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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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PARADEFLOAT&CARDECORATION
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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PARADEFLOAT&CARDECORATION
JeffMartinsBuckingModelTFordtrickcarinaction Anothertrickcar,TheBubbleTruckproduces
duringtheparade. bubblesasitdrives.
SupportersoftheU.S.Navycreatedaboat-themedfloat. AHawaiian-themedconvertible.
Asportsteamfromalocalschoolcreateda ThePekinUnitedMethodistchurchdesignedachapeland
football-themedfloat. cross-themedfloat.
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PARADEFLOAT&CARDECORATION
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!
8/2/2019 K-12 Lesson Plan: Pekin, IN Fourth of July Celebration
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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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MUSIC&TRADITION:FifeandDrumBand
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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MUSIC&TRADITION:FifeandDrumBand
CommunitySoundscapes-ListeningLog7
Name______________________________________ Date____________________
KINDOFSOUND
HEARD
Whatarethespecificsoundsyouarehearing?
WHATMADETHIS
SOUND
Doesitcomefromnature,cars,instruments,or
people,etc.?
DESCRIPTIONOFSOUND
Whatwordswouldyou
usetodescribethesound(s)?
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MUSIC&TRADITION:FifeandDrumBand
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