Essential Questions
- How does understanding the structure and context of musical works inform performance?
- How do those in the music industry curate festivals or collections of music? What do they consider as they choose what artists to include?
- How have Native American musicians been represented in the music industry? Is that changing?
Overview
This project-based learning activity asks students to familiarize themselves with the SpeakSing Native database and the work of Native American musicians. They will then work in groups to create an online, Indigenous music festival to share with their peers.
Logistics
This project requires access to editing software and recording equipment. It also requires Cloud or LMS hosting space for student festival products.
- Editing software for videos may include Adobe Premiere Pro, Sony Vegas, Windows Movie Maker, iMovie, etc.
- Sound engineering software may include Fruity Loops Studios, GarageBand, Audacity, etc.
Students will be organized into teams of 2-4, depending on teacher preference. This is dependent on how many roles you would like each student to fulfill in the overall project.
Time Required
- Learning Editing Software (2-4 class periods: 50-90 minutes per)
- Exploring database (1 class period: 50-90 minutes)
- Concept mapping: identifying the overall structure and storyboarding their festival as well as working out a script for introduction, interludes, and ending (2-3 class periods: 50-90 minutes per)
- Editing audio/visual components (2-4 class periods: 50-90 minutes per)
Oregon Standards
Media Arts Standards
MA.4.PR1.HS2 – 1. Integrate various arts, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity, such as transmedia productions.
MA.6.PR3.HS1 – 1. Design the presentation and distribution of collections of media artworks, considering combinations of artworks, formats, and audiences
MA.6.PR3.HS2 – 1. Curate and design the presentation and distribution of collections of media artworks through a variety of contexts, such as mass audiences, and physical and virtual channels.
MA.6.PR3.HS2- 2. Evaluate and implement improvements in presenting media artworks, considering personal, local, and social impacts such as changes that occurred for people, or to a situation.
MA.3.CR3.HS2 – 1. Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts production, demonstrating understanding of associated principles, such as continuity and juxtaposition.
TH/SH Universal Understandings
3. Identity
7. Lifeways
9. Sovereignty
Assessment Outcomes
- Students will research, plan and produce an online, Indigenous music festival.
- Students will plan and produce an online music festival to showcase Native American talent and perspectives.
- Students will choose performances to include based on a theme.
- Students will choose high-quality footage and use it according to the fair use guidelines.
- Students will write a script introducing the festival, artists, theme,s etc.
- Students will create a storyboard for my festival lineup.
- Students will film and edit MC introductory material to include in the recording at the beginning of the festival, between performances, and to close the festival.
- Students will use editing software to create a polished finished product to share with peers.
Background for Teachers
Briefly familiarize oneself with Native Artists and genres either via “Biographies/Genres for Native American Music document”, Speak/Sing Native Database, or other available online resources.
Key Ideas to Be Aware of
- Native American cultural and artistic contributions have often been suppressed and devalued. Focusing on Native artists should avoid delving into damage-centered work and avoid exoticization.
- Emotive structure, musical exploration, and stylistic communication of music.
Before Beginning this Project with your Students
- Familiarize yourself with the Tribal History/Shared History framework, particularly the Essential Understandings.
- Familiarize yourself with the range of musical genres and the contributions of Native musicians at the Speak/Sing Native Database Archive.
- An easy starting point is with the biographies linked here.
Materials
- Online access to the Speak/Sing Native Archive website
- Online access to YouTube.
- Projector and speakers
- Student access to video recording and editing software and equipment.
- Cloud or LMS hosting space for student festival products.
An Additional Resource:
The Speak/Sing Native was developed in collaboration with educators from Southern Oregon University and the Jim Pepper Council, an organization that also produces produces a yearly Jim Pepper Native Arts Festival.
Unit Learning Targets
- I can plan and produce an online music festival to showcase Native American talent and perspectives
- I can choose performances organized around a theme.
- I can select high-quality footage and use it according to fair use guidelines
- I can write a script introducing the festival, artists, themes, etc.
- I can create a storyboard for my festival lineup.
- I can film and edit “Master of Ceremony” (MC) introductory material to include in the recording at the beginning of the festival, between performances, and to close the festival.
- I can use editing software to create a polished finished product to share with my peers.