TWECommercialJingle

=Thornwood Business Community Commercial Jingles=

**Day One**: Students must have completed an interview with a manager or owner of a local business. Peer evaluations will take place over **Edmodo** and will not occur during classtime. Any evaluations (optionally) coming from the business itself will occur through **email**.
 * **Title**: ||< Commercial Jingle ||
 * **Subject**: ||< Music ||
 * **Grade**: ||< 4-5 ||
 * **Time Frame**: ||< 6 class periods ||
 * **Summary:** ||< # Students create thirty-second commercials to specifications given by local business owners, who "hire them." The commercials must reflect the information and mood requested, and must include a sung "jingle," background music and spoken text, all notated and video-recorded. Classmates watch jingle on Edmodo and give constructive feedback. Bumped up, with parent permission, commercials are given online to business owner who gives feedback to the composer. This project provides the young composers with experience writing music for a commercial purpose, according to guidelines given them by an employer. ||
 * **Tasks**: || 1) Describe the main steps of the activity/lesson/project here
 * //Introduction to the project//: In small groups, the learner will research jingles on **YouTube** and pick their favorite. In their groups, students will write what they find effective about the jingle. (20 minutes)
 * Teacher will describe product that the students will be creating. (15 minutes)
 * The jingle will be 30 seconds long.
 * The jingle will promote a business that is near where the children live, preferably a business that they or their family frequently go to.
 * The jingle will be written with proper music notation either by hand or using a **computer** (depends on computer availability/class size).
 * The jingle will be **video-recorded** and put on **Dropbox**.
 * Teacher will deliver a template to the students (paper version and also accessible on **Edmodo**). Before the next class period, the students must complete a portion of the template where they are asked to interview the manager or owner of a local business. Sample questions will be provided on the template. (10 minutes)
 * Day Two **
 * In their small groups, students will design lyrics for their business' jingle. They will be using either paper, **iTouches** or **computer** for this. (all class period)
 * Day Three **
 * Students will finalize jingle lyrics and begin creating their tune with xylophones. They are encouraged to write down their ideas in case they don't get done today and need to recall next week. (all class period)
 * Day four **
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Students will write tune on staff paper or using music notation **software** on the **computer**. (all class period)
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Day five **
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Students will practice singing the jingle and could possibly make their **movies** today.
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Day six **
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 19px;">Students will make their **videos** of their jingles.

|| Students will be assessed using a (yet-to-be-designed) rubric. There will be a rubric that peer evaluators fill out and one that the teacher fills out. Differentiation options: =include component="comments" page="page:TWECommercialJingle" limit="100" **Discussion Area**=
 * Objectives: || Using **Grade 5 Music TEKS**
 * **5.1.B** use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
 * **5.2.A** perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques
 * **5.3.A** read standard notation
 * **5.3.B** use standard symbols to notate meter, rhythm, and pitch in simple patterns (manuscript or computer-generated
 * **5.4.A** create rhythmic and melodic phrases
 * **5.4.B** create/arrange simple accompaniments (optional)
 * **5.5.B** describe various music vocations and avocations
 * **5.5.E** identify concepts taught in the other fine arts and their relationships to music concepts (Language Arts)
 * **5.6.A** identify concepts taught in the other fine arts and their relationships to music concepts
 * **5.6.B** evaluate, using music terminology, personal preferences for specific music works and styles ||
 * Assessment: ||< How will you assess the students learning?
 * paper or computer optionfor some elements
 * rhythm instruments may be added to the jingle ||
 * Resources: ||< * cameras, iTouches, computers ||
 * **Teacher**
 * Reflections:** || Please share what went well, what was challenging and what you might tweak or modify for your next round.... ||
 * **Examples**: ||< * Links to teacher or student work examples ||