What is your definition of “Funk Guitar” playing? Please be specific to tone, fretboard concepts, equipment, and approach.
Pre-Planning Guides and meet to finalize the lesson idea. The arts teacher also brings the Collaborative Planning Guide to help guide their conversation. They also make sure to discuss the non-arts and arts standards that will be integrated throughout the lesson. The arts teacher sends the non-arts teacher a Google Doc of the arts integration lesson plan template that they can start working on together.
Step 5 – Teachers collaboratively create the lesson plan
via Google Docs. Teachers also have brief conversations via email, text, and/or face-to-face as needed. This step can take as much time as needed as both teachers listen and communicate how to best align the selected standards.
As well as funk is a style, it’s also a way of life. It is a musical feeling and expression but more so than that it’s what you feel inside of you. Funk determines how hard you hit the open E and A strings when you chank a chord. Funk is the way you play a 9th chord, as in how hard you play it, your tone comes from all of that. Funk to one person is different to another person and everybody’s feel and approach are different. You have to understand the rules to know how to break them. Funk is all of that. Some people strum a chord, some chank which calls for a more aggressive approach. However there is the form of funk where you can use finesse such as a funky ballad. Everybody has the funk but needs to know how to inter- pret it their way. You can learn from somebody else but make sure you have your own identity. As much as funk is, don’t limit yourself to one thing. Listen to as much music as you can but never abandon what you love.
Step 4 – The two teachers bring their completed
You have performed on recordings that have influenced count- less musical acts such as the Red Hot Chili Peppers to the hip hop samplings of Dre, what are your thoughts?
Workbook found at
http://artsednj.org/new-jersey-arts- integration-think-and-do-workbook/.
Remember - think differentiated collaboration. You
may jump from Step 1 to Step 3 to Step 5 and that’s okay! What matters most is how you begin the journey and what your students gain at the end of it! Don’t forget to celebrate your success in collaborating, as it will lead to your next collaboration for arts integration!
This article will be read by many K-12 music educators and members of the National Association of Music Education. Do you have any words of advice or statements you would like to make to them?
Step 6 – Once the lesson plan is well on its way, the teachers meet briefly to discuss the assessments that will be used (diagnostic, formative, and summative).
Step 7 – One of the teachers shares a Google Doc that
they can use to collaboratively draft the assessment pieces that they will need. Both teachers discuss the assessment pieces (rubrics, checklists, continuum, etc.) that will be used. Reminder: include the standards that are being as- sessed on each assessment piece!
Step 8 – Co-teach the arts integrated lesson as time
permits. If the teachers cannot be together for all classes, think about having the teachers together for one period to roll out the lesson. Remember that it is the selected standards that are being taught, so focus on those aligned art and non-art standards.
How do you see the future of “funk guitar” in the world of music?
Step 9 – Complete the lesson reflection questions as soon as the lesson has been delivered, as this will help you to think about how the arts integrated lesson went, as well as plan for future iterations of this lesson. Ideally, both teachers should complete this together.
If you are interested in learning more about arts in- tegration, please do not hesitate to reach out to me and/ or search Education Closet’s website. There you can find the Pre-Planning Guide, Collaborative Planning Guide, Lesson Plan Template, and Lesson Reflection discussed in the steps above.
in the 2018 New Jersey Arts Integration Think and Do OCTOBER 2017 JANUARY 2019
First let me say, to me, funk guitar will always have a place in funk music. From what I understand and don’t want to believe is that music is not being taught in a lot of schools. I hear in my state they are cutting music and art classes due to state budget. With schools not to have instruments to teach kids the fundamentals of music, funk and music itself looks bleak. We have to take it upon ourselves to expose our kids to music, put instruments in their hands, play different types of music for them so they can absorb and grow. We need to keep educating our children. From what I can see, there is a lot of talent out there and kids are willing to play music. Your organization supports kids, and I will keep on playing music for people. The future of funk gui- tar and any kind of music, art, everything, should be fine as long as we keep on doing what we are doing.
Technology) teacher at Hopatcong Middle School, Ho- patcong, NJ. She also serves as the Arts Integration & STEAM Specialist for TMI Education; Fellow Writer, & Coach for Education Closet; and Ambassador for Music First. She is a clinician and consultant for music educa- tion, arts integration, and STEAM. She is also a recipi- ent of the 2018 NJMEA Master Music Teacher Award and 2016 Governor’s Educator of the Year for Hopat- cong Middle School.
the National Association of Music Education and collaborators for allowing me to participate in this article and congratulate all of you on reaching out to people and helping them to develop the riches that music has to offer. Keep on doing what you are doing. I will do the same here. God knows we need music.
This article was originally written for “Education Closet.” Shawna E. Longo is the General Music (Music
Thomas Amoriello is the Guitar Education Chairperson for the New Jersey
Music Education Association and also serves on the NAfME Council for Guitar Education as the Chair-Elect. He teaches guitar for the Flemington Raritan School District and Hunterdon Academy of the Arts. Tom graduated from the Shenandoah Conservatory of Shenandoah University with a Master of Music Degree in Classical Guitar Performance. He is the author of the children’s picture book A Journey to Guitarland with Maestro Armadillo, available from barne-
sandnoble.com. He recently recorded heavy metal tracks with a stellar roster of musicians including ex-Quiet Riot bassist Bjorn Englen, ex-Yngwie Malmsteen vocalist Michael Vescera and former TNT drummer John Macaluso that will be released in January 2018.
I would like to thank you, K-12 music educators, members of
Well again, that’s the “get off.” When I started playing music, I did it to become a great musician, get fame and all of that. It is obvi- ously a great honor to have influenced anyone. Part of the reason of picking up an instrument is to reach as many people as I can through my craft and I hope I am achieving this. Having said all that, I still have only to grow.
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