirmer, Inc.609 Fifth Ave.New York, N.Y.

Audio-Visual:Switched on Bach,RCA Recording

Community:

(-Continued and Additional Suggested Learning ExpThis episode may ne'repeated lusing current selsuch as:Close to You & What The World Needs NowTCB Album Motown

Expse l

nce Materials Continued and Additional Suggested Learning ExperiencesThis episode may be repeated using current selections

ntions such as:Close to You & What The World Needs NowTCB Album Motown

C 4. An adequate supply of pure0N water is essential for life.CE

T

BEHAVIORAL OBJECTIVESCocTnitive: The students

t will correlate a 5 min.N film or ter slides ofT,o bodies of water to the

moods of the music ofa selected composition.

0m Affective: Students731 and audience will gain an

awareness and greaterN sensitivity for the way0, music and nusicians can0


Subject General m:

Problem Orientation Clean W

interpn?t.

Skjias to le LearnedPhotographFilm editirgSychronization offilm and music.

SUGGESTED LEARNING EXPEI. Student-Centered in class II. Ou

activity CoA. Students will hear the A.

selected work eg. Molday,La Mer B.

B. Discussion:1. What do you see of C.

your natural environ- D.

ment in the music?2. What could you film

to portray these ideasC. Students will film scenes

of the natural environmentand edit to correlatemusic with film or slides.

D. Final presentation toclass or other group.

E. Teacher has option todivide class into smallergroups to explore diff-erent segments of theenvironment (eg. trees,sea, air, clouds)

a

T

_1

4.

yr.

r

m

Ln TI

XPEOuCotA.

B.

C.D.

adequate supply of pure

s essential for life. Discipline Area Music

Subject General music class

Problem Orientation Clean Water Grade 7-9

IORAL OBJECTIVES SUGGESTED LEARNING EXPERIENCESThe students

.late a 5 min.slides of

TAater to thete music ofcomposition.

Students,ce will gain anand greatery for the wayrusicians can

le Learned

rg,tion ofusic.

I. Student-Centered in classactivityA. Students will hear the

selected work eg. Molday,La Mer

B. Discussion:1. What do you see of

your natural environ-ment in the music?

2. What could you filmto portray these ideas?

C. Students will film scenesof the natural environmenand edit to correlatemusic with film or slides

D. Final presentation toclass or other group.

E. Teacher has option todivide class into smallergroups to explore diff-erent segments of theenvironment (eg. trees,sea, air, clouds)

II. Outside Resource andCommunity ActivitiesA. Lakes and rivers

in the area.B. Mass media c3Ass in

high school.C. Camera club.D. Resource development

class (science, ag.,etc.)

Resource End ReferencePublicaticns:Band ArrangementsCarl Fischer Pub.312 So. Wabash Ave.Chicago, Ill. 60604Exploring Music SeriesBk. 6 Holt, Rinehart, WinstonThe Moldau

Audio -Visual:

The Moldau, Smetana (Time-LifeRecords Stcry of Great MusicSlavic Concerts Side 2)La :ler, DebussyFingal's Crve, MendelsohnEbbTide, i'axwellThe Sea, Anita Kerr, Rod McKuenThe Sky '

t, 11

The Earth II II II

Project ICI Resource Center

Materials

Community:

Continued and Additional Suggested Learning ExperiStudents can be encourged to explore additional .

ecological projects, using these procedures.

-nce Materials

lest, Winston

(Time-Lifeeat Musice 2)

elsohn

Rod McKuen

It It

e Center

Continued and Additional Suggested Learning ExperiencesStudents can be encourged to explore additionalecological projects, using these procedures.

C 4. An adequate supply of pure0N water is essential for life.CE

T


Subject Jr. High Voca'

Problem Orientation Clean Plat

rtl BEHAVIORAL OBJECTIVESu Cognitive: Using a student

written text concerningthe water pollution, the

o students will collectively.m comnose a melodic line° for the lyrics.

Affective: The studentswill be alert to theprolDiems of water pollutionby intensive applicationof tile wore. meanings tothe melodies.

Skills to to LearnedMelodic Cu position

SUGGESTED LEARNING EXPERIEII. Student-Centered in class II. Outsi

activity Commul

A. Prior to implementing A. Pe

th14.1esson assign students of

to write a ballad stanza ofcentered around necessity meof clean water. B. Re

B. Use a students'poem as in

an example and write it to

on the board.C. Review the I, IV,II,V,VII,

progression. Write theprogression above themeasures.

D. Measure off the text andput a time signature atthe beginning.

E. Next above each syllablewrite the rhythmic pattern

F. Next write the melodicpattern onthe staff.

G. Have each student workout his own in the samemanner.

.;

:t3:1:

is

rt

nC

)ca-

dat=

RIC!

tsic1151111

Pe,ofoti

meRe4into

b.--..--

dequate supply of pure

essential for life. Discipline Area Music

Subject Jr. 1319h Vocal

Problem Orientation Clean Water Grade 7-9

RAL OBJECTIVESUsing a student:t concerning:Dilution, the11 collectively'olodic line'ics.

The studentsrt to thewater pollutionapplication

meanings to

e Learnedposition

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class

activityA. Prior to implementing

th lesson assign studentsto write a ballad stanzacentered around necessityof clean water.

B. Use a students'poem asan example and write iton the board.

C. Review the -, IV,II,V,VII,progression. Write theprogression above themeasures.

D. Measure off the text andput a time signature atthe beginning.

E. Next above each syllablewrite the rhythmic pattern

F. Next write the melodicpattern on the staff.

G. Have each student workout his own in the same'manner.

II. Outside Resource andCommunity ActivitiesA. Perform as an example

of music tying intoother areas at P.T.A.meetings.

