Building Sequence Lessons and Success

Lesson Plan

Students are in the classroom with teachers to fill in the KWL chart.

9:00-9:20am Students are grouped by class on the floor and will rotate per session so each child has the opportunity to sit closely. Showing equity-and teaching equity opportunity through example.

9:20-9:30am Show language T-charts for writing lesson which are new music words such as harp, sound sculptress, gliss, pluck, sound etc.


9:30-10:00am Introduction and Q & A / Performance-Global Sonic Healing and Spoken Word by Destiny Harpist from the Hood Peer teaching is demonstrated by Destiny as she invites a few students at a time before she plays.

10:00-10:20am Post Q & A and then students write words/stories about the sounds they hear and think about when the music continues to play. Ms. Walton directs students to word wall that they generated about feelings first they are written in English and a colleague puts on the other side of the T chart Spanish.

As a whole class they brainstorm ideas about “feelings of the music that was presented”

I model and guide them as they begin their sentences with sentence starters.

Recess for children till 10:40 and return to class or stand in the yard for mindfulness with the classroom teacher to prepare to return to art.


10:45- 11:15am Students return to room 9 Destiny motivates with Sonic Healing and Spoken Word as the students listen and journal (write.)

11:15-11:25am Students share out their feelings and ideas about the experiences about the music. Verbal language development encouraged.

11:25-11:35am Students organize to leave to their respective classroom to prepare for lunch

Lunch for children and play. Recess for children till 12:20pm Teachers line class for mindfulness in the yard and return to art to blend visual ideas with the music.


12:20- 1:40pm Return to the art room for last session with Destiny Students will make pictures of Destiny playing the harp. This is the first time many have created a portrait like this. Students will journal reflections to take home as homework.  This process of reading journals and looking at art will provide checking for understanding.

Thank you notes are written in the classroom with the classroom teacher to surprise Destiny before she left with their gratitude for her teachings.

Because this was a research-based classroom study it gave me as an artist/educator a deeper understanding of ELL development in writing which allowed me to study the student’s writing samples of three distinct levels: far below basic, approaching, and benchmark. Utilizing both writing samples of the

KWL charts, brainstorming and sentence strips I gained valuable information as a resident arts educator. Furthermore, it lent itself to the analysis of figurative images for grade three students. This particular “event” provided 60 third graders with a unique experience to listen to a professional singer and hear her story and to learn about the harp in English but understand the Spanish vocabulary, some played the instrument and other children taught other children (consequently, allowing them to become apart of “Best Practices” themselves to teach their peers. This affective learning was observable by all 60 students.

Because the harp lends itself well to reflective properties of the mind-student were always verbalizing during the lesson about their feeling of being “mindful.” As a result of the one day performance, students were brought back intellectually and emotionally regarding the training they had about mindfulness early in the fall.

The contract service of a collaborative artist in Oakland is $2,000.00 for a day; the break-down of price typically reflects: any professional who would come to a school site for the day would most likely charge $1,000.00 for a 3-hour performance time which includes half and hour there and back for a total of 4 hours of working. Destiny spent the day from 8:30 a.m. to 3:30 p.m. then the travel time, approximate payment for the day would be $2,000.00

Our work was intended for a sequence of two weeks and impact many more classes with the final outcome of a performance in the auditorium for a $5,000.00 grant application to the City of Oakland Arts and Culture Division. However, due to budgetary constraints, Destiny’s grant was reduced to $1,800.00.

My salary was included for the day, the school provided paper, colored pencils, pencils, clipboards, facility, other collaborative teachers for instruction (i.e. KWL charts and thank you notes-language arts).

We had 40 hours of voluntary collaborative hours of preparation then the 8 hours of the event and I had perhaps 80 hours of photo-documentation and writing for anticipated replication. In spending so much of my personal time to set up a template to present at a conference such as this, the person replicating the project can apply for appropriate grants in their city and state to ensure success in both the writing of the grant and the implementation of the grant for the success of young people.

It would be most honorable to pay both Destiny and myself for those “voluntary hours pre and post instruction. If that happened the time involved would have quadrupled to be approximately $20,000.00 for our professional time as artists and educators. However, in education and of course the arts this is not the case.

We are intent in replicating this project locally; however with an award to present at this national convention and to become recognized as “Best Practitioners” we would be ever so delighted and honored. The excitement to have a published document with a focus on student learning, specifically ELL’s would represent the diversity of California well. It is with great respect we Susan A. Walton and Destiny Muhammad present this curricular lesson sequence on June 18, 2010.


The background music for Art and Music in Salon 9, is  “Hope on the Horizon” performed by Destiny Muhammad, Harpist/Educator. Listening to the music as the children did, one gains the full effect of the collaborative, educational impact that the student’s gained from all sensory experiences that heightened their learning. It is the development of the Whole Child that enables the retention of knowledge to both entrench and retain in ones’ learning.

It is our hope to continue to replicate this and similar educational content either in public school settings or private to enhance the greatest capacity for all learners. For us the horizon is clear, the future is bright and the power is within each one of use.

Please take a moment to contribute to the talent of Destiny Harpist from the Hood and either download her full CD Presence or the single “Hope on the Horizon” to view along side the faces of tomorrow. This experience could have occurred in any classroom to expand language development at any grade level. Take time to review the data so in your mind, you clearly understand the benefits for the future.

You may download Hope on the Horizon and other songs from Destiny at www.cdbaby/destinyharp

Her web site is