An engaging fun way to study music and its effect on

the brain.

By

Dale Felts (History)

Jessica Mathis (Biology)

Phillip McCants (Music)

“Your Brain on Music”

Introduction

This project is an attempt to bring together the fields of biology,

history, and music. The three professions are very much connected

and have developed into a relatively new field of study known as music

therapy. Dale, Jessica, and I are combining our fields of study to create

an interdisciplinary unit for a high school class. In this unit will discuss

the history of music and musical genres (Dale), music in the classroom

(Phillip), and the effects of music on the brain and sensory (Jessica). 

History

Since for the next two weeks we will be

talking about different types of music, its effects

on the brain, and creating our own instruments, it

would be a very good idea to give a brief historical summary of various

musical genres and provide examples of artists/composers for each.

The ones that will be discussed are classical, rock, rap, jazz/blues,

country, metal, and pop. Due to the large amount of information that

needs to be covered, this lesson will most likely take two days

(Tuesday and Wednesday, Week 1) to complete. This lesson will also

introduce students to musical genres that they are unfamiliar with and

allow them to think ahead on possible topics for the mini-research

paper and presentation that will be due on Thursday (Week 2).

Through the papers and presentations, the students will be able to use

their knowledge of researching history and processing information to

share an accurate historical account of their topic with the class. The

students will not only be able to describe music throughout history, but

will experience music in today’s society that enhances the lives of

symphonic musicians and ballet dancers.

Science

The importance of a person’s brain is huge. The

brain is the powerhouse that helps the body stay in

sync and keeps things stable. The brain sends

messages to the various parts of the body.

However, the brain also receives stimuli from the sensory organs.

These sensations are analyzed by the brain and can evoke emotions or

other responses. This unit, while focusing on the history of music and

how much fun music can be, will be a study of the brain and its role in

interpretation and enjoyment. The student will engage in active

learning with models of the brain and identifying the parts of the brain.

They will also get to question a neurosurgeon about the brain while he

discusses the sensory responses to music stimuli.

Music

Music is a big part of life in America. Whether it

comes from the history of a family to the latest

craze for the teenagers today, music plays a

part in almost every person’s life. How often do

you hear a song and can remember back to

where you were in life when that song first played? Music can remind

us of good memories or bad. Music can also modify behavior.

Classrooms can introduce topics about music and engage the students

in listening skills. Listening to classical music can soothe the soul and

in the same way heavy music can agitate the listener. For students

loud, rambunctious music can make their behavior erratic and out of

control. This unit will focus on the introduction to music. Students will

be engaged in listening to music genres, introduced to different

musical instruments, and participating in making their own string

instrument.

History

Standard 1-Culture: Teach students about classical society

and the different cultural ideas that gave raise to the other

music genres.

Standard 3-Geography: Show students the location where

each of these music genres began on a map and where type

gained the most influence.

Standard 5-History: Teach students about the historical

beginnings of each music genre and the historical events

influenced their development.

Standard 6-Individuals, Groups, and Interactions: Teach

students about the origins and careers of several notable

composers/artists of each music genre, with examples of

their works.

Science

Standard 3- Integration and Regulation : The nervous system

and endocrine systems work in an integrated manner to

maintain homeostasis and communicate will all the other

body systems.

o Learning Outcome 3.1- Compare and contrast the anatomy

and physiology of the central nervous and peripheral

nervous system.

o Learning Outcome 3.3- Investigate the physiology of

electrochemical impulses and neural organization.

o Learning Outcome 3.4- Investigate organs for perception of

external stimuli and to the maintenance of homeostasis.

Music

Standard 2- Instruments: Students will perform on

instruments, alone and with others, a varied repertoire of

music.

Content Standard 6.0- Listening and Analyzing: Students will

listen to, analyze, and describe music.

Standard 8- Interdisciplinary Relations: Students will

understand relationships between music, the other arts, and

disciplines outside the arts.

Standard 9- Historical and Cultural Relationships: Students

will understand music in relation to history and culture.

Hole’s Human Anatomy and Physiology;

McGraw-Hill Higher Education

0073316091

1043 pages

Shier et al., continue the

unparalleled tradition of Hole in the

11th edition. Hole was created for the

introductory level student and assumes no prior science knowledge by

placing emphasis on the fundamentals. This new edition updates a

great A&P classic while offering greater efficiencies to the user. The

11th edition of Hole also offers never before technology that combined

with the text offer users an incredible Course Solution! Technology like

Anatomy and Physiology Revealed and ARIS (Assessment, Review, and

Instruction System), a complete electronic homework and course

management system bring unprecedented opportunities to the

classroom whether on campus or at home!

