GRADE SIX

Sixth Grade Activity #1: How Do They Differ?

Before the visit

Students will have a variety of experiences in making discriminations between objects.

During the visit

Students will choose three specific instruments for comparison. They will make notes, using fine discrimination skills to identify differences in the banjos they choose. (Drawings of the specific instruments chosen are encouraged.)

After the visit

Students will present their comparisons in written form. Drawings may be utilized to clarify interpretations. Comparisons are shared with groups or with the entire class. Suggestions are made by group members for enhancing the comparisons.

SOLs

Science: 6.1

English: 6.5, 6.1, 6.2

 

Sixth Grade Activity #2: The Banjo's Poetry

Before the visit

Students will have experience in the reading, listening to, sharing, and writing of poetry.

During the visit

Students will give attention to the music being played as background to the exhibit and will take notes on the themes of the exhibit that they find emotionally significant.

After the visit

Using the banjo, music, musicians, slaves, or popular entertainers as themes, students will create poetry stimulated by their visit.

SOLs

English: 6.6

 

Sixth Grade Activity #3: What Cultures Influenced the
Banjo's Development?

Before the visit

Students will have explored the immigration patterns for Virginia.

During the visit

Students will make notes of the various cultural groups and individuals that influenced the development of the banjo. Notes should include the names of significant contributors.

After the visit

Using the names they recorded during their visit, students will research the probable cultural heritage of the artists and banjo makers noted in the exhibit.

Students will develop a pictorial image (mural, illustrated timeline, or other representation) that demonstrates the changes in the banjo's construction and the groups and individuals that influenced the change.

SOLs

History: 6.1

ADDITIONAL OPPORTUNITIES FOR REINFORCEMENT OF
SPECIFIC STANDARDS

ENGLISH
6.5, 6.8 Students will create a group list of questions they believe will be answered by the exhibit.
6.9 During the visit they will use context clues to read unfamiliar words.
6.1, 6.2 Students will develop answers for the questions, determine which queries are yet to be answered and research the unanswered questions. Develop a written guide to the exhibit for visitors at a lower grade.

 

HISTORY
6.4 Students will explore the role of the banjo in 1900s music and entertainment in mountain regions. They will present their findings in oral and written form.

 

MUSIC
MS.1 Students will listen to recordings of banjo music then explain the rhythm patterns heard.
MS.3 Students will develop body percussion to accompany a selection of banjo music.
MS.7 Students will identify musicians whose careers include banjo playing. In an oral or written report students will include the way the performer learned to play banjo and the kinds of venues in which he/she performs or performed.
MS.8 Ask a banjo performer to visit the class to discuss his/her career and to perform live banjo music. The students will demonstrate appropriate audience behavior in this setting.
MS.9 Students will research the origins of other musical instruments of the period and make comparisons to what they learned about the banjo.