Cotton Eyed Joe
Teacher: Kayla Hanamann
Time Needed: 20-30 Minutes
Target Age Group: 4/5 graders
Standards:
Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts
Standard 9: Understanding music in relation to history and culture
Objectives:
With the two songs provided, students will be able to make a connection between history and the culture of our generation.
Students will be able to perform the popular version of the “Cotton-Eye Joe” dance given proper instruction.
Throughout the performance, students will be able to keep count of the beats as they dance the steps due to proper instruction and guidance during the lesson.
Why is it important that students learn my lesson? What academic subject will I link to?
The majority of students have heard the song “Cotton Eye Joe” created by Rendex in 1994. The song is often played without the students knowing that it is technically a remake of a version created nearly a century ago. With this lesson, students can begin to make the connections with their everyday lives to the history of our country. Connecting this lesson to a social studies unit will create a link to the past and give the students a means for a deeper understanding of the song and the meaning behind the words or dance moves.
Further, it is important for students to experience a variety in their curriculum. Allowing the students to freely move about the room while connecting to material will create a kinesthetic means of learning. Movement has the ability to create deeper correlations with what is being discussed while creating a fun and safe environment for them. Additionally, students will have the opportunity to experience moving with the beat of the song that can guide their rhythm skills and facilitate their movement activity.
Materials:
· Rednex version of “Cotton Eye Joe”
· Description of the dance steps
· 1939 version of “Cotton-Eyed Joe”
Background for Teachers:
The “Cotton-Eyed Joe” dance is a popular American folk dance that dates back to times before the Civil War. The distinct origins are unclear, as there are several versions of the dance and song throughout history. “Cotton-Eyed Joe” often correlates with the culture of the American South, yet is well-known in all parts of the United States today. The band Rednex created a version of the song titled “Cotton Eye Joe” in 1994 that soared up the charts and reintroduced the song and dance to American culture. The song is now often played at events across the nation.
Steps in the Lesson:
Introduction/Building Background Knowledge:
“Who knows the song ‘Cotton-Eyed Joe’? Where have you heard it?”
Most students don’t know the song has history behind. Briefly describe that is an American folk dance that dates back to times before the Civil War. The song we know today isn’t the original and there have been many versions of the song as well as the dance that goes along with it. Today we’re going to learn the steps of the well-known version of the dance while listening to the new version of the song written by Rednex.
· Play 1939 version of the song.
· Play Rednex version of the song.
· “Is anybody familiar with the dance?”
Body:
· Describe that the dance is a 16-count dance that repeats throughout the song.
· Demonstrate the dance.
· Begin breaking down the steps.
o Have the students get in a position. Start with first two taps forward with the heel.
o Proceed with two taps backward with the toe.
o Do the first four counts together.
o Show the next for steps. Tap down, bring foot in front of stationary leg (left) and tap with that (left) hand, tap down, bring foot behind stationary leg and tap with hand. Repeat.
o Put first 8 counts together.
o Proceed with grapevine to the right with 4 counts. Repeat.
o Proceed with 4-count spin to first position.
o Put together the grapevine with the spin. Repeat.
o Try to put all the steps together. Ask in the process to make sure the students are ready. Clarify any questions.
o Practice the full sequence 2 times.
o Turn on the Rednex version and dance.
o Turn on the 1939 version and dance.
o If students are doing really well, try a varied version having the students change direction after the final 4-count spin.
Closure:
· Reiterate the connection of the song with the past.
· “While we may have thought prior that it is a new song and from our generation, in reality it has historical meaning dating back to the history we have been discussing in class.”
Assessment (based on objectives):
· The students are assessed through their ability to perform the dance at the end of the lesson. Are they able to keep a beat? Are they able to follow the steps correctly?
Adaptations/Extensions (for students with special needs):
Depending on the special need of a student, adaptations need to be made. Examples include:
For a student who is hard of hearing, it is important for them to be in a position in which they can see all the demonstrations from the teacher, rather than relying on her voice.
For students with physical disabilities, it is crucial to include them in the activity by:
· creating a space for them to move if they have a wheelchair
· adapt some of the movements so they can participate with other parts of their body (explain several adaptations have been made, so we can make our own)
· designating them an important task, such as monitoring their peers steps
Next Steps/Connections to Other Subjects:
The lesson could be used in a language arts unit that discusses the content of songs and gives the students opportunities to analyze the lyrics. The students could read the words of the various versions of “Cotton-Eyed Joe” (the older versions) and delve into the meanings of what a cotton-eyed joe is. Further, the students could compare the older versions with the newer version of the song and discuss its adaptations.
Discussions could be stemmed from this analysis in a social studies setting in which the students begin discussing the possible racism or prejudices that occur throughout the lyrics. Times before the Civil War could be explored and studied. The students can make a connection between those versions of the song and our history with the newer version and the present social state we are currently a part of. Additionally, the students could continue the trend and adapt the dance so it fits with the count of the song and is more their style.