An Introduction to Music Therapy:

Theory and Practice; McGraw-

Hill Higher Education

0697388603

384 pages

Available for the first time in

paperback, this low-cost, high-quality

guide to music therapy thought, research, and practice is the ideal text

for a one semester overview and the perfect handbook for the

practicing professional. You'll find that Davis, Gfeller, and Thaut's

detailed descriptions of the populations most likely to receive music

therapy are strongly supported by background material and extensive

references, helping students build a firm base from which to explore

the range of current healing modalities.

www.tennessee.gov

This is the official for the TN state standards.

www.grovesmusic.com

Groves’ music is the website Maryville College uses as its main

music periodical.

www.sharmusic.com

Shari Music Company is a world renown publishing company.

Teachers that are apart of the NMEA (National Music Educator’s

Association) receive major discounts from shar music.

www.naxos.com

This resource is valuable for both the student and teacher.

Naxos is a leader in classical music recordings. With a selection

of more than 250, 000, 000 recordings, the site are easily

accessible to students and gives them many musical examples.

www.musichouseshop.com

Leading experts offer teachers a plethora of excellent teaching

guides ranging from voice methods to percussion methods.

http://cello.org/manu.htm

In a music class manuscript paper is essential, so this website

offers students a free variety of manuscript paper.

http://www.roughstock.com/history/

This exhibit looks at some of the influential artists and songs of

the late 1920's through the year 2000, era by era.

http://www.apassion4jazz.net/

A basic understanding and appreciation of Music can only serve

to broaden ones character and deepen the connection with those

around us.

http://www.dls.ym.edu.tw/neuroscience/songs.html

http://

www.sciencedaily.com/releases/2007/08/070801122226.htm

Using brain images of people listening to short symphonies by an

obscure 18th-century composer, a research team from the

Stanford University School of Medicine has gained valuable

insight into how the brain sorts out the chaotic world around it.

Musicophilia: Tales of Music and the Brain; Knopf

1400033535

400 pages

Legendary R&B icon Ray Charles claimed that

he was "born with music inside me," and

neurologist Oliver Sacks believes Ray may have

been right. Musicophilia: Tales of Music and the Brain examines the

extreme effects of music on the human brain and how lives can be

utterly transformed by the simplest of harmonies.

This Is Your Brain on Music: The Science of a

Human Obsession; Plume

0452288525

336 pages

Think of a song that resonates deep down in

your being. Now imagine sitting down with someone who was there

when the song was recorded and can tell you how that series of sounds

was committed to tape, and who can also explain why that particular

combination of rhythms, timbres and pitches has lodged in your

memory, making your pulse race and your heart swell every time you

hear it.

Music, The Brain, And Ecstasy: How Music

Captures Our Imagination; Harper Perennial

038078209X

400 pages

What is music? How and why does it affect us?

What is the nature of musical genius?

Author/composer Robert Jourdain explores these and other questions,

from the essential nature of sound through composition, performance,

and, finally, the nature of ecstasy. His prose is eminently readable,

offering a very accessible account of a difficult subject to the general

reader as well as to the musical sophisticate.

The Singing Neanderthals: The Origins of Music,

Language, Mind, and Body; Harvard University

Press

0674025598

384 pages

Mithen (The Prehistory of Mind; After the Ice)

draws on archaeological record and current research on neurology and

genetics to explain how and why humans think, talk and make music

the way they do.

Music with the Brain in Mind; Corwin Press

1890460060

110 pages

Although compelling evidence supports the

value of the musical arts in school,

many educators still fight for its inclusion. This timely resource

translates the latest brain and music research and provides practical

strategies for incorporating the musical arts at all levels.

Tune Your Brain: Using Music to Manage Your

Mind, Body, and Mood; Authors Choice Press

0595370373

304 pages

Plug in to the power of sonic energy. Music can

play a big part in your moods, your motivation,

and your success. Tune Your Brain is the first science-backed guide to

using all styles of music—from classical to country, hip hop to rock,

and more—to manage your body and brain.

The Vintage Guide to Classical Music; Vintage

0679728058

624 pages

The most readable and comprehensive guide to enjoying over

five hundred years of classical music -- from Gregorian chants, Johann

Sebastian Bach, and Wolfgang Amadeus Mozart to Johannes Brahms,

Igor Stravinsky, John Cage, and beyond.

A History of Rock Music, 1951-2000; iUniverse

0595295657

566 pages

This history of rock music is not a history of the

charts (which I consider an aberration), but a

history of the great ideas introduced by rock musicians over 50 years

of relentless innovation, and the history of their greatest albums

(regardless of how many copies were sold).

Evolution of Modern Popular Music: A history of

Blues, Jazz, Country, R&B, Rock and Rap; Wadem

Publishing

0968832024

216 pages

This reader friendly book is a great one-volume

overview of the history of pop music. Wonderful pictures of musicians

and well documented.