B. Recording or songsin classroom as activityto accent concept.

Resource and Reference Materials Continued and Additional Suggested LearniPublications:School owned music series

At:dio-Visual:

Community:

(

rni Materials

ies

Continued and Additional Suggested Learning Ex eriences

C 5. An adequate supply of clean air0N is essential because most organisms Discipline AreaCE depend on oxygen, through respiration, SubjectD

T to release the energy in their food. Problem Orientation

r.

Pi; BEHAVIC RAL OBJECTIVES1

o CogritiNTe: Given a known1

H melody, the class will write4J lyrics dealing with theow effects of alir pollute anIn which will fit the rhythmic

patterns of the song.a,

c\I Affective: students willJ acknowledge that an adequate,-;m supply of clean air iso essential to life.

1oN Skills to be Learned;

N1 Lyric compositionLn

SUGGESTED LEARNI. Student-Centered in class

activity

A. Review a familiar song,suggested examples:1. When The Saints Go

Marching In2. This Land is Your Land3. America the Beautiful4. Dominique

B. Discussion related to airpollution1. What causes pollution?2. What is a solution to

pollution?C. List items of discussion

on the board.D. Put ideas in phrase form

to fit melody.Ex. When The Saints GoMarching InOh, When The Smog ComesRolling In:Then It's Time to Call OuPoliticiansWhen The Smog Comes Rolli,1In.

(Con't)

C

:ion

3A RN

I,

sand,

air

on?to

on

rm

Ou

lli

zdequate supply of clean air

ential because most organisms Discipline Area Music

: orcalen, through respiration, Subject

aase the energy in their food.

Gene,-1 Music

Problem Orientation Clean Air Grade 7-9

IICRAL OBJECTIVES SUGGESTED LEARNING EXPERIENCESGiven a known II. Student-Centered in classclass will write

aling with thef dr pollutioni fit the rhythmic3f the song.

: Pcudents will:e that an adequateclean air isto life.

be Learnedposition

activity

A. Review a familiar song,suggested examples:1. When The Saints Go

Marching In2. This Land is Your Land,3. America the Beautiful4. Dominique

B. Discussion related to airpollution1. What causes pollution?2. What is a solution to i

pollution?C. List items of discussion

on the board.D. Put ideas in phrase form

to fit melody.Ex. When The Saints GoMarching In

I II. Outside Resource andCommunity Activities

A. Prepare for P.T.A.B. Prepare for community

service clubs.

Oh, When The Smog ComesRolling In:Then Its Time to Call OurPoliticiansWhen The Smog Comes Rolli_gIn.

(Con't)

.a.

Resource and Reference MaterialsPublications:School district owned music seriesThe Golden Book

Audio-Visual:Series recr.:Tape recol...ier

Community:

Continued and Additional Suggested Learnin(Con't from I.)E. Each student prepares his own song

1. Select tune2. Reward song relating to air pollutF. Solo performance on tape to be presenclass.

min

g

Ilutasen

Reference Materials Continued and Additional Suggested Learning Experiences(Con't from I.)'ct owned music series E. Each student prepares his own song)ok1. Select tune_____

2. Reward song relating to air pollutionF. Solo performance on tape to be presented toclass.

s

C 6. Natural resources are not equally0H distributed over the earth or overCE time and_greatly affect the


Subject General-PT geographic conditions and quality of Problem Orientation' Natu

life.

BEHAVIORAL OBJECTIVES

oI Cognitive: Students willi crally repert at least twoH

conclusions regarding4' the relaticnship between

raw material supply andinstrument cost.

Affective: Students willshow respect for cost ofmaterials cnd depletionof natural resources byhis care of band instruments.

Skills tc be LearnedDiscussionnesearchCause & effect thinking

SUGGESTED LEARNING EI. Student-Centered in class II.

activityA. Discuss the expense

of instruments1. Students may list

on the board thecomparitive cost ofvarious instruments.

2. What are some of thefactors that determinethe cost of instrument?

B. Student investigation'1. Find out raw materials

used in the instrument2. Show on the world map

the location of thematerials

C. Talk about geographicalarea of materials ofinstrument.

D. Discuss the depletion ofrare natural resources1. What has this done

to the price ofinstruments?

2. What caused the de-pletion?a. Fire

(ConIt)

resources are not equally

over the earth or over

reatly affect the

conditions and quality of



Problem Orientation Natural Resources Grade 7-9

\L OBJECTIVES.dents willat least two2garding-lip between-upply and:t.

Idents willor cost ofdepletion:ources byInd instruments!.

earned

thinking

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and

activity Community ActivitiesA. Discuss the expense 1. Music stores

of instruments 2. Instrumental manufacturer1. Students may list plant

on the board the 3. Take field trip to inst.comparitive cost of company or have inst.various instruments. rep. talk to class.

2. What are some of the 4. Social studies teacherfactors that determinethe cost of instrument?

B. Student investigation1. Find out raw materials

used in the instrument2. Show on the world map

the location of thematerials

C. Talk about geographicalarea of materials ofinstrument.

D. Discuss the depletion ofrare natural resources1. What has this done

to the price ofinstruments?

2. What caused the de-pletion?a. Fire'?

(Con't,

Resource End Reference Materials Continued and Additional Suggested LearniniPublications:Grove's Lictionary of Musicand Musicians,St. Martin's Press

Auilo-Visual:F.

RCA Inst. of the orchestraInst. ChartsMilton Cross' Inst. of theOrchestra

Community:

(Conl.t from I. D.)b. Population growthc. Over useE. Determine why a deep respect for care o

is needed, especially for band students

min

re oants

e Materials I Continued and Additional Suggested Learning Experiences(Con nt-t from I. D.)

t Music b. Population growthc. Over useE. Determine why a deep respect for care of instrument

is needed, especially for band students.

jaestra

of the

4

C 6. Natural resources are not equally0N distributed over the earth or over Discipline Area MusicCE time and greatly affect the geographicSubject Band

T conditions and quality of life.0

PAVIORAL ornrinvErs

Problem Orientation Natural R

SUGGESTED frARf -Cognitive: The student

o will demonstrate hiso knowledge of raw materialsfa, used in making instrumentsby identifying on a map

1 12 geographic locations ofrn these materials.

c

NCI)

In

HHH0

Aff2ctive: The students.7111 be more sensitiveto natural resourcesand their preservation,having researched thisarea.

