David AguiarJoshua Argeta

Mystique GallowayDaniel M. Rodriguez

MUE 2040

Incorporating Musical Futures in

American Music Programs

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TABLE OF CONTENTS

LETTER TO ADMINISTRATION 3

OBJECTIVES 4

METHODS AND PROCESS 5

LESSONS 6

SONGS AND MATERIALS 9

LINK TO SAMPLE VIDEO 21

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DEAR MIAMI-DADE SCHOOL BOARD,

We, the directors of the Music Department at Everglades K-8 Center, propose a new curriculum inspired by a United Kingdom organization called Musical Futures. This musical approach is based on Lucy Green, an advocator for informal learning within the classroom, which allows students to engage in musical activity through listening, playing, and composing. Students begin to play what they want with pop instruments and learn music through listening. They begin to make music and slowly the curriculum leads them to become independent musicians.

Musical Futures (https://www.musicalfutures.org/) is a Paul Hamlyn special initiative that began in 2003. Its purpose is to implement and introduce informal learning in a typical formal classroom setting to sustain interest in and provide engaging musical activities throughout schools in the UK. Their instrumentation usually involves pop instruments such as guitars, drums, voice, piano and bass playing pop standards and arranging their own versions of those standards.

This method has facilitated meaningful musical experiences and has stimulated increased musical interest within students. It is no rumor that many music programs within Dade County have suffered due to student numbers, insufficient financial funding, and lack of student interest or demand. We believe that the Dade County music programs would be enhanced and enriched if a Musical Futures approach was adopted.

Despite Musical Futures advocates students to learn and play pop music; we believe that the musical experience would be more stimulating and enriching if students explored film scores of their choice. Film scores contain more musical texture and literary depth while also requiring more critical thinking on the part of the student on how to incorporate pop instruments (guitar, piano, bass, drums, vocals) in to playing and arranging this kind of music.

Included below are further explanations and descriptions of how this method would be manifested in American schools.

Sincerely,

The Directors of the Musical DepartmentEverglades K-8 Center

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OBJECTIVES Who this will reach?

1. To enrich the musical development of both elementary and middle school students by incorporating aspects of music (film score) that they desire to explore.a. Middle school students are at a pivotal time where they are

beginning to discover themselves including what they enjoy and what profession they will follow.

b. Elementary students have the opportunity to truly experience music at a young age. Middle school students are also at a higher level musically.

Why this is important?1. It allows more students to engage with music without needing all

the strict musicianship skills such as the ability to read standard notation.

2. Encourages students to take leadership positions in the classroom. In an informal setting, teachers act more as facilitators allowing their students to experience moments of self-discovery and music making rather than directors.

To What End?

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1. Students will be able to compose/arrange music for a particular setting, theme, or image.

2. It brings social awareness for different cultures and brings the community together

3. It allows for better communication between performers and audience, using music as a universal language and a conduit of emotion for the performers.

Methods and Processes

Ensembles- Band: Students can begin learning to play songs they enjoy and perform

them as smaller ensembles with various brass and wind instruments in different combinations. It brings GarageBand into the classroom.

- Choral: Vocalists can split up into small groups and learn the chosen film score either through words or syllables or scat. They also can compose/arrange their own a cappella or accompanied versions.

Groups- Place students into groups and give them liberty to choose a specific film

score they wish to play and learn. Then, they perform it or record it. After they begin arranging their own versions of the film score.

Criticism

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- Students performing in front of other students and receiving feedback of their performance. Students learn what works and what doesn’t work through trial-and-error.

Collectivism- Any music class can become a full ensemble working towards learning film

scores that students enjoy for concert performances or for exploration. Facilitators

- Teachers/Educators are more facilitators of musical engagement than directors in their classrooms. The role of the teacher becomes less linear and increasingly cyclical where both students and teachers can learn and experience together.

LESSONS1. Teaching Order (Introductory Lesson):

Step#1: Have the students form groups. Step#2: Students choose which instrument they want to play.Step#3: Pass out chord sheets of student-chosen film score.Step#4: Have groups work separately as they beginning listening to the song.Step#5: Give groups the 20 minutes to learn as much of the song as they can. After 10 minutes go around to see if students need help.