Introductory Activity

Title - It's Peanut Butter Jelly Time!Adapted from a lesson by - Rebecca Wszalek Primary Subject - Music Secondary Subjects - Computers / Internet Grade Level - K-12

I. Objectives:

A. Student will be introduced to the unit focusing on the brain and musicB. Students will play instruments and sing.C. Students will explore different rhythms and rhythm patterns.

II. Materials: A. Peanut Butter Jelly by Ryan Gancenia Etrata.http://www.albinoblacksheep.com/flash/banana(Listen to it - there is a dancing banana.)B. Large poster, chalkboard or lyric sheets with rhythms written in. (See below.)

III. Procedure: A. Listen to the song on the computer, use TV hookup or Smartboard for better viewing. If you do not have one of these, it does not matter; they will still like it.B. Divide students into three groups: the "Peanut Butter", "Jelly" and "Baseball Bat" groups. C. Teach them the rhythms that occur when their words are said in the song. (You can choose to teach them the rhythms to each and every word, but I think that is overkill and would not be fun.)D. During the "there he go" and "now break it down and freeze," I have them dance in their own space, but we stay in rhythm so that they are ready to play their instrument at the next phrase.E. When you get good at it, you can pull it out any time and just say "It’s Peanut Butter Jelly Time!" and they will all know what instruments to get, etc. and start playing.

F. Introduce the lesson letting the students have an overview of the next two weeks.

IV. Evaluation: A. Student performance

~Notes~ It’s Peanut Butter Jelly Time!It’s Peanut Butter Jelly TimePeanut Butter Jelly TimePeanut Butter Jelly Time

Where he at 4x(Now) There he go 4xPeanut Butter Jelly (PBJ) 4x(Do the) PBJ PBJ PBJ with a baseball bat 4x(Now) Where he at(Now) There he go

Peanut Butter Jelly (PBJ) 4x(Do the) PBJ PBJ PBJ with a baseball bat 4x(Now) Break it down and freeze 4x(Now) Where he at(Now) There he go

Peanut Butter Jelly (PBJ) 4x(Do the)PBJ PBJ PBJ with a baseball bat 4x(Now) Tic Tac Toe 4x(Now)Where he at(Now)There he go

Peanut Butter Jelly (PBJ) 4x(Do the)PBJ PBJ PBJ with a baseball bat 4xFreestyle(Now)Where he at(Now)There he go

Answer the questions to show that you paid attention in class.

Week 1, Day 2 (Classical and Jazz/Blues)Classical Name three classical periods

1)2)3)

Name three composers1)2)3)

Name three pieces of music1)2)3)

Jazz/Blues Name three artists

1)2)3)

Name three songs1)2)3)

When did it begin?

What was one new thing that you learned about jazz/blues?

Answer the questions to show that you paid attention in class.

Week 1, Day 3 (Country, Rock, Metal, Rap, and Pop)

Country Name three artists

1)2)3)

Name three songs1)2)3)

When did it begin?

What was one new thing that you learned about country?

Rock Name three artists

1)2)3)

Name three songs1)2)3)

When did it begin?

What was one new thing that you learned about rock?

Metal Name three artists

1)2)3)

Name three songs1)

2)3)

When did it begin?

What was one new thing that you learned about metal?

Rap Name three artists

1)2)3)

Name three songs1)2)3)

When did it begin?

What was one new thing that you learned about rap?

Pop Name three artists

1)2)3)

Name three songs1)2)3)

When did it begin?

What was one new thing that you learned about pop?

Music History: ResearchMusic History: Research

and and

Presentation ProjectPresentation Project (Due Week 2, day 4)(Due Week 2, day 4)

The purpose of this project is to allow students a chance to explore different types of music byThe purpose of this project is to allow students a chance to explore different types of music by

conducting research on a given musical topic and writing a paper and creating a presentation onconducting research on a given musical topic and writing a paper and creating a presentation on

that topic. that topic.

Research Paper

For this portion of the project, students will write a 2-3 page mini research paper using a

minimum of 3 reliable sources. Students have the option of choosing between two topics:

1) Pick a music genre of your choice (ether classical, rock, blues, jazz, rap, country, metal,

or pop) and give a brief history of its origins, its influence in history, and name some of

the genres most poplar songs.

2) Pick an artist/composer from any of the above genres and write a biographical account

of that person’s life. In your paper, you should make such to provide examples of that

person’s most popular songs.

PowerPoint Presentation

For this portion of the project, students will create a PowerPoint presentation based off the information they used to write the mini research paper. The presentation will be given orally and should last for at least 10 minutes with a minimum of eight slides (not including title slide). Anything goes for the design of the slides, but the majority of the information on them must also

be present in the paper itself. Students are also required to include in their presentation an audio sample of music from the music genre or artist/composer that they chose.

Day 4

Lab fun on the Brain and its effect on the sensory organ- the ear.

