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Uke It Up!
Grades 9-12
Nikki Shawn
Course Description
This course focuses on playing the ukulele! We will also explore the local ukulele community
and how music a ects our community. The ukulele is fun, easy to hold, and easy to play. Students will
learn chords, strumming patterns, how to recognize and read ukulele tablature notation, and how and
where to nd resources for the ukulele. Projects include covering songs on the ukulele, writing original
songs on the ukulele, traveling to di erent local ukulele jams, and creating and running their own
ukulele jam open to the public! Students will spend a lot of time jamming with their peers and develop
leadership skills by leading songs for the class. This class engages with the community a lot in order to
explore the di erent ways that ukulele jams are run and the purpose behind them. Come Uke it Up!
Rationale/Need for the Course
Music is widely agreed by music therapists and music educators alike to play an important role
in the lives of at-risk students (Darrow, Duerksen). This involves not only learning about music, but
also participating actively in music that is relative to both the student and the community the student
lives in. Students in this class will spend a lot of time teaching themselves in whatever way works best
for them. The teacher will serve as a guide who is there for help when requested. Giving students
agency in their learning increases motivation in students because their work becomes more meaningful
to them (Green). Creating music that is meaningful to each student is important to building this
motivation. Students at this school are healing, and music is a common factor that many students just
need an opportunity to get more involved in. This could help improve motivation in other areas and
help students heal (Ebie). Community music often focuses on the social aspect of “just having fun” in
music, instead of developing outstanding performance skills, which builds community and makes the
programs enjoyable for wide range of skill set (Giebelhausen, Kruse). This class focuses more on that
community building and sparking an interest in participating actively in music that is prominent in the
surrounding community. Students need a way to get involved in the larger community in order to
build connections in a positive environment and to continue to make music in group settings and
individual settings after their time at this school ends. This class would play an important role in
Expected Impact on Students
This course focuses on giving students agency in their music making by using a simple
instrument in order to foster lifelong music making skills for the student. Students will be able to seek
out ways to continue to learn about and get involved in music in their community as well as building a
stronger community among themselves in the school. They will understand how to access and use
resources about music available to them as an individual and in a group, and they will be able to be a
leader in their community and pass on their learning to others. Students will learn to play the ukulele
and sing at the same time, identify and play basic and complex chords and strumming patterns, tune
the instrument, and write their own music using the ukulele. They will explore and understand the
reasons that songs have been written and the personal meaning they have to students, how and why the
ukulele is prominent in their community, and be able to identify why they enjoy learning, playing, and
listening to speci c songs. Students will do a lot of self re ection on what they enjoy or don’t enjoy
about ukulele, ukulele jams, and how they can learn on their own time.
the West Philly Uke Club, and the Northwest Philadelphia Ukulele Meetup, etc. The kinds of music
people participate in at these jams and the way they are structured will shape the music and structure of
the course. Students will be able to attend jam sessions and participate in community music,
contributing to the local jam scene. The nal project will involve the students hosting a community
jam session open to the public. In this way, the community will be directly involved in the course and
be able to see the work that the students have been doing all semester. There are a lot of very negative
stigmas around drug addiction that are damaging to the way people see and treat people su ering from
addiction. When the community is able to interact with these students and see them as musicians,
leaders, and explorers, it will counteract the stigmas in place and help the community see these students
for what they are: kids. In the school itself, the course will give students in the school a common skill
that they can utilize on their own time to make music with their peers, building a stronger school
community.
Course Outline
● Pick a Cover: Students will pick a song to cover on the ukulele as their introduction to
learning the instrument. The cover must include at least the chords and melody played on
ukulele and singing the melody. The students will present the songs for the class as their nal
● Your Own Uke: Students will take what they learned about common chord progressions and
strumming patterns from the Pick a Cover project and write their own short song to be
presented to the class. The song should consist of at least a verse and a chorus.
● Let’s Jam: Students will go on a number of eld trips to the many local ukulele jams around
the city and observe how the jams are run. They will turn in short re ections for each jam and
summarize what they learned about the ukulele community in the city.
● Let’s Jam: Our Turn: Students will create their own jam sessions to lead the community in
after re ecting on their eld trip experiences. They will create all of the media and decide how
they want to present information to the group. The jam session will be open to the entire
community.