Skiiis to be LearnedResearchReportingEvaluatin

:1Predictinc-

I. Student-Centered in class II. Outsidactivity CommunA. Get a standard map of thclf

world.B. List areas of the world 1

where the raw materials 1

for the different musicalinstruments can be found

C. Report on the scarcity 1 2. 2. i

of the different materials(oral) Int

D. Report on the isolation stoof the different materials Quein specific parts of the 1. 1

world (oral)E. Suggested 10 min. report

to the band. Studentsmay listen to the report 2.and use the report tostimulate interest onthe student's part, inthe materials used to maletheir instrument. Dis-cussions can be carriedon later in group lesson.or individual privatelessons.

A. Schlib

B. Inspla.1. 1

al R

resources are not equally

ed over the earth or Over Discipline Area Music

ireatly affect the geographicSubject

and quality of life.

Band

Problem Orientation Natural ResourcesGrade 7-9

n11 :OBJECTIVES111

tsid 2 student

nmun ate hisraw materials

Soh-; instruments

lib 1 on a mapIns locations ofpla. is.1. 1

2.

IntstoQue1.. .

2.

studentssensitivesourcesservation,shed this

,earned

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside ?;source and

activity I Community ActivitiesA. Get a standard map of t1-4 A. School, city, county

world.B. List areas of the world 1

where t }-e raw materials 1

for the different musicalinstruments can be found'

C. Report on the scarcityof the different materials(oral)

D. Report on the isolationof the different materialsin specific parts of theworld (oral)

E. Suggested 10 min. reportto the band. Studentsmay listen to the reportand use the report tostimulate interest onthe student's part, inthe materials used to maletheir instrument. Dis-cussions can be carriedon later in group lesson.or individual privatelessons.

libraries.B. Instrument manufacturing

plants.1. Written requests

for information.2. 2. Ask for films on

instrument manufacturing.Interview an instrumentstore owner (Retail)Questions:1. Has the price of

instruments goneup due to shortageof materials?

2. Are there any instru-mets that are nolonger made of thematrial originallyintended due tolack of originalmaterial.

Resource am' Reference MaterialsPublications:Conn ChordMusic JournalSchool MusicianInstrumentalistI4ENC JournalSelmer Magazine

Audio-7i sual:The Gifts i -C -E Resource

Community:Oneida Standling Stoneinstrument repair projectlocated in Green Bay.Affliiated with MusiciansRepair & Surply, 2246Willow St. Creen -Bay, Wis.

Continued and Additional Suggested Learning Ex1. The report and map can be used as a lead-in

a field trip to an instrument manufacturingfor instance, LeBlanc in Kenosha.

2. Show a film or film strip dealing with deplenatural resources.

EX-ining

eple

Iterials Continued and Additional Suggested Learning Experiences1. The report and map can be used as a lead-in for

a field trip to an instrument manufacturing plant,for instance, LeBlanc in Kenosha.

2. Show a film or film strip dealing with depletingnatural resources.

C 8. Cultural, economic, social,0N and political factors determineCE status of man's values and attitudes

T toward his environment.


Subject Musicals -Their Or

Problem Orientation Values & Attit.

H

40

0$.1

124

mH00

HH

4H

ca

BEHAVICRAL OBJECTIVESCognitive: Throughstudies pf 3 musicalproductions, studentswill list 3 examples ofenvironmental impactswhich were factors in(..eveloping Loth plot &theme.

affective: Studentswill L:ecome sensitive todifferent ways of lifeas reflectO in music.

Skillc to be LearnedListening skillsResearch skillsSinging skills

I.

SUGGESTED LEARNING FXPFRIENCEFStudent-Centered in class II. Outsideactivity CommunityA. Select a musical produc- A. Collec

tion. Study both thelyrics and melodic lineby reading text if avail-able and listening torecording of production.

B. Discuss factors whichinfluence composer.1. Influence of economical

factors2. Social, political factors

of influence.3. Environmental factors.

C. Select several selectionsand secure arrangementsor theme and have students

from r.

theatr1. Pul2. St

B. Filmof MUEbodyor ovchours.chargeSugge.1. Poi2. MUE3. Fic4. Kir

sing the score with 5. Wethought to proper interpetion 6. Thof mood. C. Extra

D. Plays as read by the stud nts ment.relating the effects of the Haveenvironment on plot & noveltheme. Nice dovetailing musicpossible. repor

D. Englia resthe e

iomic, social,

zors determine Discipline Area Music

clues and attitudes Subject Musicals-Their Origins & Themes

tit nment. ProLlern Orientation Values & Attitudes Grade 7-9

NCEF :TIVESde T

llecom reat/PulSt

lm /mu:dyovc tours. :earg(gge.Po/

Mu5Fi(KirWeThtramt.mewetis is

Tortalires

e

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and

activity Community ActivitiesA. Select a musical produc- A. Collect recordings

tion. Study both the from movie orlyrics and melodic line theatrical production.by reading text if avail- 1. Public libraryable and listening to 2. Students collectionsrecording of production. B. Film rental for showing

B. Discuss factors which iof musical to student

influence composer. body either in evening1. Influence of economical or over series of noon

factors ihours. Admission

2. Social, political factors charge to cover cost.

of influence. I Suggested musicals;3. Environmental factors. 1. Porgy & Bess

C. Select several selections s 2. Music Manand secure arrangements 3. Fiddler on the Roofor theme and have students 4. King and Ising the score with 5. West Side Storythought to proper interpetion 6. The Sound of Musicof mood. C. Extra credit assign-

D. Plays as read by the stud(iints ment.relating the effects of the Have student readenvironment on plot & novel upon whichtheme. Nice dovetailing musica... is based and

possible. report orally to class.D. rnglish teacher as

a resource-relatingthe environmentof ',port stories

Resource and Reference Materials Continued and Additional Suggested Learning E)Publications:Exploring Music Series,Pub. Holt, Rinehart & Winston

Audio-Visual:Tape recording1.,acords

Films

Community:Showing of film for studentbody and families in evening.Admission charge to coverfilm cost.