The worksheets and Lab instruction was located and adapted from

http://faculty.washington.edu/chudler/pdf/hearsg.pdf

The students will engage themselves in participating in the lab activity

and then coming up with their own lab to assess whether or not they

understand the parts of the brain and the responses to audible stimuli.

Our Sense of Hearing

How do our ears tell us the direction from which a sound is?coming?

It had been a great day of hiking in the Southwest; now Sam and Derek and theirdads were ready for a good sleep under the stars. As darkness fell over the friendsin their sleeping bags, Sam’s Dad asked, “Hey, did you guys seal up all the food somice won’t get into it tonight?” “Uh, I think so,” replied Sam. “Well, what’s thatrustling I hear?” continued his Dad. “I hear it, too,” said Derek. “Where is itcoming from?” Everyone stopped moving and strained to hear the faint sounds.“Over there by the rocks, where we ate dinner,” said Derek. “Oooh, I think spilledsome granola over there,” reported Sam. “Well, at least they’re not chewing intoour main supplies,” said his Dad with relief.“H’mmm,” said Derek, “We didn’t even have to use our eyes to figure out where themice were. I wonder how our ears do that.” “Yeah,” said Sam. “I noticed thatafter I first heard the sound, I kept turning my head a bit each time I heard it. Thatseemed to pin down where it was coming from.”

Have you ever noticed what you do when you hear a new sound in your surroundings?Most people turn toward the source of the sound. This is our body’s way of using sensesto find out about things in the environment. One of our senses picks up the first signalthat something is happening, and we then use other senses to further investigate the areawe have been alerted to. Turning toward the source of a sound lets us direct our eyes tothat area. In the dark, however, we rely completely on our hearing.How do our ears detect sound? How do our brains interpret it? Your teacher will discussthe parts of the hearing or auditory system and how they work. This system includes theouter, middle, and inner ears, and special receptor cells in the inner ear, called haircells. The hair cells detect vibrations and pass this information on to nerve cells, whichsend messages to auditory areas of the brain through long extensions called axons.After your class discussion and experiment, use what you have learned to explain howour sense of hearing allows us to locate sound sources.

Student Guide

Name:________________________ Date:__________

What’s that Noise?CLASS EXPERIMENTLAB QUESTIONPREDICTIONSSUPPLIES8 identical noise makers, such as pairs of pencils, chopsticks or “clickers,” one for eachNoisemaker (person) in your groupPost-it notes numbered 1 through 8BlindfoldsDiagram of locations of Listeners and Noisemakers, belowData charts for Recorder - get these from your teacher.PROCEDURE1. Write the Lab Question and then write your prediction in the boxes above.2. Follow all safety procedures your teacher recommends.3. Your teacher will help organize groups and set up the circle of Noisemakers. Let yourteacher know if you do not want to be a Listener.4. Each group will consist of a Listener, eight Noisemakers, and a Pointer/DataRecorder. (Your teacher may decide to modify this arrangement.)5. Set your group up as shown in the diagram below.POSITIONS OF LISTENER AND NOISEMAKERSKEY: ARROW = LISTENER, FACING DIRECTION INDICATEDNUMBERS = NOISEMAKERS1. DIRECTLY IN FRONT OF THE LISTENER3. DIRECTLY TO THE RIGHT OF THE LISTENER5 DIRECTLY BEHIND THE LISTENER7. DIRECTLY TO THE LEFT OF THE LISTENER2, 4, 6, 8: EQUIDISTANT BETWEEN THE ABOVE NUMBERS6. Each Noisemaker should wear a post-it note number badge that corresponds to his orher place in the circle. Each person should be at least one meter from the Listener,and all people should be the same distance away.7. The Listener sits on a chair in the middle of the circle and wears a blindfold.8. The Pointer randomly points at one of the Noisemakers to make a sound with clickersor chopsticks. The Noisemakers should each make several clicks: for example, clickyour pencils together 10 times in about 5 seconds.9. Noisemakers try to make all their sounds identical.10. Without moving his or her head, the Listener points in the direction the soundseems to come from.

11. The Pointer/Data Recorder records whether the Listener pointed correctly on the datasheet (your teacher will supply data sheets). Use + for correct and – for incorrect.16543278

