Project plan for "Stones in a mineshaft" project. A project taking place in June 2013 in Cramlington, Northumberland UK.

1. P R O J E C T O V E R V I E W
Name of Project: Stones in a mineshaft Duration: 10 days
Subject/Course: Project Fortnight (Music/English) Teacher(s): SaM/TeC Year Group/Key Stage: 9 (24 students)
Other subject areas to be
included, if any:
Art
Project Idea
Summary of the issue,
challenge, investigation,
scenario, or problem:
"The writing of a poem is like a child throwing stones into a mineshaft. You compose first, then you listen for the reverberation." James Fenton
Tragically for many, poetry remains a mystery for their entire lives. In this project we will look at the beauty and power of carefully crafted sentences, and use music to give our
words greater weight.
Students will create an album of their own spoken poetry, accompanied by music which they have also composed. They will write their poems on issues or narratives of
modernity about which they are particularly passionate. The album will also contain sleeve notes of “Banksy” inspired artwork with their verse written in graffiti. This will also be
sold worldwide on iTunes.
Driving Question Can we find out more about ourselves by writing poetry, composing music and creating art?
Where does poetry come from? How can poetry be strengthened by music? How does Banksy get the ideas for his graffiti? What really annoys you? What do you
REALLY care about? When was the last time you were moved by something? How do we make words and music have power?
Content and Skills
Standards to be addressed:
English: Poetry analysis, Structure, Composition, Metaphor/Allegory, Rhythm, Rhyming patterns
Music: Chord sequences, tension, sequencing, timbre, implied rhythm within the spoken word
Art: Monochrome pictures, stencilling & spray paint
T+A E T+A E
21st
Century Skills
to be explicitly taught and
assessed (T+A) or that will be
encouraged (E) by project
work, but not taught or
assessed:
Collaboration
Other: Self Management
Presentation
Critical Thinking:
Presentation Audience:
Culminating
Products and
Performances
Group: CD of tracks with artwork.
Class: (CRITIQUE)
School:
Community: (EX
© 2008 Buck Institute for Education 1

2. DAY)
Individuals:
Poems. Music tracks. Artwork. Presentations of learning. Experts:
(CONFERENCE)
Other:
P R O J E C T O V E R V I E W
Entry event to launch
inquiry, engage
students:
Expert workshop: Sophia Blackwell, a performance poet to illustrate how words on a page can be brought to life when spoken. Work with students to
create a whole class piece.
Assessments
Formative
Assessments
(During Project)
Quizzes/Tests Practice Presentations
Journal/Learning Log Notes
Preliminary Plans/Outlines/Prototypes Checklists
Rough Drafts Concept Maps
Online Tests/Exams Other:
Summative
Assessments
(End of Project)
Written Product(s), with rubric:
Poem
Other Product(s) or Performance(s), with rubric:
Music Track
Oral Presentation, with rubric Peer Evaluation
Multiple Choice/Short Answer Test Self-Evaluation
Essay Test Other:
.
Resources
Needed
On-site people, facilities: Cre2, Explore room maybe for written/artwork
Equipment: PCs, Music Sequencing Software, Image editing software
Materials: Stencil kits, spray paint, pens, pencils, paper
Community resources: Experts (Sophia Blackwell Perfromance Poet, and Rachel Reed musician)
© 2008 Buck Institute for Education 2

3. Reflection
Methods (Individual, Group,
and/or Whole
Class)
Journal/Learning Log Focus Group
Whole-Class Discussion Fishbowl Discussion
Survey Other: Class Blog with different student guest bloggers each night
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4. © 2008 Buck Institute for Education
P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E
Project: Stones in a Mineshaft Course/Semester: Project Fortnight/Summer 2013
Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments
Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members
Poetry Analysis

Teacher model + TeC to come up with stimulus works and
activities.
Poetry Composition

Use of expert in feedback on drafts, plus taught lessons by
TeC.
Banksy artwork

Use Photoshop to take student sketches and convert them to
monochrome. Video Tutorials and teacher model.
Using music to build and release tension/Chord Sequences

Tension Graphs, teacher model, practice with film clips, D
Dorian mode tuned guitar, D pedal pitched percussion ostinato
riffs, two hands/four finger chords. Expert (Rachel Reed)
Using Cubase to combine spoken word and music compositions

Cramtube tutorial videos.