Continued and Additional Suggested Learning Experiencesq TE-

r

C Qrirtjaaa_theability_ta_inanaga,0

ra 1aard_praTate_, and r-harge hic

prmirrnmantPT

Discipline Area music

Subject Gsneral n

Problem Orientation ManiuSound

nT7.EAVIORAL OBJECTIVES SUGGESTED LEARNING EXPEH CcgnitiY-e: Given a guitar,t the student will demonstrate0 to the class at least 70r-h

different ways of producingsounds on the guitar.

Affective: student willfind the veriety of tonespossible it a singlemusical. instrument.

Skills to be LearnedExperimentationPleyin;

I. Student Centered in class! I

activityA. Student will be given

a guitar to work with.B. Student will experiment

with the guitar to findas many different waysto produce a sound aspossible (at least 7)1. Strike back2. Strike sides3. Strike front4. Pluck strings5. Strum strings6. Slide objects on

strings7. Play strings with

soft mallets8. Retune strings9. Place objects (marble)

C. Other students will makesuggestion of other waysto produce sound on theguitar.

P. __her student specialtiesor instruments can also bejused.

I. OuCo:

A.B.

to maragg.,

ge_bis

Al

nipuand

EXI3

. OuCo:

A.B.

I

Discipline Area i4usic


Problem Orientation Manipulation of Grade 7-9Sound

=IVES

_tar,:strafe7

.acing

nes

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class ! I. Outside Resource and

activity Community ActivitiesA. Student will be given A. Band director

a guitar to work with. B. G' '.tar playerB. Student will experiment

with the guitar to findas many different waysto produce a sound aspossible (at least 7)1. Strike back2. Strike sides3. Strike front4. Pluck strings5. Strum strings6. Slide objects on

strings7. Play strings with

soft mallets8. Retune strings9. Place objects (marble)

C. Other students will makesuggestion of other waysto produce sound on thecruitar.

D. Other student specialtiesor instruments can also beused.

Resource -end Reference Materials Continued and Additional Suggested LearninPublicaticns;

Exploring Music, Gr. 7 p-64-65Holt, Rinehart & Winston

Audio-Visual:

ConArunity:

nip. ..9 Materials ,Continued and Additional Suggested Learning Experiences

7 p-64-65:ton

C 9. Kan has the ability to manage,0N manipulate, and change hisCE environrent.PT


Subject General Mu

Problem Orientation Manipula

G BEHAVICRAL OBJECTIVESI' Cognitive: Ey organizing

H separate environmentalnoises, the student willcreate and tape a shortmusical line containingcorrect rhythm anddifferent pitches.

Affective: The studentshould becore aware ofthe differerces betweennoise and music.

Skills to be LearnedOrchestraticnNotationListeningOperating tz.pe recorder

Environmenta

SUGGESTED LEARNING EXPERII. Student-Centered in class II. Outs

activity CommA. Student will select A. T

environmental noisesabout him, ie,1. Pencil tapping2. Door closing3. Blind being pulled4. Coughing

B. The student will organizethese sounds into arhythmic music line.

C. This product will benotated on paper ortaped and played backfor the class.

D. The class should discussthe musical quality ofthe product.

0

1:

as the ability to manage,

:e, and change his Discipline Area Music


Problem Orientation Manipulate Grade 7-9

:'.AL OBJECTIVES7 organizinglronmentaltudent willDpe a shortcontaining

-1.111 and

he studentaware of

-es betweenic.

Learned

e recorder

Environmental Sounds

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class

activityA. Student will select

environmental noisesabout him, ie,1. Pencil tapping2. Door closing3. Blind being pulled4. Coughing

B. The student will organizethese sounds into arhythmic music line.

C. This product will benotated on paper ortaped and played backfor the class.

D. The class should discussthe musical quality ofthe product.

II. Outside Resource andCommunity Activiti,esA. Tape local and/or

outside sounds.

t

1 SThi oa e ErmiEnty-TmTgclassroom or set in a specific local such as1. Art room2. Wood shop#. Home Ec. room,

erials Continued and Additional Suggested Learning ExperiencesThis episode may be expanded to sounds outside theclassroom or set in a specific local such as the:1. Art room2. Wood shop4. Home Ec. room, etc.

.e.

C 9. Man has the ability to manage,0N manipulate, and change hisCE environment.PT


Subject Elementary

Problem Orientation Recyclir

BEHAVIORAL OBJECTIVESCognitive: Students willcreate playable musicalinstruments from discarded55 gallon oil drums.

Affective: Students willrecognize the possibilitiesinherent in recycling.