12. The Pointer continues pointing to Noisemakers randomly and recording the correctand incorrect answers. You should do five or more rounds—where one round giveseach Noisemaker a chance to make a sound.13. Repeat the procedure, but this time let the Listener move his or her head whileNoisemakers make their sounds.14. Repeat the entire procedure with different Listeners.15. Tally the correct and incorrect responses (on the Data Recording Sheet) for eachListener for each position, without moving head and with moving head.DATA AND OBSERVATIONSEach group should calculate the average number of correct and incorrect responsesfor all Listeners they tested.Your teacher will ask someone in your group to write your results in a class chart.Calculate the entire class average for correct and incorrect answers for resultswithout moving the head and with moving the head.Write down any other interesting things you noticed while doing this experiment.ANALYSIS: THINK ABOUT IT!1. Were sounds from certain locations always more difficult to point to than others werewhen Subjects were not allowed to move their heads? Which locations? What is theexplanation for this?2. Were results of Listeners very different from one another, or all quite similar? Whatcould be some reasons for differences?3. How does information from the ear get to the brain? Illustrate with a simple diagram.4. What does the brain do with signals from the ears to let us tell where a sound iscoming from?5. How does moving your head let you tell where a sound is coming from?CONCLUSIONSHow was the Lab Question answered in your experiment?List three findings you think are important from today’s experiment. Were you surprisedby anything you found?How could you improve this experiment?

WHAT ELSE CAN WE FIND OUT ABOUT THESENSE OF HEARING?EXPERIMENTSYou can use what you have learned about the hearing system to develop your ownexperiment. Explore the materials your teacher makes available and think of somethings you can investigate. Here are some ideas to begin with.1. Continue the experiments on locating a sound source. Could you have the Listenerdo something else? Can you change what the Noisemakers do?2. Do animals with outer ears different from ours hear things differently? How couldyou get an idea of what hearing is like for another animal?3. Ear safety: Do most people know how to avoid damaging their hearing? How canyou get some quantitative information on what people know? Your teacher can helpyou find Internet resources that tell you how to take care of your hearing.4. Sound intensity: How loud must words be for a person to understand them?. Howloud do you have to turn the volume on a recording before a Subject can repeat wordson a tape recording? Can you figure out how to quantify this—that is, how to assignnumber values to the loudness?5. Decoding the sounds of speech: How well do people hear when someone’s voice ismuffled? How can you make this into an experiment, with a prediction andsomething to measure and analyze?HOW TO DESIGN A GOOD EXPERIMENTIn designing experiments to answer questions like these, keep in mind what a successfulinvestigator must do:Ask a very specific question: not, for example, “Can people tell what someone issaying if the speech is muffled?” but rather, “How many layers of cloth over aspeaker’s mouth will prevent listeners from understanding a familiar phrase?”Be sure you understand the control condition for your experiment, and then changeonly one thing, or variable, in the experiment. For example, if you do an “animalear” test, what would your control experiment be? What would your variable be?Researchers try to change only one variable in an experiment. Sometimes this isdifficult, but at least they must be aware of other variables, write them down, andthink about what effects they might have.

OUR SENSE OF HEARING

Make a guess or prediction about what will happen in your experiment. If you wantto find out what people know about ear safety, you could make a list of questions andpredict which ones people will answer correctly or incorrectly.Keep good records of everything you do.Think about your results—did you get the information you need, or was there a flawin your experiment?Write down your conclusions and suggest plans for the next experiment you coulddo.

PROJECTSSome activities are not experiments but rather demonstrations, surveys, or libraryresearch projects. For instance, you may decide to investigate American Sign Language,or you may find out something about hearing loss. Here are some ideas for projects.1. American Sign Language: learn the ASL alphabet or some common words andshow them to your class; or, ask a hearing interpreter of ALS to talk to the class.2. Investigate owl hearing or bat hearing in your library or on the WWW. How do theirhearing abilities differ from humans? What special uses do they make of what theyhear?3. What is the meaning of different sounds to humans? buzz, rustle, growl, chirp,laughing, words…. How do our reactions to different sounds reflect our survival, ourneeds, or our evolution?4. List the sounds you hear in 5 min, while sitting in the cafeteria, the bus, study hall---somewhere that you go regularly. Next day, close your eyes and make a list in thesame place (you need to quickly open eyes to write, then close again.) Compare thelists. Do you find that you hear more sounds in one case or the other?

NAME:________________________DATE:_______

What’s that Noise?TRY YOUR OWN EXPERIMENTLAB QUESTIONPREDICTIONSPROCEDURE (Use as many steps as needed.)1. After you explore materials and brainstorm ideas for your experiment, each groupshould agree upon and write a Lab Question in the box above.2. Write a prediction for the answer to your question in the box above.3. List the steps you will take to perform your experiment. Include a list of supplies.4. Figure out what the control conditions for your experiment will be, and whether yourexperiment is one that sets control conditions, or one that tests a new variable, orboth.5. Try to change only one variable.6. Design a data sheet or table to record your results.7. Get your teacher’s OK before beginning your experiment.8. Clean up your area when you finish.10DATA AND OBSERVATIONSYour teacher will give you supplies for your new experiment.Record your data, such as how Listeners scored in your test, or the type of animal earsyou used and how this affected hearing.Write down observations on what worked well and what didn’t, problems with supplies,or disagreements people had in their groups.ANALYSIS: THINK ABOUT IT!1. What is the control condition for your experiment?2. What did you change or add for your variable? Did you change only one variable?113. If you investigated animal hearing, what were your results? How do outer earshapes, sizes, and motility change the way animals hear?4. Describe any other experiments you did and what you found out.12CONCLUSIONSHow did your results answer your Lab Question?How certain are you of your conclusions? Would you need more evidence toconvince yourself or others that your conclusions are right?What are some other ideas for experiments on the sense of hearing?13