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Step#6: Ask for their feedback (How they feel, do they enjoy it, how is this approach different, pros and cons, etc.)

2. Extension#1 (After about two weeks of playing and learning through Trial/Error):

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Step#1: Students groups can critique other groups by giving them feedback on their musicality and instrumentation.Step#2: Give the groups 10 minutes to polish and have them perform in front of the class.Step#3: Allow for student feedback first, then, if necessary, verbally communicate educator’s feedback.Step#4: For the next week, the song becomes finalized and video recorded to showcase to the class as a Project Assignment.

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3. Extension#3 (After the student have performed and turned their recordings, allow the students, using the same song, to

arrange the song differently)

Step#1: Discuss and show through videos and recordings differences between originals and arrangments.Step#2: Ask the students to form different groups and arrange the song into whatever style/genre they feel free to do.Step#3: This will continue for two weeks, then the students will come back and present/perform their arrangements before the class.

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SONGS AND MATERIALS“Through Heaven’s Eyes” by Steven Schwartz from The Prince of Egypt

Materials: Access to song recording, Chord sheets, Pop instruments of the students choosing.Link: Song - http://youtu.be/oG0a9WFkgzU

EA single thread in a tapestry DThrough its color brightly shine

Can never see its purpose E Bm EIn the pattern of the grand design

And the stone that sits on the very top DOf the mountain's mighty face BmDoes it think it's more important EThan the stones that form the base?

ASo how can you see what your life is worth

Or where your value lies? C#mYou can never see through the eyes of man

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G#mYou must look at your life C#m ELook at your life through heaven's eyes

E D E D E F D# FLai-la-lai...

FA lake of gold in the desert sand D#Is less than a cool fresh spring

And to one lost sheep, a shepherd boy F Cm F Is greater than the richest king

If a man lose ev'rything he owns D#Has he truly lost his worth? CmOr is it the beginning F Cm F Of a new and brighter birth?

BbSo how do you measure the worth of a man In wealth or strength or size? DmIn how much he gained or how much he gave? C AmThe answer will come Bb DmThe answer will come to him who tries Am DTo look at his life through heaven's eyes

BbAnd that's why we share all we have with you

Though there's little to be found

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C DmWhen all you've got is nothing Bb CThere's a lot to go around

G#No life can escape being blown about CmBy the winds of change and chance Bb F

And though you never know all the steps Bb C F C You must learn to join the dance DYou must learn to join the dance

D G F G F E D E Lai-la-lai...

ASo how do you judge what a man is worth By what he builds or buys? G#m F#mYou can never see with your eyes on earth C#m ELook through heaven's eyes G#mLook at your life ALook at your life D E D ELook at your life through heaven's eyes

E D E D E Lai-la-lai...

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“He’s a Pirate” by Klaus Badelt from Pirates of the Caribbean

Materials: Chord sheets/Guitar Tablature, Pop instruments, Recordings, and Tutuorials.Links: http://www.youtube.com/watch?v=jvdQudeej4QTutorials: Harmony - http://youtu.be/qoGqABI16RA Melody - http://youtu.be/_yYRWGyLTig

e--------------------------------------------------|B--------------------------------------------------|G--------------------------------------------------|D--------------------------------------------------|A-5---5-5--5-5--5-5-5---5---5-5--5-5--5-5-5--------|E--------------------------------------------------|

e--------------------------------------------------|B--------------------------------------------------|G---------------------------------------------7----|D--------------------------------------------------|A-5---5-5--5-5--5-5-5---5---5-5--5-5--5-5-5---5----|E--------------------------------------------------| (You can try palm muting if u like)

Tabs including rhythm Chords:e--------------------------------------------------|B-------------5-6-6---6-8-5-5----------------------|G---5-7-7---7-------------------7-5-5h7------------|D-7------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Dm Bb C Dm

