K-12 Lesson Plan: Pekin, IN Fourth of July Celebration

8/2/2019 K-12 Lesson Plan: Pekin, IN Fourth of July Celebration

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WASHINGTONCOUNTYFOLKLIFESURVEY:PekinFourthofJuly

K-12LESSONPLAN

PekinFourthofJulyCelebration

byJENNIFERJOYJAMESONwithJOSEPHOCONNELL

2011

OURMISSON

TraditionalArtsIndianaisdedicatedtoexpandingpublicawarenessofIndianastraditionalpracticesandnurturingasenseofprideamongIndianastraditional

artists.TAIidentifies,documents,andseekstounderstandmorefullythemanywaysin

whichculturalvaluesareembeddedindailylife.Itcallsattentiontoneglected

aestheticformsthatfirmlygroundanddeeplyconnectindividualstotheir

communitiesfromthespokentexttothehand-madeobjecttocustomarybehavior.

TAIsoverarchinggoalistointegrateandconnectculturalheritagetoeducational

activities,culturalconservation,arts,andcommunitydevelopmentatthelocal,state,

andnationallevel.1

www.TraditionalArtsIndiana.org


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PekinFourthofJulyCelebrationTheNationsOldestConsecutiveFourthofJulyCelebration

INTRODUCTIONforTEACHERSTraditionalArtsIndiana(TAI),apartnershipbetweentheIndianaArtsCommissionand

IndianaUniversitysDepartmentofFolkloreandEthnomusicology,servesasthestates

folkandtraditionalartsagency.Thistwo-unitlessonplancreatedbyTAI,hasbeen

constructedforuseinK-12educationacrossthestateofIndiana.Theselessonplan

materialssourcefromTAIfieldworkerJosephOConnellsWashingtonCountyfolklife

surveyin2010,andhavebeenfurtheradaptedforK-12usebyJenniferM.Jamesonin

2011.2ThewebsiteFolkTraditions.com providestheselessonplanmaterialswithan

interactivemappingcomponent,whichwillbereferencedthroughout.

Thislessonplancentersontheexpressiveevents

andtraditionsofthePekinFourthofJulyParade.

NewPekin,knownmoreoften,simply,asPekin,

isasouth-centralIndianatowninWashington

Countywithapopulationof1,400.Althoughthe

IndependenceDaycelebrationtakesplaceonthe

mainstreetsofPekin,citizensfromthroughout

Washingtonandneighboringareasparticipatein

thefestivities.3Pekinboaststheoldest

consecutiveFourthofJulycelebrationinthe

nation,datingitseventbackto1830.Theday-

longannualeventfeaturesamainstreetparade

withfloats,andotherdecoratedvehicles,afifeanddrumband,games,contests,crafts,andfireworks,tonamejustafewofthefestivitiesatthiscommunitycelebration.

Thefirstunit,amaterialculturestudygearedtowardelementaryschoolstudents,

includesadiscussionactivitytobefollowedbyarelatedartprojectinwhichstudents

willdecorateandpresenttheirownparadevehicle.UnitNo.1containsaHighSchool

Challengeaquick-referenceguidetoadaptingtheunitofstudyforahighschool

audience.Thesecondunit,amusicandhistorystudycreatedformiddleschoolers,

examinesthelocalandgenerationalmusicalheritageoftheSpiritof76Band,afifeand

drumensemblethathasparticipatedinthePekinFourthofJulyParadesincethe1950s.

ExploringthewaysWashingtonCountianshavecelebratedandcommemoratedthislocalizedoccasionwillhelpstudentsfromthe4thgrade,tothoseintheirsenioryear

recognize,value,andparticipateintheirrespectiveregionalholidaycelebrationsand

festivals,therebydevelopingandincreasingtheengagementofstudentsintheirown

communities.Theseunitsofstudyaremeanttoinspirecriticalandrigorousthoughton

culturalheritageandidentitythroughdiscussionsandactivitieswhichbuilduponskills

invisualarts,music,andlocalandnationalhistory.


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PekinFourthofJulyCelebrationTheNationsOldestConsecutiveFourthofJulyCelebration

INTRODUCTIONforSTUDENTSThislessoncentersontheexpressiveeventsandtraditionsofthePekinFourthofJuly

Celebration.IndependenceDay,ortheFourthofJuly,isanationalholiday

commemoratingtheadoptionoftheDeclarationofIndependenceonJuly4,1776

adocumentdeclaringindependencefortheUnitedStatesfromtheKingdomof

GreatBritain.