MORE SENSE OF HEARING ACTIVITIESDo some animals have better hearing than we do? What gives them this acutehearing? How do they make use of it? Check on barn owls or bats.Can loud noises permanently damage your hearing? What can you do to protect yourhearing?What are some hearing problems that people have?To answer these questions, try looking for some of the following terms in your library oron the World Wide Web:Conductive hearing lossNerve deafness or sensorineural deafnessCochlear implantNoise-induced hearing lossPhantom hearingEar infectionsOwl earsBat earsHERE ARE SOME WEB SITES TO VISIT FOR AUDITORY SYSTEMINFORMATION. GET HELP FROM YOUR TEACHER TO FIND THE BEST SITEFOR YOUR PROJECT.http://www.nidcd.nih.gov/health/kids/index.htm - National Institute of Deafness andCommunication Disorders (NIDCD) – this is the teacher and student site; you can goto the general NIDCD site by clicking on “home” (works best with Shockwave)http://www.nidcd.nih.gov/health/kids/owlgame/owl.html#8 - hearing quiz at the abovesitehttp://www.nidcd.nih.gov/health/pubs_hb/presbycusis.htm - National Institutes of Healthsite on age-related hearing losshttp://www.nidcd.nih.gov/health/pubs_hb/noise.htm - National Institutes of Health site onnoise-induced hearing losshttp://faculty.washington.edu/chudler/chhearing.html - more experiments to investigatethe sense of hearing (from Neuroscience for Kids)http://ctl.augie.edu/perry/ear/hearmech.htm - “virtual tour of the ear”. Click on OuterEar, Middle Ear, or Inner Ear.http://medic.med.uth.tmc.edu/Lecture/Main/ear.htm - this is the site that the Virtual Tourof the Ear uses under its Inner Ear heading: good diagramshttp://www.cscd.nwu.edu/public/ears/hearloss.html - excellent discussion of types ofhearing loss (conductive vs. sensorineural); from Northwestern University14http://www.sfn.org/briefings/hearing.html - Society for Neuroscience (SFN) brainbriefings: restoring hearing with cochlear implantshttp://www.sfn.org/briefings/deafness.html - SFN brain briefings: deafness geneshttp://www.sfn.org/briefings/hair_cell.html - SFN brain briefings: hair cell regenerationhttp://kidshealth.org/kid/body/ear_SW.html - information for late elementary to middleschool studentshttp://kidshealth.org/kid/stay_healthy/body/ear_care.html - same web site as above, butlinks you to tips on taking care of your hearing.

Day 5

!!!!!!!! Field Trip Field Trip !!!!!!!! The Knoxville Ballet SchoolThe Knoxville Ballet School

The Knoxville Symphony OrchestraThe Knoxville Symphony Orchestra

Berlioz RequiemBerlioz RequiemComposed By: Hector Berlioz (1803-1869) Composed By: Hector Berlioz (1803-1869)

When:When: Friday April 5, 2008 (Symphony is @ 8pm)Friday April 5, 2008 (Symphony is @ 8pm)

Where:Where: The Tennessee TheaterThe Tennessee Theater

Cost:Cost: $10 per student, plus any extra money for snacks or souvenirs (student price-$10 per student, plus any extra money for snacks or souvenirs (student price-

adults: $19) and money for dinner at McDonald’sadults: $19) and money for dinner at McDonald’s

Performance Length: about 85 minutes

Permission Slip

___ Yes, my child ________________ has permission to go on the field trip to the Knoxville

Ballet School and the Tennessee Theater.

___ No, my child does not ________________ has permission to go on the field trip to the

Knoxville Ballet School and the Tennessee Theater.

Signature: _______________________________

General Information

Agenda: This field trip will occur on the same day as the trip to the Knoxville Ballet School.

After our trip to the ballet school, we will then go eat dinner at the McDonald’s by UT, near

Children’s Hospital, at about 6:00pm. We will leave the restaurant no later than 7:00pm and

proceed directly to the Tennessee Theater. The performance begins at 8:00pm and will last close

to two hours (including an intermission). We should arrive back at school around 10:30pm for

parents to pick-up their children.

Background: The Requiem premiered on December 5, 1837 at the Saint-Louis des Invalides,

in Paris. It was performed for the state funeral of Comte de Damrémont, the Governor-General

of the French North Africa colonies, and others who died under his command on October 13,

1837 in a successful siege of Turkish forces at the Algerian city of Constantine. 

