Title: Sound of Music
Lesson Five
Grade Level: 9-12
Subject: Stress Management
Learner Outcome: To help students use music as a resource for managing stress.
Duration of the lesson: One class period, 50 minutes
Materials needed:
- · CD/Cassette player
- · CD's supplied by the students
- · Stars
- · Tape
Technology tools:
- · CD or Cassette Player
- · CD or Tape
- · Internet, optional
Teacher Notes:
- Safety concerns: none
- Special requirements: none
- Parent resources: none
- Community Resources:
Procedure:
Prior to the activity, assign students to bring in their favorite music (from a
cassette tape or CD) that they use to relax or unwind.
- · For the activity, put the music that the students bring into the CD player. Have students listen to the music, with eyes open or shut.
- · Make a list on the board of each song title and the artist who performed the song.
- · During the song and immediately after, have students write on a piece of paper what relaxing sensations come to them.
- Variations:
- · Students could be asked the following questions to answer while the songs are being played:
- · What do you think the artist was feeling when he or she wrote the song?
- · What do you think the artist was singing about? Are there any underlying meanings that you perceive?
- · How do you feel after listening to the song? More relaxed? Less relaxed?
Once the songs have all been heard, ask the students to vote on each song for
the following questions:
(You could use the stars to stick on the board next to the name of each of the
songs. This could be like the Emmy's.)
Who liked the song as a means for relaxation? (Put stars next to names of the
songs for how many students raise their hands)
Would you listen to the song on your own as a way to relax? (Put stars next to
names of the songs for how many students raise their hands)
Modifications:
You may want to use headphones, if possible.
Enrichment Activities:
Evaluation: None
West
Virginia State Instructional Goals and Objectives:
HE.15 IP, R, TAD, NPA
Investigate facilities, types of activities, services and programs
available within the community to promote a healthy lifestyle (e.g.
Gymnasiums, health centers, HMO's, community health facilities).
HE.23 IP, R, TAD, NPA
Knows how personal behaviors relate to health and well being and how these
behaviors can be modified if necessary to promote achievement of health goals
throughout life (e.g., following a personal nutrition plan to reduce the risk
of disease, periodically self-assessing physical fitness)
National Standards
Level IV: High School (Grades 9-12)
Health:
Knows how personal behaviors relate to health and well being and how these
behaviors can be modified if necessary to promote achievement of health goals
throughout life (e.g., following a personal nutrition plan to reduce the risk
of disease, periodically self-assessing physical fitness)
Understands the short- and long-term consequences of safe, risky, and harmful behaviors
Understands how personal health needs change during the life cycle
List behaviors, both positive and negative, that impact body functions,
Organs and systems and explain how lifestyle factors influence health
(Dietary, physical activity, injury, habits, etc.).
References:
Just Say No Foundation
1 (800) 258-2766
National Clearinghouse for Alcohol and Drug Information
11426 Rockville Pike
1 (800) 729-6686
National Families In Action
The National Drug Information Center
(404) 934-6364
Authors:
Janie Bolyard
Eva Robinson
Diane
Smith