NewPekin,knownmore

often,simply,asPekin,isa

south-centralIndianatownin

WashingtonCountywitha

populationofabout1,400.

AlthoughtheIndependence

Daycelebrationtakesplace

onthemainstreetsofPekin,

citizensfromthroughout

Washingtonandneighboring

areasparticipateinthe

festivities.4Pekinboaststhe

oldestconsecutiveFourth

ofJulycelebrationinthenation,datingitseventbackto1830. Theday-longannual

event,featuresamainstreetparadewithfloats,andotherdecoratedvehicles,afifeand

drumband,games,contests,crafts,andfireworks,tonamejustafewofthefestivitiesatthiscommunitycelebration.

Ourlessonwillcovertwooftheselocaltraditionsindetail. Thefirstunit,an

explorationofparadefloatandcardecoration,examinesthewaysthatindividualsand

groupscancommunicatetheirpersonalandcollectiveinterests,hobbies,andbeliefs

throughacreativeandartisticactsuchasdecoratingacarorfloatforanannualparade.

Thesecondunitexaminesthehistoricalandmusical

heritageoftheSpiritof76Band,afifeanddrum

ensemblethathasparticipatedinthePekinFourthof

JulyParadesincethe1950s.Throughoutourlesson,

wemaydiscusstheholidaycelebrationsandtraditionswehaveinourownhomecommunity

andhowtheyaresimilarto,ordifferentfromthose

inthePekinFourthofJulyParade.

TakealookatthemaptotheleftandseewherePekin

standsinrelationtoourowncityortown!


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UNITNo.1:MATERIALCULTURE

PARADEFLOAT&CARDECORATION ElementarySchool:Grades4-5

Objectives/SkillsConceptsofaestheticanddesign

Interpretationsofartanddesign

Understanding/interpretinggroupandculturalidentityUnderstandinglocalartsandaesthetics,anditsrelationtolocalhistoryandculture

Creatingart(inspiredbylocalcommunity)

IndianaAcademicStandardsforVisualArtsRESPONDINGTOART:HistoryandCulture4.1.1 Identifytherelationshipbetweenaworkofartandthegeographyand

characteristicsoftheculture;identifyingwhere,when,andbywhomtheworkwasmade(focus:Indianahistory).

4.1.5 LocateanddiscussartinthelocalcommunityandthroughoutIndianasuch

astownmonuments,architecture,sculpture,publicart,functionalart,and advertisements.

VISUALLITERACY4.3.2 Constructmeaninganddevelopwell-supportedinterpretationsinworksof

artbasedonpersonalresponse,propertiesfoundinthework,peer

perspectives,andresearch-basedbackgroundinformation.CREATINGART

4.6.2 Createartworkthatcommunicatespersonalideas,experiences,oremotions.

Resources/MaterialsOverviewandPhotos

HANDOUTS:

Blankparadetruck Blankparadefloat

FOLKTRADITIONSPROFILES:

JeffMartin,TrickCarDriver(mixed/other),WashingtonCo.

PekinUnitedMethodistfloatdecorators,WashingtonCo.[FORTHCOMING]

HIGHSCHOOLCHALLENGE: WildWheels(1992),filmdirectedbyHarrodBlankonartcars

Automorphosis(2008),newerfilmdirectedbyHarrodBlankonartcars [FilmtrailersavailableonYouTubeiffilmsarenotaccessible.]

AnnualArtCarParadeattheOrangeShowCenterforVisionaryArt:

OrangeShow.org/art-car


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PARADEFLOAT&CARDECORATION

InstructionsforTeachers(Lessontakesapprox.1-2hours)1. Printofftheblanktruckand/orparadefloathandoutsonpages9and10(orpreparea

largeimageofacar,truck,paradefloat,orothervehicleonapaperrollforstudentsto

workoncollectively)

2. ReadtheINTRODUCTIONforSTUDENTS,showingwherePekinisonthestatemap.(5min.)

3. ReadorhandoutOVERVIEWonJeffMartinsBuckingModelTFord.(10min.)4. Showorhandoutpicturesoftheothervehiclesandtheirmakers,supplementedby

FolkTraditions.comprofilesforJeffMartinandthePekinUnitedMethodistfloat

decorators.(10min.)