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e--------------------------------------------------|B-------------5-6-6---6-8-5-5----------------------|G---5-7-7---7-------------------7-5-7~~------------|D-7------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Bb F C Dm

e-----------------------5-6-6---5---5--------------|B-------------6-8-8---8-----------8----------------|G---5-7-7---7-------------------------7------------|D-7------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Dm Gm Am Dm

e----------5-6-------------------------------------|B---6-8-8------------6-5-5-------------------------|G-7------------7---7---------7-5-5h7---------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Bb Dm A7 A7

e--------------------------------------------------|B-------------5-6-6---6-8-5-5----------------------|G---5-7-7---7-------------------7-5-5h7------------|D-7------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Dm Bb C Dm

e--------------------------------------------------|B-------------5-6-6---6-8-5-5----------------------|G---5-7-7---7-------------------7-5-7~~------------|D-7------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Bb F C Dm

e-----------------------5-6-6---5---5--------------|B-------------6-8-8---8-----------8----------------|G---5-7-7---7-------------------------7------------|

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D-7------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Dm Gm Am Dm

e----------5-6-------------------------------------|B---6-8-8------------6-5-5-------------------------|G-7------------7---7---------7-5-7-----------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Bb Dm A7 Dm

e-------------------1------------------------------|B---4/5-6-6-8--10\----3----------------------------|G-7-----7-7-7---7\------2--------------------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| C Bb A A

e-6------------------------------------------------|B-6-6----------------------------------------------|G-----7-----7-7-7-10-------------------------------|D-------8---7-7-7--7-------------------------------|A--------------------------------------------------|E--------------------------------------------------| Gm Am

e--------------------------------------------------|B-10-10-10-11-10---8-8-8-8-10----------------------|G-10-10-10---------9-9-9---------------------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------| Dm Dm C Dm

e--------------------------------------------------|B-10-10-10-11-10---6/8-6-5-------------------------|G-10-10-10---------7/9-7---7-----------------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------|

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Dm Dm C Dm

Plucking kicks in here.I will use 2 bars here 1 for tab and 2nd for plucke--------------------------------------------------|B--------8-10-8---------8-10-8---------------------|G-7-9-10--------10-9-10----------------------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------|Pluck:e--------------------------------------------------|B-----3-----3-----1--------------------------------|G---2-----2-----0-------2--------------------------|D-0-----0-------------3----------------------------|A-------------3------------------------------------|E-------------------3------------------------------|

e--------------------------------------------------|B----8-10-8----------------------------------------|G-10--------10-9-10-9-7-9-5-7----------------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------|Pluck:e--------------------------------------------------|B-----------------3-----3--------------------------|G-----0-----2---2-----2----------------------------|D---2-----0---0-----0------------------------------|A-3-----0------------------------------------------|E--------------------------------------------------|

e--------------------------------------------------|B-------------8----8-10-8--------------------------|G-7-9-10-9-10---10--------10-7---------------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------|Pluck:e--------------------------------------------------|B-----3-----3-----1--------------------------------|G---2-----2-----0-------2--------------------------|D-0-----0-------------3----------------------------|

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A-------------3------------------------------------|E-------------------3------------------------------|

e--------------------------------------------------|B--------8^-10-8--------8--------------------------|G-7-9-10---------7-9-10---9-7-9-5------------------|D--------------------------------------------------|A--------------------------------------------------|E--------------------------------------------------|Pluck:e--------------------------------------------------|B--------------------------------------------------|G-----3-----3-----5-----5--------------------------|D---------5-----7-----7----------------------------|A---5----------------------------------------------|E-3-----3-----5-----5------------------------------|

Back to chords again from this point.e--------------------------------------------------|B-10-11--------------------------------------------|G--7-10-14-14-14-14\12---12-10-9-10-9-7------------|D-------15-15-15-15------12-10-7--7-7-7------------|A--------------------------------------------------|E--------------------------------------------------| Dm Bb C F Gm Am Am Dm

e--------------------------------------------------|B-10-11--------------------------------------------|G--7-10-14-14-14-14\12---12-10-9-10-9-7------------|D-------15-15-15-15------12-10-7--7-7-7------------|A--------------------------------------------------|E--------------------------------------------------| Dm Bb C F Gm Am Am Dm