Ski115 to te Learned1. Tuning of musical

instruments2. Safe use of small

hand tocls.3. Fire safety

I.SUGGESTED LEARNING EXPEF

Student-Centered in class II. Ou-activity ComA. Discuss different instru- 1. 1

ments that can be made 2.from raw materials, ex.drums, rattles, whistles

B. Introduce movie MusicFrom Oil Drums1. Identify Pete Seeger2. Locate the setting

of the movie (Trinidad)C. Discussion of movie

1. Population compositionand why?

2. Reasons for banningreg. percussion instr.

3. Ecological problemorientation at recycling

D. Study directions frombook to determine feasibiliof positive follow up.

E. Follow up by attempting tomake such an instrument.

The actual attempt of con-structing this drum becauseof the length of time andfacilities must be an outsidclass activity.

ty

3

4. 1

n

i

Lity to manage,

nge his Discipline Area Music

Subject Elementary Vocal

Problem Orientation Recycling Grade 7-9

7ES SUGGESTED LEARNING EXPERIENCES

ill I. Student-Centered in class

1 activityrded A. Discuss different instru-

ments that can be madefrom raw materials, e.

ill drums, rattles, whistlesities B. Introduce movie Music

From 031 Drums1. Identify Pete Seeger2. Locate the setting

of the movie (Trinidad)C. Discussion of movie

1. Population compositionand why?

2. Reasons for banningreg. percussion instr.

3. Ecological problemorientation at recycling

D. Study directions frombook to determine feasibiliof positive follow up.

E. Follow up by attempting tomake such an instrument.The actual attempt of con-structing this drum because

the length of time andfacilities must be an outsidclass activity.

II. Outside Resource andCommunity Activities

1. P.T.A.2. Service clubs3. School assemblies4. Local radio or TV

ty

Resource and Reference MaterialsPublications:Making and Tuning An Oil Drum,By Pete SeegerFolkways RecordsNew York, Y.Y. $3.45Ex loring Nusic, Bk. 6fib , indhaft--& Sinston

Audio-Visutl:FilmMusic from Oil Drum1954 Pete SeegerFolkways RecordsBAVI 00713 $3.50

Community:

Continued and Additional Suggested Learnin1. hdditional instruction can e provie a

playing the instrument after its comp i

2. A complete set consisting of soprano,and bass drums can be built and tuned.

min1. ea2ompno,led.

nued and Additiowll_Suggested Learning Ex eriences7ditionai instruction canleprovi e in

laying the instrument after its completion.complete set consisting of soprano, alto, tenor,

nd bass drums can be built and tuned.

C 9. Man has the ability to manage,0N manipulate, and Change hisCE envirorment.PT


Subject General

Problem Orientation ManipuSound

ILI BEHAIiIORAL OBJECTIVES-4

o Cognitive: Given a pairIH of cymbals, the student

4-)will demonstrate to the

o class at least 5 different.1-e), ways to produce 5 differento sounds.a,

N Affective: Student will1

0 ffiake application of sound(1 theory to Heise 'management.00SCI0

I

HHH0r-i

-IJ

-,1

EA

r-11

WMW

Skilll 'co tc LearnedExrc-ir'entationPlaying

SUGGESTED LEARNING EXPI. Student-Centered in class II. 0

activity CA. Student will be given a A

pair of cymbals. BB. c'tudent will try to find

as many different waysa possible to producesound on the cymbals(at least five)1. Crash straight2. Crash with slicing

motion3. Rub together4. Strike and hold close

to drumhead5. Use a well vosined bow6. Put vibrating cymbal

in waterC. Student will demonstrate

his "five sounds" to theclass.Discussion: Can mantone down the sounds ofindustry, construction,etc.? What are someimplications as a result-cost- effieiency?

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3ral

tnipu)and

EXPI. 0

CA

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Problem Orientation Manipulation of Grade 7-9

Sound


.Student-Centerea in class i

activityI

1

A. Student will be given a 1

pair of cymbals.B. Student will try to find

as many diffeaent ways i

as possible to produce .

sound on the cymbals(at least five)1. Crash straight2. Crash with slicing

motion3. Rub together4. Strike and hold close

to drumhead5. Use a well vosined bow

6. Put vibrating cymbal

in waterC. Student will demonstrate

his "five sounds" to the

class.Discussion: Can mantone down the sounds of

industry, construction,etc.? What are someimplications as a result-

cost- efficiency?

II. Outside Resource e-iCommunity ActivitiesA. Band directorB. Percussionist

Publications:Exploring Vusic, Gr. 8p. 108-109

Continued and Additional Suggested Learning Experiences.tio

...

1

1

C ___9_,___aan_ilas the abilityto r074311g....:,0

N ___.m, end rhnn--a hisC

E emararimantDT

Discipline Area

Subject

Problem Orientat

BEHAVIORAL OBJECTIVESCognitive: After listeningto tilt tape prepared inclass, the student willshow his knowledge ofacoustical treatmentby writin; a reportdealing with the results.

I Affective: The student..

m will develop increased.--i

0 apnreciation for quality0I acoustical treatment.N

1

G,m Skills tc be LearnedDeJuctive thinking1A3cenincReportinc.

SUGGESTED LEI. Student-Centered in class

activity

A. Play a record at adefinite volume settinand record throughmicrophones on tapeat a definite volumesetting.1. With only one perso.

in the room.2. With the whole clas.

in the room.3. With as many people

in the room as poss4. With rugs on floors

drapes and blanketshung on windows, doeetc.

B. Students will observe.

listening to the tapeacoustical treatment o.Lroom affects volume antone of a musical perf.

C. Students will write a

report covering each o'the 4 room treatmentsstating the volume andchanges resulting.

Ireza

'!n tat

:131 LE:lass

ttin

e

ne

erso

Dias

oglepossDorscis

, doc

veape Yit olan

?erf2 a:h oltsand

nt

and rhAn-Ta hic Discipline Area lasj:c

Subject Gen(Tal Music

Problem Orientation Acoustical Treat- Grade 7-9ment

.:AL OBJECTIVES:ter listening--)repared in

-Ludent will:ledge of:eatmentreportthe results.

studentincreasedfor quality

reatment.

Learnednking

SUGGESTED LEARNING EXPERIENCESStudent- Centered in classactivity

A. Play a record at adefinite volume settingand record throughmicrophones on tapeat a definite volumesetting.1. ith only one person

in the room.2. With the whole class

in the room.3. With as many people

in the room as possible.4. With rugs on floors,

drapes and blanketshung on windows, doors,etc.