5. DoDISCUSSIONQUESTIONS(10-20min.)andthentheACTIVITY(20-30min.)6. Havestudentspresentindependently,orinasmallgroupinfrontoftheclass(15-30min.)

DiscussionQuestions Whataresomeparadesorprocessionsyoucanthinkof?Why,andhowdowecelebrate

them?

Whichoftheseparadevehiclesstandsouttoyoumost?Why? WhydoyouthinkJeffMartindecoratedtheBuckingModelTFordinstars-and-stripes? Whatelsecanyoutellabouttheindividualsandgroupsrepresentingtheirdecorated

vehicles?(Interests,hobby,faith,politics,etc.)

HaveyoudecoratedavehicleforanIndependenceDaycelebration(orothertypeofparade)before?

o Ifso,whattypeofvehicledidyoudecorate?(Bicycle,go-kart,golf-cart,convertible,float,etc.)

o Howandwhydidyoudecoratethevehicle?o Didyourdecorationsignifyaninterest,hobby,orbeliefofyours?o Didyoudecoratethevehicleindependentlyorwithagroup?

Howwouldyoudecorateaparadevehicletoday?o Whatcolors,images,themesormotifswouldyouuse,andwhy?o Wouldyouchoosetodecorateandrepresentyourvehicleindependently,or

withagroupsuchasyourschool,asportsteam,the4-Hclub,orachurchor

synagogue?

Wouldyourvehicledoanyspecialtricks,likeJeffMartinsBuckingModelTFord?Howandwhy?

Activity1. DecoratethetruckorparadefloatasifyouweretorepresentitinyourlocalFourthof

Julycelebration,usingimagesandthemessurroundingyourowninterests,hobbies,

beliefs,etc.

2. PreparetoShow+Tellyourdecoratedparadevehicletoyourclassmates.Explaintheimagesandthemesyouchosetohighlightwhichreflectonyourowninterests,oryour

participationinalocalgroupororganization.


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OverviewJeffMartinofPekin,IndianadriveshisBuckingModelTFordstuntcarinthe

historicPekinFourthofJulyparade.ChiefamongthetricksJeffperformsisdrivinginahigh-speedcirclewiththefront-endofthevehicleliftedintheair.This

specially-engineered

carwascreatedinthemid-1950sbyagroup

offriendsthatincludedJeffsfather,

Junior.Duringthe

parade,Jeffspassengers

complementhisstuntdrivingwithvolleysof

water-gunsprayand

fireworkexplosions.

Jeffhaspaintedand

decoratedtheBuckingModelTFordwithastars-and-stripesmotifinspiredbyhisfathers

originaldesign. Tosignifyhispatriotismaswellashisreligiousbeliefs,Jeffpainted

amessageonthecar,reading:GodBlessAmerica.

Jeffenjoyscarryingonthetraditionofrepresentingthetrickcarhisthatfatherhelpedengineerattheparade,andthevehiclestandsoutasafavoriteamong

parade-goers.Jeffsaid,Iliketoseethekidssmile,andgetakickoutofwhat

theyreseeing.Mydadwaslikethat.Helikedtoentertain.


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JeffMartinsBuckingModelTFordtrickcarinaction Anothertrickcar,TheBubbleTruckproduces

duringtheparade. bubblesasitdrives.

SupportersoftheU.S.Navycreatedaboat-themedfloat. AHawaiian-themedconvertible.

Asportsteamfromalocalschoolcreateda ThePekinUnitedMethodistchurchdesignedachapeland

football-themedfloat. cross-themedfloat.


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Assessment Studentsshoulddemonstrateunderstandingofconceptsthroughdiscussionofideas

andperceptionsofartisticdecorationwhenviewingparadevehicles.

Studentsshouldbeableto

demonstrate

understandingof

theassignmentby

drawingon,or

decoratingthe

paradevehicle

handoutwith

imagesormotifs

inspiredbytheir

personalinterests,

hobbies,andother

sourcesof

individualorgroup

(cultural)identity.

Studentsshouldbeabletopresenttheirartprojecttoclassmatesinsmallgroupsorinfrontoftheclass,andshouldcommunicateandinterpretthepersonalmeaning(s)oftheircreativevehicledecoration.

HIGHSCHOOL

CHALLENGE:SustainableArtCars5 Adaptthiselementaryschoollessonplanforhighschoolersbyusingparadefloats

asacatalystfordiscussionaboutartcars.