Project Example
Context Statement: The students at this high school are currently working to recover from addiction. The school goes
through a twelve step program with the students while still providing a formal education, complete with music, art, and
other “electives.” Before this project, students will have learned the basics of the ukulele and covered a song. They will have
gone on a number of eld trips to di erent ukulele jams to see how and where these events happen and what the
communities surrounding ukulele jams are like. After seeing the di erent ways that ukulele jams are run, the students will
have run a classroom jam where they each lead the song they covered at the beginning of the semester. This project will be
the nal project of the semester, where students demonstrate all the skills they have learned: how to play the ukulele, how
to learn songs on the instrument, and how to lead a song at a jam session. This project will foster the skills of working with
others and being a leader in music making in the community.
Standards: Goals:
HG.3 The student will I can sing at least two songs con dently while playing the ukulele. (S)
perform a varied
repertoire of music,
including 1. singing with
increased vocal
pro ciency; 2. recognizing
and demonstrating proper
instrumental technique;
and 3. playing
instrumental music
representative of diverse
styles, forms, and
cultures.
HG.6 The student will I can analyze how di erent uses of media a ect the way songs are presented the community
explore historical and and discuss the pros and cons of each method. (T)
cultural aspects of music
by 1. describing
distinguishing
characteristics of musical
forms and styles from a
variety of cultures; 2.
identifying ways in which
culture and technology
in uence the
development of music
and musical styles; 3.
identifying the
relationship of music to
the other ne arts and
other elds of knowledge;
4. researching career
options in music; and 5.
explaining ethical
standards as applied to the
use of social media and
copyrighted materials.
HG.7 The student will I can pick a song to play and discuss the personal reasons that I chose this song and the reasons
investigate the role of the song was written the way it was based on the context it was written in. (T)
music in society by 1.
comparing and
contrasting the
development of music in
diverse cultures
throughout history; 2.
examining various
opportunities to
experience music in the
community; and 3.
describing the role of
technology and social
media in the development
of music.
HG.8 The student will I can participate actively and respectfully in a jam session led by my peers. (S)
demonstrate concert
etiquette at musical
performances by 1.
comparing and
contrasting audience
behavior appropriate for
various musical settings;
2. exhibiting acceptable
behavior as an active
listener; and 3. showing
respect for the
contributions of others
within performance
settings.
HG.10 The student will I can make a checklist for what makes a good ukulele performance and re ect on my
evaluate and critique performances. (U)
music by
1. examining and applying
accepted criteria for
evaluating works of
music;
2. comparing musical
performances to similar
exemplary models, using
music terminology;
And 3. examining and
applying accepted criteria
for critiquing musical
performances of self and
others.
HG.11 The student will I can discuss the meaning and signi cance of community ukulele jam sessions to myself as well
investigate aesthetic as the larger community. (M)
concepts related to music
by 1. explaining how the
context of a musical
work’s creation may
in uence its meaning and
value; 2. analyzing and
justifying personal
responses to works of
music; 3. examining and
applying aesthetic criteria
for determining the
quality of a musical work;
and 4. explaining the
value of music to the
community and to
society.
HGI.8 The student will I can demonstrate the proper way to hold the ukulele and play the chords C, G, F, and Am
demonstrate preparatory after playing them four times. (S)
instrumental basics and
playing procedures,
including 1. identi cation
of the parts of the
instrument; 2. procedures
for care of the instrument;
3. proper playing posture
and instrument position;
4. proper left-hand and
right-hand positions; and
5. tuning of the
instrument, with and
without an electronic
tuner.
HGI.11 The student will I can identify ukulele tab notation and can identify the chords C, G, F, Am, D, A, and G7
read and interpret after playing them twice. (M)
standard music notation
and tablature while
performing music of
varying styles and levels of
di culty.
HGI.16 The student will I can read ukulele tab notation when seeing a song for the rst time. (S)
sight-read music of
varying styles and levels of
di culty.
Stage 2 - Evidence
Students will turn in frequent re ections on the work they have done or the work the have left to do. This will help the
teacher assess how the student perceives their progress and their con dence level at various stages of the project.
Checklist for media:
The media is created completely by the students __
The media is easy to read __
The media can be viewed from far away if necessary __
The media can be run by one person __
The media is clear in its intentions __
For the nal: Students will lead a community jam session open to the public.
Day One:
● The teacher will lead a jam session to start class with a couple of songs that the students have played repeatedly
throughout the semester and know well. The jam session will last for ten minutes (enough time to play each song
and transition).