B. Students will obselve bylistening to the tape howacoustical treatment of aroom affects vo3ume andtone of a musical performanbe.

C. Students will write areport covering each ofthe 4 room treatmentsstating the volume and tonalchanges resulting.

Outside Resource andCommunity ActivitiesA. Student library

Research (Reader'sGuide to PeriodicalLj.terature) selectedmagazines.

Resource and Reference Materials Continued and Additional Suggested LearningPublicaticns:Noise Pollution,O'Donnell & Lauaroni,Pub. Addison-Wesley Pub. Co. Inc.page 76

Tudio-Visual:'cape recorderPhonograph

Community:BlanketsDrapesRugsAcoustical tilesFoxes

ing Materials Continued and Additional Suggested Learning Experiences

h. Co. Inc.

C 10. Shcrt-term economic gains may0N produce long-term environmental

E losses.

T

BEHAVIORAL OBJECTIVES: Students will

demonstrate their knowledgeof the merits of tape overdisc recordings by listing3 advantages of tapes inoral class reports

Affective: Students willdevelop a sensitivityto purchasing items withlong term values.

Skills to be Learned1. r'e:learch skills2. !Kt.-porting skills3. Listening skills4. Operatirg tape &

record [layers


Subject Junior High G-

Problem Orientation Economic V.

SUGGESTED LEARNING EXPERIEII. S MTT.TTLYTM

activity Commu

A. Students will bring olddisc 45 R.P.M. recordsand cassette tapes andconventional tapes andrecorder to class.

A. Sti

tal

B. After listening to severallof the records determinewhich are of little furthervalue. 45 R.P.M. recordingsare generally pop tunesand may become dated.1. Which records do you

consider of no furthervalue?

2. Would you keep theserecords for furtherplaying?

3. If not, what further usewould this 45 disc be?

C. Listen to cassette taperecording and discusscomparison of sounds ofcassette as comparedto older 45's.(Con't)

.

Ilcrt-term economic gains may

ce long-term environmental

3.gh G

is V.

ERIE?

uts14mmu

Stt

tai

WIORAL OBJECTIVES


Subject Junior High General Music

Problem Orientation Economic Values Grade 7-9

SUGGESTED LEARNING EXPERIENCESII. Outside Resource and

Community ActivitiesA. Student owned records

tapes and players.

Students willate their kn-wledgerits of tape over:rdings by listing.cues of tapes ins reports

Students willsensitivity

sing items withvalues.

) be Learned:oh skills7ing skills.ing skills:irg tape &'layers

I. Student-Centered in classactivityA. Students will bring old

disc 45 R.P.M. recordsand cassette tapes andconventional tapes andrecorder to class.

B. After listening to severallof he records determinewhich are of little furthervalue. 45 R.P.M. recordingsare generally pop tunesand may become dated.1. Which records do you

consider of no furthervalue?

2. Would you keep theserecords for furtherplaying?

3. If not, what further uswould this 45 disc be?

C. Listen to cassette taperecording and discusscomparison of sounds ofcassette as comparedto older 45's.(Con't)

Resource and Reference Materials Continued and Additional Suagested LearninPublications: (Con't from I. C.)

1 1. Does continual use of 45 records causeof recordings?

2. What effect does continual use have onrecordings?

D. Compare long term use of tapes as a vanot apparent with 45 recordings.

1. Can a tape recording be re-recorded?2. Can a disc recording be re- recorded?

Audio-Visual: E. Show through comparison the advantage1,Ape recorder of tape as compared with disc recordsCassettes amount of musicPhonograFh F. Students should list 3 advantages of t

as compared to disc recorded 45's.1. Tapes may be re-recorded2. Less space required for storage3. Less deterioration caused by continued

Community:

L

a

nin Materials Continued and Additional Suggested Learning Experiences(Con't from I. C.)

use 1. Does continual use of 45 records cause deteriorationof recordings?

on 2. What effect does continual use have on taperecordings?

va D. Compare long term use of tapes as a value which isnot apparent with 45 recordings.

? 1. Can a tape recording be re-recorded?? 2. Can a disc recording be re-recorded?ge E. Show through comparison the advantage of storageds of tape as compared with disc record3 of similar

amount of musicf t F. Students should list 3 advantages of tape recording

as compared to disc recorded 45's.1. Tapes may be re-recorded2. Less space required for storage

ued 3. Less deterioration caused by continued use.

H

00Tn0

in

00

HHH

C-'

L-1

C 10. ELort -term economic gains may0N produce long-term environmentalCE losses.P

T


Subject POD Music-Lis

Problem OrientationV

BEHAVIORAL OBJECTIVESCognitive: The studentswill weigh the comparativevalues of caisc to taperecordings in a writtenreport.

Affective: The studentswill accept the evidencein favor of long-termvalues over short-termgains.

Ski] 1_s to be LearnedGrcup discussionCause and Effect LearningReport writing

SUGGESTED LEARNINGI. Student-Centered in class

activityA. Students will bring old

45 R.PM. records to classand teacher play excerptsfrom six records.

B. Students will list onpaper the number of recor sthey each brought andmultiply that figure by$.90.

C. Discussion led by theteacher relative to1. How much money was

spent on records broug tto class?

2. Was this money put togood use?

3. What good are the reelsnow?

D. Divide students into smallgroups with a chairmen foreach to discuss a projectto utilize their records.Suggestions:1. Smash records and use

chips in a collage.(Con' t)

usic

-Lis

n S

V

NINGI

r

o d

or

onomic gains may

rivironmental Discipline Area Music

Subject Pop Music-Listening & Buying Habits

Problem Orientation Short-termValues

Grade 7-9

IVES

tive

rg

roe

sing


I. Student-Centered in classactivityA. Students will bring old

45 R.PM. records to class

and teacher play excerptsfrom six records.