P R O J E C T C A L E N D A R
Project: Stones in a Mineshaft Start Date: 17th
June 2013
M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y
WEEK1 P1/2: Launch Event - Sophia Blackwell,
performance poet workshop and student
composition.
P3/4: Instructional Critique Teacher/Student
Model
Stimulus poetry models; focus on rhythm
and metaphor/allegory.
Co-construct rubrics, ask for consensus.
Brainstorm significant memories. Miniature
critique during work in progress.
Write a four line poem about a memory.
Home learning: Bring in an artefact of
personal significance.
GUEST BLOGGERS:
P1/2: HALF Music Workshop: Chords and
building tension. (SaM)
HALF: Poetry Composition lesson (TeC).
P3/4: Share personal artefacts and begin
composing poems on
Home learning: Consider subject matter for
their poem.
GUEST BLOGGERS:
Reg: Share subject matter ideas (TeC
break)
P1: HALF Music Workshop: Chords and
building tension. (SaM/RR?)
HALF: Poetry Composition lesson (TeC)
P2/3: HALF: Poetry composition (TeC)
HALF: Artwork tutorial (SaM)
Home learning: Rough draft of ideas for
artwork
GUEST BLOGGERS:
P1: Instructional Critique: Good example/s
of Poetry compositions in progress. Act
upon learning.
P2/3:HALF Act upon feedback on Poetry
Composition (TeC)
HALF Compose Music: chord sequences
(SaM/RR?)
P4: Share/refine rough drafts of ideas for
artwork and find suitable images. (TeC
Break)
Home learning: Reflection questions pt1
(to tie into presentation of learning)
GUEST BLOGGERS:
P1/2: HALF Poetry Composition (TeC)
HALF Compose Music: choose timbres
and chord voicing (SaM/RR?)
DEADLINE: Poetry 1st
Drafts
DEADLINE: Music 1st
Drafts
P3: (First Half): Gallery Critique: artwork
rough drafts.
P3/4: Act upon feedback on Artwork
Compositions.
DEADLINE: Artwork 1st
Drafts
(P3 - SaM Break)
(P4 - TeC Break)
Home learning: Reflection questions
pt2 (to tie into presentation of learning)
GUEST BLOGGERS:
WEEK2 P1/2: Full Whole class peer critique of
Poetry and Music compositions
(P2 - TeC Break)
P3/4: HALF Composing poetry (TeC)
HALF Composing music, (SaM/RR?) add
melodies
DEADLINE: Poetry 2nd
Draft
DEADLINE: Music 2nd
Draft
Home learning: Reflection questions pt3
(to tie into presentation of learning)
GUEST BLOGGERS:
P1: Gallery Critique 2nd
drafts (TeC Break)
P2/3: HALF Composing Poetry (TeC)
HALF Composing Music (SaM/RR)
DEADLINE: Poetry FINAL Draft
DEADLINE: Music FINAL Draft
P4: Share POL format and explain process for
conference delegates sessions.
Reflection questions pt4 (to tie into
presentation of learning)
(SaM Break)
Home learning:
GUEST BLOGGERS:
Reg: Time to look through reflection
questions and add.highlight most
important parts. (TeC Break)
P1: Gallery Critique Artwork 1st
drafts
P2/3: HALF Work on presentations (TeC)
HALF Work on artwork (SaM)
DEADLINE: Artwork FINAL Draft
Students out throughout the day to record
poetry readings in the studio (RR?)
Home learning: Show blog/work to
parents, family, carers, ask them what
they think should be included in POL.
GUEST BLOGGERS:
P1: Whole class peer critique of poetry
reading recordings. Students to rerecord
during the day if necessary. (TeC Break)
P2/3: HALF combine poetry and music
(SaM)
HALF work on presentations
P4: Instructional Critique: One group’s POL.
Act upon learning and amend/practise
presentations.
P1: Practise/redraft presentations.
P2/3: Present to delegates and Critique.
P4: Share POL timetable for Saturday.
Last practise of presentations. Collate
drafts together.
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5. Rubrics
Poetry Composition
Artwork
Music – Possible combine the three in one rubric?
Quality Criteria
Presentation of learning
National Curriculum Standards
Composing music
NC Level 4: Choosing sounds
NC Level 5: Composing using chords, rhythms
NC Level 6: Using dynamics, timbre, tempo for a desired effect
English Chris?
Appraising Music
NC Level 4: Describe and compare different types of music, suggest improvements to my own others’ work, use musical vocabulary.
NC Level 5: Compare and contrast musical features, refine and improve my own work.
NC Level 6: Make improvements to my own and others’ work for a specific purpose.
English Chris?
© 2008 Buck Institute for Education 5

6. Rubrics
Poetry Composition
Artwork
Music – Possible combine the three in one rubric?
Quality Criteria
Presentation of learning
National Curriculum Standards
Composing music
NC Level 4: Choosing sounds
NC Level 5: Composing using chords, rhythms
NC Level 6: Using dynamics, timbre, tempo for a desired effect
English Chris?
Appraising Music
NC Level 4: Describe and compare different types of music, suggest improvements to my own others’ work, use musical vocabulary.
NC Level 5: Compare and contrast musical features, refine and improve my own work.
NC Level 6: Make improvements to my own and others’ work for a specific purpose.
English Chris?
© 2008 Buck Institute for Education 5