e-------------------------------------------------------|B-------10-------11--------10-10-10-10\8----8-6-5-6-5---|G-----10-------10-------10-10-10-10-10\8----9-7-7-----7-|D---12-------12-------12--------------------------------|A-12-------12-------12----------------------------------|E-------------------------------------------------------| Dm Bb C F Gm Am Am Dm

e-------------------------------------------------------|

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B-------10-------11--------10-10-10-10\8----8-6-5-6-5---|G-----10-------10-------10-10-10-10-10\8----9-7-7-----7-|D---12-------12-------12--------------------------------|A-12-------12-------12----------------------------------|E-------------------------------------------------------| Dm Bb C F Gm Am Am Dm

“Do Re Mi” by Oscar Hammerstein II and Richard Rodgers from The Sound of Music

Materials: Pop instruments, chord sheets, song recordings, and tutuorials.Links: Song - http://youtu.be/xIjobdArtiA Tutorial - http://youtu.be/PlrWKt7z1I8 G Doe, a deer, a female deer Am Ray, a drop of golden sun Bm Me, a name I call myself C Far, a long long way to run G C Sew, a needle pulling thread Am G La, a note to follow sew Bm C Tea, I drink with jam and bread Am D D7 Gsus4 G That will bring us back to do...oh oh oh Do re mi fa so la ti do, so do

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“Go the Distance” by Alan Menken from Disney’s Hercules

Materials: Pop instruments, piano/guitar chord sheets, recordings of song, and tutorials for further help. Links: Song - http://youtu.be/zgnHF2CwrPs Tutorial - http://youtu.be/6CIV1Tdb0BQ

D - E - AD - E - AF# - E - A

Verse: D E A D E AI have often dreamed, of a far off place D C# F#m D EWhere a Great warm welcome will be waiting for me. D E A D AWhere the crowds will cheer, when they see my face D C# F#m D EAnd a voice keeps saying this is where I’m meant to be;

First Chorus: A E F#m EI will find my way, I can go the distance A E F#m EI'll be there someday, if I can be strong A Bm F#m Bm7I know ev’ry mile, will be worth my while D E A A/G# Dmaj7 A

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I would go most anywhere to feel like I belong

**See Monologue Note 1**

2nd Chorus: A E F#m EI am on my way, I will go the distance A E F#m EI don't care how far, somehow I'll be strong A Bm F#m Bm7And a thousand years, would be worth the wait D E A A/G# Dmaj7 AIt might take a lifetime, but somehow I’ll see it through.

**See "Monologue Note 2" at the bottom of Tab**

Bridge: C GBut to look beyond the glory is the hardest part Am F GFor a hero’s strength is measured by his heart

Last Chorus: C Dm C GI will beat the odds, I will go the distance C Dm C GI will face the world, fearless, proud, and strong C F Am7 DmI will please the gods, I can go the distance F G C F G CTil I find my hero's welcome right where I belong.

(Optional Tag Chord progression **For Theater purposes, the time used during this could movement or dramatization leading into a slower more dramatic ending):F - G - C (x2)F - E - AmDm - Gsus - G

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Tag: (Slower) C F Am7 DmI will search the world, I will face it’s harms F G C F G CTil I find my hero’s welcome, waiting in your arms

Intro Note*: During the introduction, you may choose to play this if you have two or however you may choose todo so (played as 16th notes, so 4 notes to a beat):

e|--0-----------0-----------0------------0------------|B|-----------0-----------0-----------0------------0---| (x7)G|--------2-----------2-----------2------------2------|D|-----2-----------2-----------2------------2---------|

After the F# - E chord, right when you hit the A chord: you can play (8th notes; 2 notesbeat):

e|---5-----0-----5-----0-----|B|---------------------------| (x2) then singing begins on last beatG|------2-----2-----2-----2--|

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LINK TO VIDEO SAMPLEPOLICY PRESENTATION AND RATIONALE

http://youtu.be/EjMX4Fp0PL4

WE HOPE YOU ENJOY AND ADOPT MUSICAL FUTURES INTO FUTURE MUSIC SCHOOLS!THANK YOU.