● The teacher will start a discussion by asking how the students started their process of learning these songs.
Students will re ect on what worked and what didn’t for ve minutes. The teacher will comment on how there are
many di erent answers to those questions since each student directed their learning di erently.
● The students will discuss their experiences going to di erent jam sessions around the city. They will re ect on what
worked in each place and what didn’t, and what they liked and disliked about each session for ten minutes. It is
important that each session is re ected on by itself.
● The teacher will present the project: The students are going to create their own jam session, to be held at the
school. The event will be open to the community and will be advertised around the city. They will decide how to
structure the session, including how to teach the chords and strumming, what chords and strumming to teach,
what songs to play, and how to get the whole group to play together. The teacher will provide a checklist of what
they will be looking for. Each student will lead two songs, one of which will be the song they chose to cover at the
start of the semester. The students will take a vote on whether or not they’d like the groups to be decided by them
or the teacher.
● Groups will be made. All groups will be made up of four people. If there aren’t enough people to make even
groups of four, one group of three or ve will be accepted. This process should take about ve minutes.
● In these groups, students will again discuss their experiences attending local ukulele jam sessions. They will make a
collaborative list about what they liked about certain events, and another list about what they didn’t like. The
teacher will oat from group to group, ensuring that the groups are working together and that all voices are being
heard.
● After ten minutes, groups will switch to making collaborative lists about how they learned best when it came to
learning the ukulele at the beginning of the semester. The teacher will continue to oat, moderate, and jumpstart
discussions when needed by re ecting on the progress students made throughout the semester. The groups will
work like this for another ten minutes.
● As students leave the class, they will turn in their lists to the teacher as an assessment of what they will be drawing
on as they create their own jam sessions.
Day Two:
● The teacher will start class by leading a short jam session of a song that the students have never played in class. The
song should use at least one unfamiliar chord. This should take about ve minutes.
● The teacher will ask the students how they were able to play the song even though they had never seen one of the
chords before. This discussion should center on how students individually learn how to handle new chords on the
ukulele. The discussion will go on for ve minutes.
● Students will get into their Jam Session groups and their collaborative lists will be passed back. The teacher will ask
each group to start thinking about how they would show someone who is completely unfamiliar with the ukulele
how to play chords. Students should re ect on their experience with the unfamiliar chord and their lists about
what worked for them and what didn’t when they were learning how to play. Groups should be writing down
ideas as they discuss. This discussion will go on for ten minutes.
● The teacher will ask students to collaboratively decide how they would like to present the information to the
group they work with at the jam session. Students will continue discussing, re ecting on their collaborative lists
about what they liked and didn’t like about each jam session. These discussions and re ections are meant to have
students continue to draw on their experiences as they create their own.
● Twenty minutes into the discussion, the teacher will stop and ask students to begin thinking about what kind of
media or materials they might need or want to use for their jam sessions. They will assign that students will bring
in some form of media or materials for the teacher to look at next class.
● The students will work in their groups for the remainder of class. At the end, they will turn one piece of paper per
group outlining how they want to present information at their jam session as a formative assessment. The teacher
will comment on these before the next class.
Day Three:
● The teacher will start class by leading a short jam session of two songs; one that the students have played before in
class and one that they have not. For the song that they are familiar with, the teacher will yell out the chord
changes as they happen. For the song that they are unfamiliar with, the teacher will provide each student with a
sheet that shows all the words and when the chords need to change. The jam session will take about ten minutes.
● The teacher will do a “check-in” as a re ection and formative assessment by having students close their eyes and
hold up their ngers. One nger means that the student is completely confused about the project and doesn’t feel
like any progress has been made, ve ngers means that the student understands the assignment fully and feels like
the group is on track. The teacher will use this assessment as a way to decide where to go rst.
● The students will get into their groups and continue working on creating their media. Their ideas about how to
present information will be passed back with guiding questions about their work attached. The teacher will oat
around, going rst to groups where most of the students said they were confused in their re ection. For groups
that aren’t very far along, the teacher will ask guiding questions to jumpstart thinking and get work owing. If any
groups are done, the teacher will suggest that the students run through a couple songs with their media to see how
well it works and what the potential issues or pitfalls in action might be. If students seem completely nished and
the media has been tested, the teacher will present the next step of the project to them.