ReferencetheaboveRESOURCESforimagesandvideoclipsaboutartcars;elaboratelydecoratedvehicles,typicallycreatedbyanindividualasapersonal

artisticexpression.

CHALLENGEyourhighschoolerstocreatea(temporary)artcarusingonlyfoundorrecycledmaterials. Seeiftheprincipaloftheschoolorafavoriteteacherwouldletstudentsmakehisor

hercarintoatemporaryartcar.

TrytohighlightlocalorHoosierthemes,ifpossible(e.g.maketheIndianaUniversitylogooutofrecycledredCoca-Colacans).

Havestudentspresentthecarataschoolrallyasastatementonthecreativepossibilitiesofre-usingandrepurposingfoundandrecyclablematerials!


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DecoratethistruckforyourlocalFourthofJulyParade.


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Decoratethisparad

efloatforyourlocalFo

urthofJulyparade.


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UNITNo.2:LOCAL&GENERATIONALMUSIC

MUSIC&TRADITION:FifeandDrumBand MiddleSchool:Grades6-8

Objectives/SkillsUnderstandingmusicanditsrelationtolocalandnationalhistory

Criticalthinkingaboutmusicaltraditions

Recognizingandinterpretinglocalsoundscapes

Criticalthinkingaboutgenerationalmusic;Learningitandpassingiton

Writingaboutmusicineverydaylife

IndianaAcademicStandardsforMusicRESPONDINGTOMUSIC:HistoryandCulture

6.6.1Describemusicalelementsincludingtonality,form,expressivequalities,and timbrethroughdiscussion,writing,orillustration,includinghowthese

elementsmayconveyanexpressivemood.

6.9.4Discusstherolesofvariousinstrumentalensemblesinthecommunity

andopportunitiesforparticipation.Resources/MaterialsOverviewandPhotos

AudioClipofSpiritof76Bandparadeprocession:http://tinyurl.com/3u2g4ap

HANDOUTS: CommunitySoundscapesListeningLog

GenerationalMusicCommunitiesSurvey

FOLKTRADITIONSPROFILES:

Spritof76Band(music),WashingtonCo.[FORTHCOMING]

InstructionsforTeachers(Lessontakesapprox.1-2hours)1. Prepareaudioclipandprintoneorbothofthewritinghandoutsforclass

activities

2. ReadtheOVERVIEWoftheSpiritof76Band,showandtalkaboutpictures,pointingouttheinstrumentsoranyotherimportantelements(10-20min.)3. PlaythesoundclipoftheSpiritof76Bandparadeprocession(1:42min.)

4. Talkaboutnotablemusicalandenvironmentalelementsinrecording,OR,havestudentsworkontheCommunitySoundscapesListeningLog,p.14(10-30min.)

5. Reviewstudentsanswerswithadiscussion(10-15min.)6. HavestudentsworkinpairsontheGenerationalMusicCommunitiesSurvey,

p.15-16(30min.)

7. Reviewstudentsanswerswithadiscussion(10-30min.)


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MUSIC&TRADITION:FifeandDrumBand

Activity1. ListentoclipoftheSpiritof76Bandplayingat

thePekinFourthofJulyParade.2. CompletetheCommunitySoundscapes

ListeningLog.

3. Talkwithyourclassmatesandteacheraboutthemusicandsoundsyouheard.

4. PairupandcompletetheGenerationalMusicCommunitiesSurvey.

5.Talkwithyourclassmatesandteacheraboutlearningmusicfromeldersandpassingmusic

ontoyoungergenerations.

Assessment Studentsshoulddemonstrateengagementin

theaudiosoundrecordingandrespondwith

thoughtfulnotes,comments,orquestions

regardingthelocalsoundscape.

StudentsshouldfurtherdevelopandtransfertheseobservationsintowritingontheListeningLog,thenpresenttheirwrittenfindingstotheirclassmatesor

teacher.

StudentsshouldnotethegenerationalaspectsoftheSpiritof76Bands

history,andeffectivelyusethatasa

catalystinthinkingcriticallyand

writingaboutmusictheyhavelearnedfromelders,orpassedontoyounger

generations,themselves.

Studentsshouldthoroughlyengagein

thoughtfuldiscussionandreflectioninregardtogenerationaltraditionsin

musicviatheGenerationalMusic

CommunitiesSurveyactivity.

FifeplayerDeanWellerholdsupanantique

signfortheSpiritof76Band.