B. Students will list onpaper the number of records

they each brought andmultiply that figure by

$.90.C. Discussio, led by the

teacher relative to1. How much money was

spent on records brought

to class?2. Was this money put to

good use?3. What good are the reco ds

now?D. Divide students into small

groups with a chairmen for

each to discuss a project

to utilize their records.

Suggestions:1. Smash records and use

chips in a collage.(Con't)

II. Outside Resource andCommunity ActivitiesA. Art teacherB. Industrial arts teacher

Resource and Reference Materials Continued and Additional Suggested LearPublications: (Con't from I. D.)

2. Melt records to make models of cars,3. Make wall decorations for music room,4. Make door stops, paper weights.

Pldio-Visual:Student record collection

7,

Community:.

Lear vials Continued and Additional Suggested Learning Experiences(Con't from 1. D.)

ars, 2. Melt records to make models of cars, etc.room 3. Make wall decorations for music ..00m.

4. Make door stops, paper "eights.

.4-,I

I

H4-)

00'm0

(14

inMHC

A.1cl *1

1 Skills to be Learned1, Perfcrming

1 2. Listeningctn 3. Skills involved in

1 controlling loudnesslimits in vocal andH

H instrumental parti-es cipation,-1) 4. Dynaric blend4J

,

E-4-0

<wm,w

C 11. Individual acts, duplicated0

dr compcunaed, produce significantCE envircnmental alterations overP

T time.


Subject General Nusi

Problem Orientation Noise Poll

BEHT\IORAL OBJECTIVESCorTnitivE: Through I.

discussicn students willdemonstrzte knowledge ofvarietieE of noise pollutiordamage tc heating.

Affectiysi Students willa,:!velop z-n awareness ofsafe decibel levels.

SUGGESTED LEARNING EXPERIEStudent-Centered in class 'II. OutsiactivityA. Provide a comparison tape

of juke box tunes. Playloudly to the point ofdistortion and by contrastat a controlled levelfor a better appreciationof the intrinsic valueof the music.

B. Discuss the difference asrelated to1. Music fo-: music's sake2. Damage to Aural Equip.Sample questions:1. Can you hear the melody

at the loudest decibellevel?

2. What part of the"-

instrumentation ismost predominent atthe loudest setting?

3. Why can the musicalelements of thatselection be betterappreciated by thelistener at the more(Con't)

Cot muA. Re

onno-

B. Anantoca

Poll

ERITaS1DIUM11

. Reon. Drno

. Anon-toca

uplicated

.ificant Discipline Area Music

s over Subject General Music

Problem Orientation Noise P-Alution Grade 7-9

SUGGESTED LEARNING EXPERIENCES. Student-Centered in class 'II. Outside Resource andactivityA. Provide a comparison tape

of juke box tunes. Playloudly to the point ofdistortion and by contrast,at a controlled levelfor a better appreciationof the intrinsic valueof the music.

B. Discuss the difference asrelated to1. Music for music's sake2. Damage to Zural Equip.Sample questions:1. Can you hear the melody

at the loudest decibellevel?

2. What part of the- -instrumentation ismost predominent atthe loudest setting?

3. Why can the musicalelements of thatselection be better,appreciated by thelistener at the more(Con' L-)

Community ActivitiesA. Reference readings

on hearing loss fromnoise pollution.

B. An eye, ear, nose,and throat specialistto talk on contributingcauses to hearing loss.

Resource and Reference MaterialsPublications:Reader's Guide To PeriodicalLiterature,Noise Pollution,By: O'Dcnnell & LavaronPub: Adc-Ason-Wesley, Inc.

Audio-Visual:Tape Reccrder

Community:

Continued and Additional Suggested

(Con't from I. B.)moderate loudness setting?4. L-ide from the obviods results

throbbing headache to total insthe medical findings on excessito hearing?

C. Students will bring tapes of oof noise tollution such as:1. Factory noises.2. Traffic sounds at predetermi3. Sounds in a classroom.4. Sounds in a study hall.

ted

.ts

ins:ssi

of

!rmi

rials Continued and Additional Suggested Learning Experiences

(Con't from I. B.)moderate loudness setting?4. Aside from the obvious results ranging from a

throbbing headache to total insanity, what arethe medical findings on excessive noise as relateto hearing?Students will bring tapes of other kinds and sourcesof noise pollution such as:1. Factory noises.2. Traffic sounds at predete,.lined times of the day.3. Sounds in a classroom.4. Sounds in a study 11,.11.

UH

C./

C0

CEP

T

12. Private Ownership must be

regarded as a stewaniship

and should not encroach upon

or violate the rights of

others.

BEHAVIORAL OBJECTIVESrmitive: The group assigned

investigation will de.er-rine the implications involvedii; the use of background music

g ti rough an oral class report.HC)

HH0H

cL1

Affective: The students willd(velop an awareness of theiiolications of background music

e

SA ills to be Learned

InvestigativeReportingDiscusson

Discipline Area

Subject

Musi

Gene

Problem Orientation Encr

I.SUGGESTED LEARNING EXP

Student-Centered in classactivityA. A small group of

students will investi-gate all of the placesin their hometown wherethere is backgroundmusic1. TV2. Movies3. Supermarkets4. Drug stores5. Street corners6. Schools7. Hospitals8. Etc.

B. Group presentsfindings to the class.Include why business-men use the backgroundmusic.

C. Class discussion1. Is this an infrinc:7,-ment on other peoplesrig -s? (cont.)

'4usi

3ene.