● Ten minutes before the end of class, the teacher will stop and ask for another check-in. This is a formative
assessment of their re ection on their growth and progress throughout the class period. The teacher will present
the next step of the project: students will choose one more song that they will lead at their jam sessions. Students
should have this song selected and be able to play it by next class. The teacher will print out tabs for each song and
hand them out. The next class will begin with a jam session of all the new songs, with each student leading their
selected song. If there is time left, students will continue to work on their media.
Day Four:
● Students will enter the classroom and pick up a packet of ukulele tabs that the students have prepared for today.
The teacher will start by leading a song that they also learned in the time between this class and the last class, and
the students will each lead their songs. The teacher will be able to observe the work they’ve done preparing their
song and assess their ease in leading the group. This is a chance for the teacher to observe each student individually
as a leader and musician. The jam session should take no more than half an hour.
● Students will break o into their groups and begin putting their newly prepared songs into the format that their
group has chosen to present the information at their jam session. The teacher will continue to oat around and
address questions or concerns as needed.
● Five minutes before class ends, the teacher will stop and ask the students to discuss in their groups what needs to
be done outside of class in order to complete this project in the next two class periods. They should assign work for
each member of the group and hand in the assignments they’ve given themselves to the teacher before they leave.
This will serve as an assessment of how the students are re ecting on the work they’ve done and the work they have
to do.
Day Five:
● Class will begin with a one song jam session led by the teacher. The song will be a fan favorite that the students
have expressed that they really enjoy playing and singing throughout the semester.
● This class period will be a whole work day focused on nalizing as much as the students are able to. The teacher
will check in with each group’s progress. Since the teacher has been consistently checking in and monitoring
progress with each group and student, they should have a good idea of what the students need in order to
complete the project on time. If students are spending too much time on portions of the project that don’t need as
much work as other portions, the teacher will ask the students to decide what the priority of each task is in ranked
order, or ask them how they could split up the work to get more done.
● Five minutes before the end of class, the teacher will ask the students to write down what they still have left to do
and create a brief plan for how they will complete their work by the end of the next class period.
Day Six:
● Class will begin with a one song jam session led by the teacher. The song will be a fan favorite that the students
have expressed really enjoying playing and singing throughout the semester.
● This class period will be used to nish up any work left for this project. The students should follow their plan and
have completed the project materials by the end of class.
● If all students complete their work and turn it in to the teacher before the end of class, the students will be able to
volunteer to lead a song in a class jam session. If they want to use their work to lead the jam session, they may.
Final Assessment
Explain what will be assessed (which should be drawn from your evidences). Also, demonstrate how these bits of evidences will be
assessed. Consider a fully-wound rubrics (see below), checklists for some things, reflective assessments, conversational assessments
with questions, etc. You will need multiple assessment mechanisms to determine how students have grown in relation to the
goals.
Students will complete a self-re ection of their individual performance as a leader and musician as well as a self-re ection of
their group performance.
The students will discuss how well their group worked together through conversation with the following questions
● What were your biggest challenges as a group for this project?
● How did you overcome those challenges?
● What did you do that worked really well?
● If you did the project again, what would you do di erently?
Checklist:
The students have each prepared two songs to lead at the jam session __
The students have created original media __
The media is clear and easy to follow __
The students can demonstrate the chords used in their songs __
1 Media The students The students have The students have The students have
have not created created original created original created original media
media or the media that is di cult media that is clear that is intuitive and easy
to follow during a and easy to follow to follow during a jam
students have
jam session during a jam session session
not created their
own media
2 Content The student has The student has The student has two The student has two
prepared two songs songs well prepared songs exceptionally
not prepared for the jam session for the jam session prepared for the jam
two songs for the session
jam session
3 Leading The student The student appears The student appears The student appears
does not lead at uncomfortable comfortable leading con dent and natural
the jam session leading at the jam at the jam session leading at the jam session
session
Materials & Budget
Proposed Budget
MU40 Soprano Students and teacher will both play the ukulele the whole $29.99 35 $1049.65
Ukulele Natural semester, both in and out of class
School Bus Students and teacher will ride the school bus to the eld $425 3 $1275.00
trips. There will be three trips
Ebie D. Contributions to Music Education Vol. 25, No. 2 Can Music Help? A Qualitative
Investigation of Two Music Educators' Views on the Role of Music in the Lives of At-Risk
Giebelhausen, R., & Kruse, A. J. (2018). “A smile on everybody’s face”: A multiple case study of
Green, Lucy. (2008). Music, Informal Learning and the School: A New Classroom Pedagogy.