Teacher: Kayla Hanamann
Time Needed: 20-30 Minutes
Target Age Group: 4/5 graders
Standards:
Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts
Standard 9: Understanding music in relation to history and culture
Objectives:
With the two songs provided, students will be able to make a connection between history and the culture of our generation.
Students will be able to perform the popular version of the “Cotton-Eye Joe” dance given proper instruction.
Throughout the performance, students will be able to keep count of the beats as they dance the steps due to proper instruction and guidance during the lesson.
Why is it important that students learn my lesson? What academic subject will I link to?
The majority of students have heard the song “Cotton Eye Joe” created by Rendex in 1994. The song is often played without the students knowing that it is technically a remake of a version created nearly a century ago. With this lesson, students can begin to make the connections with their everyday lives to the history of our country. Connecting this lesson to a social studies unit will create a link to the past and give the students a means for a deeper understanding of the song and the meaning behind the words or dance moves.
Further, it is important for students to experience a variety in their curriculum. Allowing the students to freely move about the room while connecting to material will create a kinesthetic means of learning. Movement has the ability to create deeper correlations with what is being discussed while creating a fun and safe environment for them. Additionally, students will have the opportunity to experience moving with the beat of the song that can guide their rhythm skills and facilitate their movement activity.
Materials:
· Rednex version of “Cotton Eye Joe”
· Description of the dance steps
· 1939 version of “Cotton-Eyed Joe”
Background for Teachers:
The “Cotton-Eyed Joe” dance is a popular American folk dance that dates back to times before the Civil War. The distinct origins are unclear, as there are several versions of the dance and song throughout history. “Cotton-Eyed Joe” often correlates with the culture of the American South, yet is well-known in all parts of the United States today. The band Rednex created a version of the song titled “Cotton Eye Joe” in 1994 that soared up the charts and reintroduced the song and dance to American culture. The song is now often played at events across the nation.
Steps in the Lesson:
Introduction/Building Background Knowledge:
“Who knows the song ‘Cotton-Eyed Joe’? Where have you heard it?”
Most students don’t know the song has history behind. Briefly describe that is an American folk dance that dates back to times before the Civil War. The song we know today isn’t the original and there have been many versions of the song as well as the dance that goes along with it. Today we’re going to learn the steps of the well-known version of the dance while listening to the new version of the song written by Rednex.
· Play 1939 version of the song.
· Play Rednex version of the song.
· “Is anybody familiar with the dance?”
Body:
· Describe that the dance is a 16-count dance that repeats throughout the song.
· Demonstrate the dance.
· Begin breaking down the steps.
o Have the students get in a position. Start with first two taps forward with the heel.
o Proceed with two taps backward with the toe.
o Do the first four counts together.
o Show the next for steps. Tap down, bring foot in front of stationary leg (left) and tap with that (left) hand, tap down, bring foot behind stationary leg and tap with hand. Repeat.
o Put first 8 counts together.
o Proceed with grapevine to the right with 4 counts. Repeat.
o Proceed with 4-count spin to first position.
o Put together the grapevine with the spin. Repeat.
o Try to put all the steps together. Ask in the process to make sure the students are ready. Clarify any questions.
o Practice the full sequence 2 times.
o Turn on the Rednex version and dance.
o Turn on the 1939 version and dance.
o If students are doing really well, try a varied version having the students change direction after the final 4-count spin.
Closure:
· Reiterate the connection of the song with the past.
· “While we may have thought prior that it is a new song and from our generation, in reality it has historical meaning dating back to the history we have been discussing in class.”
Assessment (based on objectives):
· The students are assessed through their ability to perform the dance at the end of the lesson. Are they able to keep a beat? Are they able to follow the steps correctly?
Adaptations/Extensions (for students with special needs):
Depending on the special need of a student, adaptations need to be made. Examples include:
For a student who is hard of hearing, it is important for them to be in a position in which they can see all the demonstrations from the teacher, rather than relying on her voice.
For students with physical disabilities, it is crucial to include them in the activity by:
· creating a space for them to move if they have a wheelchair
· adapt some of the movements so they can participate with other parts of their body (explain several adaptations have been made, so we can make our own)
· designating them an important task, such as monitoring their peers steps
Next Steps/Connections to Other Subjects:
The lesson could be used in a language arts unit that discusses the content of songs and gives the students opportunities to analyze the lyrics. The students could read the words of the various versions of “Cotton-Eyed Joe” (the older versions) and delve into the meanings of what a cotton-eyed joe is. Further, the students could compare the older versions with the newer version of the song and discuss its adaptations.
Discussions could be stemmed from this analysis in a social studies setting in which the students begin discussing the possible racism or prejudices that occur throughout the lyrics. Times before the Civil War could be explored and studied. The students can make a connection between those versions of the song and our history with the newer version and the present social state we are currently a part of. Additionally, the students could continue the trend and adapt the dance so it fits with the count of the song and is more their style.