Ballet is a formalized form of dance with its origins in the Italian Renaissance

court, further developed in France and Russia as a concert dance form. It is a highly technical

form of dance with its own vocabulary. It has been influential as a form of dance globally and is

taught in ballet schools around the world. Ballet dance works are choreographed, and also include

mime, acting, and are set to music.

Instruments: Hector Berlioz employed more than 400 musicians for the symphony’s premiere,

which includes an orchestra of about 200. For the Tennessee Theatre, such forces are neither

possible nor necessary.  The score selected, calls for: a tenor solo, a chorus, 4 flutes, 2 oboes, 2

English horns, 2 clarinets, 4 bassoons, 6 horns, 8 trumpets, 8 trombones, 3 tubas, 4 timpani, bass

drum, tam-tam, cymbals, and strings.

Activity: Students should pay very close attention to all ten of the Requiem’s movements

(parts) because for homework, they will have to ether write a paragraph (at least 5 sentences) or

draw a picture describing what they felt each movements was trying to tell its audience. For an

example, think of Fantasia.  

While at the Knoxville Ballet School student should pay close attention to the

warm ups that the dancers participate in. Students should be able to recognize the senses

that are enhanced with the music and mentally go through the parts of the brain that

triggers the sensory responses. A short paragraph about the senses that stimulate dancers

will be the assignment to make sure that the students are on task and paying attention to

how much the brain controls how we move, feel, and express emotions in response to

music.

Week 2, Day 1Week 2, Day 1Guest SpeakerGuest Speaker

Neurosurgeon toNeurosurgeon to discuss the importancediscuss the importance of good brain behaviorof good brain behavior

and the effects ofand the effects of stimuli to the parts ofstimuli to the parts of

the brain.the brain.

Strings and Things Activity (Week 2, Day 2 and 3)

Purpose: The purpose of this activity is to help the student understand how string instruments are constructed and the integral components of the instrument.

Materials NeededRubber BandsRibbonCard board boxes (Various Sizes)Construction PaperPensColor PensTooth picksMarkers VocabularyVibrationf-holeFretsNeckFinger board

PegsStringsIntervals(5ths) Bridge

Directions Day 2: Create a string instrument with the material available. Be as creative as possible, but be able to identify the vocabulary words and where they are located on your instrument.

Directions Day 3: Each Student will present their string instrument to the class and identify the neck, body, scroll, finger board, etc…

Music History:Music History:

Research and Research and

Presentation Project Presentation Project

(Week 2, Day 4)(Week 2, Day 4)

Presentations of PowerPoint on Mini Research Paper

Culminating ActivityKids love to show off, and what they lack in talent, they make up with enthusiasm. Give them a chance to put on a show for one another with a come-one, come-all talent show.

Materials Needed:

All sorts of fun clothing, costumes, props, and make-up. A CD player and musical CDs. Chairs Sheets Thumbtacks A video camera and VCR (optional)

Arrange a stage by spreading sheets on the floor and tacking them to the wall for a background, and set up chairs for the audience.

Welcome the guests to the talent show by telling them they have just been hired by a famous producer to put on a show. Show them your collection of props, fashions, make-up, and music, and tell them to get creative. They can work in teams or solo - just be sure to give them at least twenty minutes to prepare.

Make suggestions to get them thinking about their talent: lip-sync or do a pop song, sing a camp song, act out a skit, do a popular dance, perform a parody of a TV show or musical, write and read a scary poem, show off some card tricks, or do a comedy routine. Then set up the video camera and start the show. When the show is over, play the video for more laughs.

Creative Options

Borrow some short plays from the library or rent video musicals that feature a number of roles for kids or teens (such as Grease or Annie). Then make up scripts, let the kids choose characters to act out, and let them put on a play or musical! Or rent a Karaoke machine so the kids can sing along.

Videotape the performance and keep the camera rolling during the rehearsals, moving from room to room as the kids prepare for the show. You'll capture a behind-the-scenes look at the world of "show business."

If you don't have a video camera, take digital snapshots of the kids in costumes, putting on their performances.

Paper and Presentation Assessment

Guide

The Paper

Paper Rubric

DevelopmentAn “A” paper

Topic is clearly explained and consistently supported with detailed and appropriate research/evidence from sources.

A “B” paperTopic is explained and mostly supported with detailed and appropriate research/evidence from sources.

A “C” paperTopic is stated and usually supported with appropriate research/evidence from sources.

A “D” paperTopic is inadequately developed, poorly explained, and inconsistently supported with research/evidence from sources.

A “F” paperTopic is not developed, not explained and not supported with appropriate research/evidence from sources.

OrganizationAn “A” paper

Introduction clearly sets up topic, conclusion ties together topic with strength and clarity, research follows in logical order.