Encr

EXPS

:esler e

nd

nc-

Sy

must be

ewardshin

ncroach upon

iqhts of

-ssigned [

deter-lvolved_1 music_Tort.

s willthe

and music


SubjectGeneral Mus!c

Problem Orientation Encroachment Gradc. 7-9


I. Student-Centered in class Outside Resource and

activityCommunity Activities

A. A small group of

students will investi-gate all of the places

in their hometown wherethere is backgroundmusic

A. Host of theinvestigationmust take placein the community.

B. Ask businessmenwhy they usa back-

1. TVground music.

2. MoviesGive sample inter-

3. Supermarketsview questions so

4. Drug storesthat student goes

5. Street corners prepared.

6. Schools7. Hospitals8. Etc.

B. Group presentsfindings to the class.

Include why business-

men use the backgroundmusic.

C. Class discussion1. Is this an :nfrinc-7.,-

ment on other peoples

rights? (cont.)

---Resource and Reference Materials Continued and Additional Suggest

Publications:

Audio-Visual:

Community:

EusinessmenSchool AdministratorsHosodtal AdministratorsCity Council

I. (cont.)2. Why is this done?3. Should anything be done a

gest

me a

ilaterials Continued and Additional Suggested Learning Experiences

I. (cont.)2. Why is this done?3. Should anything be done about it?

..)

C 12. Private ownership must be0N regarded as a stewardship and shouldCE not encroach upon or violate thePT individual right of others

Disciplin

Subject

Problem 0

BEHAVIORAL OBJE IVES

Cognitive: Students willresearch the subject ofmusical popuMrity pollof the top 5 tunes for6 weeks.

Affective: The studentshould develcp tolerancefor the musical prefer-ences of others.

Skills to be LearnedConeucting Fells.Discussion

1

SUGGESTEDI. Student-Centered in cl

activityA. At the beginning of

first meeting of thstudents will writeballot their choicethe top pop tune ofweek. Two studentsthen tally the vote(list the top 5 in dccending order. Thi.continue for 5 more

B. After 6 weeks of votstudents will tallystatistics.1. hat % of the to

never made the t2. What % of the to

number of tuneson ended up in t5?

3. What % of the tonumber of votestop 5 group get?

4. Was the selectiothe top 5 reallytive of the popuchoice?

C. Discussion of the st.

1. How valid is ourlarity poll? -

(

,

plin :dine Area -ic

Pt ct General music

.m 0 ,-,rn Orientation En.croachment Grade 7-9

;TEDi cl

; of

th'rite

oice

' of

'rats

ete,n dcThi.orevotily

,;TED LEARNING EXPERIENCES.1 class II. Outside Resource and

Ccmmunity Activities7. Compare the class'

top 5 with:1. Dept. store poll

flyers.2. Radio station

polls.3. Newspaper polls.4. Billboard maga-

zine poll.

; of thethe week,

rite on aDice forof the

rats maytotes andn des-_his willpre weeks.votina,

fly the,

e to -e tuneshe t he top 5?to .e total

nes _Ines votedin t in the top

to 1e total:es t.tes did thejet? get?:tio _ction ofally .ally indica-)opu popular

st. .-... statisti'cs.our our popu-

(cont.)

Resource ana Reference Materials Continued and APublications:Billboard Magazine

Audio-Visual:

Community:Department storesMusic storesRadio stations

I. .:. (cont.)2. Does ever3. Do people

like?4. Does this

in their p5. How should

others?

The poll mayinterest.The weekly rejockeys for rA final top 1school year.

d A

)

rypie

`li s

it p)uld

my

rer rp 1r.

Continued and Ad-diTional Suggested Learning Experiences

I. ;.:. (cont.)2. Does everyone like the same tunes?3. Do people agree as to the kind of music they

like?4. Does this necessarily make the majority correct

in their preferences?5. How should we feel about the preferences of

others?

The poll may be continued all year to maintaininterest.The weekly results may be released to local discjockeys for radio release.A final top 11) may be released at the end of theschool year.

PROJECT e Evaltiation- ',Form (ReproducPleaseStbjeCtl

Gracie :'

Concept

fill _in-:,,__ ,_

In: commenting. on 'each= ..epiSode,fotm-._ teel free,- to -adapt: it andyour oritiques-r. anct-CimmentSz .4 -,neg-hail& -tei4iiiini ipiease- tate- '(poor=,,_ -g-make t_iiedif-id:.=&oninje-rits- or -tit-gotsided to:-help,i36:-,:ttialte-_thiS, 6-'=,-0-1-c*--e-

NO. Used::

__

poor 'd-.I. 'Behavioral

A-Objectives,

ZOgnitiVe::.

B. -Affective:1_ ,_ ,

- , _

. -Dave o e t

III . SuggestediSuggeste learnin -i-Experiences7-----A._1In..Zia4:-

-Outside- Ei,= ommUnity; ActiVitiet-1

IV:- -Suggested' Resource .&-_,Reference llat.:erials_(specific -Suggestions- ;4 -dOmmeutO_

:..-CTE :Episode itv4luatiori rot* _(Reproduce or duplicate .as _needed),_

In comment_ing on .each --episode Use-d-, in -yobr- claSs-_ leat. use this'fort. Feel free to adapt it Oct -add-:More:,pageS-a, Let --us allyour critiques .and-cointhents = negative and _,p_ositiVe: in -'the` ,left-hand. -column -,- ,please- _rate, i(pei#4 good, ekoellena each=make specific :comments_- .or suggeStions rpoSSible in the _Space- -pro-vided :to help_ us make this a::MOre.--uSable guide=,_ Thank_ you=. -_

Behavioral ObjectivesCognitive:

.= Affective:

Skips - 'Developed

Sugges ted:=Learning-- -Experiences--.

Outside & Community Activities: a

Suggested Resource & ,erence iMateria'pedific suggestions- & comments;)

ftoject C-EServing Schools in CESA 3-8-9

1927 Main StreetGreen Say, WI 54301

Documents

DOCUMENT RESUME SE 016 549 Warpinski, Robert TITLE A … · 2014-01-02 · DOCUMENT RESUME ED 079 161 SE 016 549 AUTHOR Warpinski, Robert TITLE A Supplementary Program for Environmental