Avinylrecordoftheoriginalensemblerecordedin1958.


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OVERVIEWTheSpiritof76MartialBand,amarchingfifeanddrumensemble,wasstartedinPekinand

nearbySalem,Indianainthe1950s.TheSpiritof76Bandhashelpedtoleadandrepresent

thePekinFourthofJulyCelebrationformanyyearssinceitsestablishment. Today,three

menwholargelylearnedto

playandmarchthefifeor

drumfromoriginal

membersofthegroup,carry

onthetradition.According

tofiferDeanWeller,

historically,fifeanddrum

corpswouldleadmilitary

troops,settingthetempoforthemarchintobattle.At

othertimes,thefifewould

signalasoldierscalltoarms

ashepreparedforwar,

amongotherimportant

militarysignals.6

Continuingthislong,local

traditionofhelpingtoleadthePekinIndependenceDayParadeisthecurrentensembleofDean

Weller,whoplaysthefife,atypeofsmall,high-pitchedflute,aswellassnareandbass

drummersScottMillerandBillNevels.Asayoungman,fifeplayerDeanvisitedwithanaging

memberoftheoriginalSpiritof76Band,namedPeteHurst.Deanapprenticedunderhiselder,Pete,forminganintergenerationallinkimportanttothecontinuationoftheband. Today,Dean

isinterestedinpassingontheskillandtraditionofthefifeanddrumcorpstoanew

generation,sothattheSpiritof76Bandcancontinuetofulfillitsimportantroleinthe

community.

DrummerBillNevelssaid

aboutmarchingintheSpirit

of76Band,Itsareal

patrioticendeavor,andI

knowthepeopleinthetown

reallyappreciateit.[] It

justmakesyoufeelgood

thatyourecontinuingon

withsomethingthat

envelopsalltheessenceof

patriotism.


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CommunitySoundscapes-ListeningLog7

Name______________________________________ Date____________________

KINDOFSOUND

HEARD

Whatarethespecificsoundsyouarehearing?

WHATMADETHIS

SOUND

Doesitcomefromnature,cars,instruments,or

people,etc.?

DESCRIPTIONOFSOUND

Whatwordswouldyou

usetodescribethesound(s)?


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GenerationalMusicCommunitiesSurvey8

Name______________________________________ Date____________________

Teamupwithanotherclassmateandaskthefollowingquestions.Writeyour

answersonthissheetoronaseparatesheetofpaper.

1. Whatisthenameofasongthatyouhavelearnedfromanolderperson?

2. Whatarethelyricstothefirstverseofthesong?

3. JustastheSpiritof76Bandmarchwiththeirmusic,aretheregesturesorbodymovementstogowithyoursong?Canyoudancetoit?

4. Haveyouchangedthesongsinceyoulearnedit?If"yes,"howso?


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5. When,where,withwhom,andhowoftendoyousingthesong?Isitonanordinaryorspecialoccasion?

6. Describethepersonwhotaughtyouthesong,includingthefollowing:

Name:

Age:

Relationship(aunt,uncle,friend,etc.):

Ethnicity:

Religion:

Occupation:

7. Ifyoucouldteachthesongtosomeone,whowoulditbe,andwhy?

8. Whydoyouthinkthispersontaughtyouthesong?TocontinueacommunitytraditionliketheSpiritof76BandsparticipationinthePekinFourthofJuly

Parade?Tocontinueareligiousorfamilytradition?Other?

9. Whyisitimportanttosharemusicwithpeopleofadifferentgeneration?9


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ANNOTATEDBIBLIOGRAPHY

KENTUCKYFOLKLIFEFESTIVALTEACHERSGUIDE(2004)

ThisresourceisasetofclassroomlessonsandactivitieswhichintroduceregionalKentuckyfolklife,insupportofpreparingK-12attendanceattheKentuckyHistoricalSocietys

(typically)annualKentuckyFolklifeFestival,heldinthecommonwealthscapitalcity,

Frankfort.TheTeachersGuideincludesextensiveinformationalintroductionsandsmart

andengagingactivitieswrittenbyleadingregionalfolklifescholarssuchasstatefolklorist

BobGates,andprofessorsMichaelAnnWilliamsandErikaBradyontopicssuchas

foodways,occupationaltraditions,aswellasfieldworkandinterviewingtechniques.Many

oftheselessonplanscaneasilybeadaptedforuseinIndiana.