A “B” paper

Introduction clearly states topic and is organized, conclusion ties together topic with the rest of the paper, research follows in logical order.

A “C” paperIntroduction states topic and suggests organization, conclusion ends paper; research follows in clear, but not neat, order.

A “D” paperIntroduction is misleading or unclear, conclusion abrupt or disconnected, research unclear due to illogic or poor usage.

A “F” paperIntroduction has no focus, conclusion does not exist, research does not follow any order at all.

Grammar and Sentence StructureAn “A” paper Paper is mostly free from any errors and sentence structure is varied

A “B” paperPaper has several minor errors within it and sentence structure is mostly varied

A “C” paperPaper has several minor errors within it and a few major ones and sentence structure rarely varies

A “D” paperPaper has numerous minor and major errors within it and sentence structure does not vary at all

A “F” paperPaper has too many errors to count and looks like it was written in one night

SourcesAn “A” paper

All of the sources are creditable, more than 3 sources were used, and MLA citation was used correctly in paper.

A “B” paperMost of the sources are creditable, 3 sources were used, and MLA citation was mostly used correctly in paper.

A “C” paperMost of the sources are creditable, less than 3 sources were used, and there were several problems with citations.

A “D” paperMore than one source is not creditable, less than 3 sources were used, and there were major problems with citations.

A “F” paperMore than half the sources are not creditable, less than 3 sources were used, and citations were not used.

Paper Evaluation (70 pts)

Development: 20pts

Organization: 20pts

Grammar and Sentence Structure: 20pts

Sources: 10pts

The PowerPoint Presentation

Oral Presentation

An “A” Eyes were focused on the audience for most of the presentation, spoke clearly, and did not make funny movements.

A “B” Eyes were focused on the audience for most of the presentation, spoke clearly for the most part, and did not make too many funny movements.

A “C”

Eyes were focused on the paper more that the audience for most of the presentation, inconsistent speaking and pauses speed, and too much movement.

A “D”

Eyes were focused on the paper more that the audience for most of the presentation, too much inconsistent speaking and too many pauses speed, and way too much movement.

A “F”Eyes stayed on paper and basically some one just goofed off through the whole presentation

Presentation Evaluation (30pts)

Creativity of slides-5%

Delivery: eye contact and speech-10%

Research information-10%

Length: number of slides and length of presentation-5%

Designing your own Hearing Sensory LabTeacher Name: Ms. Mathis

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Idea Independently

identified a question which was interesting to the student and which could be investigated.

Identified, with adult help, a question which was interesting to the student and which could be investigated.

Identified, with adult help, a question which could be investigated.

Identified a question that could not be tested/investigated or one that did not merit investigation.

Description of Procedure

Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this.

Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this.

Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given.

Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.

Variables Independently identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables).

Independently identified which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Some feedback was needed to clearly define the variables.

With adult help, identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables).

Adult help needed to identify and define almost all the variables.

Conclusion/Summary Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).

Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s).

Student provided a conclusion with some reference to the data and the hypothesis statement(s).

No conclusion was apparent OR important details were overlooked.

Designing and Making An Instrument : Strings and ThingsTeacher Name: Mr. McCants

Student Name:     ________________________________________

CATEGORY 10-Excellent 7-Good 4-Average 1-Poor Construction Materials

Appropriate materials were selected and creatively modified in ways that made them even better for the purpose.

Appropriate materials were selected.

Most of the construction materials were appropriate, but 1-2 were not.

Construction materials were not appropriate for the purpose.

Appearance Instrument is decorated creatively within the assigned theme.

Instrument is decorated attractively.

Instrument is decorated, but sort of messy looking.

Instrument is not decorated OR is very messy.

Quality of Construction

The instrument shows considerable attention to construction. It is sturdy, neat and will stand up to repeat playing over a period of time.

The instrument shows considerable attention to construction. It is reasonably sturdy and neat and will stand up to being played more than once.

The instrument is neatly constructed but is fragile and will probably not stand up to being played more than once.

Pieces are missing or falling off. Seems "slapped together" in a hurry.

Critical Attributes

Student can accurately state whether this is a wind, brass or percussion instrument and point out several features that make it fit in that family.

Student can accurately state whether this is a wind, brass or percussion instrument and point out a few features that make it fit in that family.

Student can accurately state whether this is a wind, brass or percussion instrument.

Student cannot determine what type of instrument s/he built.

Demonstration Presenter speaks loudly and clearly. Instrument is visible to class and its use demonstrated. The instrument is named and the process for making it is described clearly.

Instrument is shown to class and its use demonstrated. The instrument is named and the process for making it is described clearly. It was hard to hear the presenter.

Instrument is shown to class and its use demonstrated. The instrument is named and the presenter describes a few of the steps of making it.

Instrument is shown to class and is named. The student cannot describe the process used to make it OR cannot demonstrate it.