http://history.ky.gov

LOCALLEARNINGNETWORK:

NationalNetworkforFolkArtsinEducation(2011)

AnexhaustiveresourcewrittenbyPaddyBowmanandothers,theLocalLearningNetworkbeganastheNationalTaskForceforFolkArtsinEducationduringa1993national

roundtableattheNationalEndowmentfortheArts.Today,LLNservesasacomprehensive

indexoffolkloreandfolkartsineducationresourcesacrossthecountry,includingeachof

theseotherbibliographicitems.TheLLNalsocirculatestheC.A.R.T.S.Newsletter(Cultural

ArtsResourcesforTeachersandStudents),anexcellentresourceforlessonplanideasand

activities,andup-to-dateinformationonthepulseoffolkartsineducation. http://locallearningnetwork.org/

LOUISIANAVOICES:

AnEducatorsGuidetoExploringOurCommunitiesandTraditions(1999)

Oneofthemostextensiveresourcesforfolkloreandfolkartsineducationavailable,thisset

oflessonplanresourcesandmaterialswasalsowrittenbyleadingFolkArtsinEducation

(FAE)scholar,PaddyBowman,withSylviaBienvenu,MaidaOwens,andothers,forthe

LouisianaFolklifeProgram,partoftheLouisianaDivisionoftheArts.Thewebsiteisa

particularlyexcellentandexhaustiveresourceforpullingandreferencinganythingfrom

multi-unitlessonplans,tosingleactivitiesandhandouts,togradingassessmentsheetsand

rubrics.Ofcourse,mostofthematerialscenteraroundLouisianafolklife,howevermany

shortactivitiesareeasilyadaptedforotherregions,ashasbeendemonstratedinTAIs

adaptationofLouisianaVoicesmusicandsoundscapeactivitiesinUnitNo.2.

http://LouisianaVoices.org

WISCONSINFOLKS(2001)

Thiswebsite,publishedbytheWisconsinArtsBoardservesasagoodclassactivityasthe

usercanlookupWisconsinfolkandtraditionalartistsbycategoriessuchascraft,dance,

food,musicandregion.Folkartistprofilesincludebackgroundinformation,photos,quotes,

maps,andotherinteractiveelementssuchassoundclipsof,orfrom,theartist.For

Wisconsinites,thewebsitealsoprovidesinformationabouthowtobooktheseregional

artistsforin-personworkshopsorartistresidenciesatalocalWisconsinschool.Usingthe

WisconsinFolksprotocolmaybeagoodguideforbookinganartistresidencyatanIndiana

school.

http://arts.state.wi.us/static/folkdir/index.htm


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ENDNOTES

1Missionstatementfrom:http://www.traditionalartsindiana.org/?page_id=432AllphotosandaudiobyJosephOConnell,unlessotherwisestated.3NewPekintownpopulationtakenfrom:

http://en.wikipedia.org/wiki/New_Pekin,_Indiana4NewPekintownpopulationtakenfrom:

http://en.wikipedia.org/wiki/New_Pekin,_Indiana5ArtcarphotobyeyrieowlonFlickr: http://www.flickr.com/photos/eyrieowl/5496377314/in/set-72157626192647010

6Fifeinstrumenthistory:http://en.wikipedia.org/wiki/Fife_musical_instrument7ThisactivityhasbeenadaptedfromtheLouisianaFolklifePrograms

LouisianaVoicesFolklifeinEducationProject:

UnitVILouisiana'sMusicalLandscape,Lesson2ListeningLogs

http://www.louisianavoices.org/Unit6/edu_unit6w_com_soundscapes.html8ThisactivityhasbeenadaptedfromtheLouisianaFolklifePrograms

LouisianaVoicesFolklifeinEducationProject:

UnitVILouisiana'sMusicalLandscape,Lesson3GenerationalMusic

Communities http://www.louisianavoices.org/Unit6/edu_unit6w_gen_music_comm_survey.html9QuestionfromLouisianaVoicesactivity,DiscoveringGenerationalMusic

Communities(Otherrelevantquestionsforthisactivity,aswell.) UnitVILouisiana'sMusicalLandscape,Lesson3GenerationalMusic

Communities http://www.louisianavoices.org/Unit6/edu_unit6w_disc_gen_music_communities.html

Documents

K-12 Lesson Plan: Pekin, IN Fourth of July Celebration