The Romantic Times

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"The Romantic Times" Music History Webquest for grades 9-12

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The Romantic Times

  1. 1. The Romantic Times Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade Instrumental Music/Music History Designed by Chris Krueger [email_address] Based on a template from The WebQuest Page Image provided by Cyberbass
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations!! All of your work has finally paid off! For the longest time you have been working hard to make your way up the ladder and you have finally done it. You have been a journalist for one of the nation’s largest newspapers for 15 years and your editor has finally asked you to do a front page cover story! He has asked you to do an article on a Romantic composer who finished and premiered their biggest work during the Romantic time period. You will write the article as if you have just exited the Romantic time period and entered the Classical. Research the composer and write a newspaper article on them and the influence of their largest or most popular piece in the Romantic time period.
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your editor has asked you to write this article, where do you start?! You will create a professional looking front page newspaper article discussing your composer and their work. To do this you must gather research on your composer by: - Researching biographical information. - Researching information on their most influential pieces - Researching information on the piece that you chose to write about. - Researching the styles in which the piece was written (Concerto, Symphony, Sonata, etc…) and its components. Make sure your newspaper looks professional and realistic including a font section, titles, side article teasers, DATE (relevant to the time you are in) and your name as writer for the article. Have fun and learn!! Be sure to ask your editor (Me) questions if needed. At the end of the project the final product will be shown and presented to the class. You will read other newspaper findings and share yours as well. Title
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Each student will pick a composer from the list below. Research the composer’s background information and gather relevant biographical information. Research the composer’s best known and/or most influential work (if your composer has numerous influential works, pick one or discuss with me if you have trouble deciding which one to pick) and gather information on the work. Information should include date written, why written (background on the process and reasoning behind writing the piece), was there anything that influenced their writing of the piece (historical, economical, etc…), and why this impacted the Romantic time period and was such a popular piece. After gathering this information, write an article for your newspaper about the composer and this work. Include biographical information, the piece you chose, information about the piece, how it impacted this time period and any other information you feel contributes to your article. Your final product should look like an official newspaper cover. Be sure to include a newspaper title (New York Times, Coloradoan, etc…), an article title, date (relevant to time period your in, and include in the article the dates of your composer and piece), editor name, your name, and anything else you wish to decorate it with (side teasers, weather, etc…). Be creative in your presentation of the article and the paper. - Hector Berlioz - Johannes Brahms - Anton Bruckner - Edward Elgar - Franz Liszt - Gustav Mahler - Peter Ilyich Tchaikovsky - Richard Wagner
  5. 5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Topic Grading Guidelines Points Possible 100 Points Recieved Participation - Directions Followed Completely – 5 pts - Project Completed On Time – 5 pts 10 points Research - Useful Biographical Information – 10 pts - Piece Appropriate for Topic Research – 5 pts - Impact/Importance of Piece – 10 pts - Time Period Correct – 5 pts 30 points Final Product - Title of Newspaper – 5 pts - Title of Article – 5pts - Dates – 5 pts - Professional Looking – 5 pts - Names (You and Editor) – 5 pts - Biographical Information – 10 pts - Information on Musical Work – 10 pts - Influence/Importance of Piece– 10 pts - Creativity – 5 pts 60 points
  6. 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations!! You have just finished your first front page cover story and your information is out to the world. Through your research you have learned about a very important influential Romantic composer. You have learned about their life and how they compose their music. You can now say you know about one of the most popular works coming from the Romantic time. And by knowing the information that you have learned you can now incorporate your knowledge into your playing and interpretation of pieces you play, not to mention informing all the people who read your article. You have made your big break in your writing, and you’re smarter because of it.
  7. 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This WebQuest was created by Chris Krueger, student at Colorado State University studying in the department of Music and the department of Education . It was completed during the spring semester of 2008 as a project for the class Educational Technology and Assessment Images courtesy of Cyberbass. Animations and background courtesy of WebWeaver Created with the use of The WebQuest Page Template and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
  8. 8. The Romantic Times [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10th-12th Grade (Music History) Designed by Chris Krueger [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  9. 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest has been designed as a tool to bring students to a better understanding of the Romantic time period of Music History.  Each student after completing this webquest will have better understanding of the composer they have chosen, a major piece of literature they wrote, as well as other composers and pieces from other students’ presentations.  After they have researched their chosen composer, they will write a newspaper article telling about this composer and a major work they have written. Students will be sharing their knowledge with one another by presenting their final newspaper article with the rest of the class and will become experts in the field of that particular composer and learn about other influential composers through their fellow students. When completing this webquest, students will use the internet as a tool to gather information.  They will be using websites that contain textual information, audio clips, and images in order to become experts in their chosen composer. Before completing the article, they will conduct a variety of research allowing them to gather information on their composer, their background information, their literature, and their life. Evaluation Teacher Script Conclusion
  10. 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson plan and webquest can be varied in teaching to a variety of grade levels. This webquest should be anchored in the 9th-12 th grade range of music history, wind ensemble/band, or orchestra/string ensembles. Students should have a general understanding of music and its history but is not required. With the use of the internet sites, students can fully research and organize a set of information into a presentation working with varied stages of knowledge in the history and time period of music and the Romantic Era. Evaluation Teacher Script Conclusion
  11. 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Colorado Music Standards Addressed </li></ul><ul><li>Standard 2- Students will read and notate </li></ul><ul><li>music. </li></ul><ul><ul><li>Student will be identifying, defining, and reading standard notation symbols for pitch, rhythm, dynamics, style, and tempo </li></ul></ul><ul><ul><li>Reading advanced rhythmic and melodic notation </li></ul></ul><ul><ul><li>Through their analysis of the piece from the composer they chose they will be addressing these standard points </li></ul></ul><ul><li>Standard 4- Students will listen to, analyze, evaluate, and describe music. </li></ul><ul><ul><li>describing and comparing forms </li></ul></ul><ul><ul><li>describing and evaluating music performance using musical terminology </li></ul></ul><ul><ul><li>explaining characteristics that distinguish musical styles </li></ul></ul><ul><ul><li>Recognize the relationships among the various parts of a nation's cultural life. </li></ul></ul><ul><ul><li>Through looking at the pieces of the composers they have chosen, they will address these standard points </li></ul></ul><ul><li>STANDARD 5: Students will relate music to </li></ul><ul><li>various historical and cultural traditions. </li></ul><ul><ul><li>Students will be addressing the historical aspect and influence of their composer on the Romantic Era. </li></ul></ul><ul><ul><li>They will be researching and relating this composer, and their work to the Romantic Time Period </li></ul></ul><ul><li>Besides the standards, students will be using skills including: </li></ul><ul><ul><li>Creative Thinking </li></ul></ul><ul><ul><li>Problem Solving </li></ul></ul><ul><ul><li>Organization </li></ul></ul><ul><ul><li>Research skills </li></ul></ul>Evaluation Teacher Script Conclusion
  12. 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each student will pick a composer from the list below. Research the composer’s background information and gather relevant biographical information. Research the composer’s best known and/or most influential work (if your composer has numerous influential works, pick one or discuss with me if you have trouble deciding which one to pick) and gather information on the work. Information should include date written, why written (background on the process and reasoning behind writing the piece), was there anything that influenced their writing of the piece (historical, economical, etc…), and why this impacted the Romantic time period and was such a popular piece. After gathering this information, write an article for your newspaper about the composer and this work. Include biographical information, the piece you chose, information about the piece, how it impacted this time period and any other information you feel contributes to your article. Your final product should look like an official newspaper cover. Be sure to include a newspaper title (New York Times, Coloradoan, etc…), an article title, date (relevant to time period your in, and include in the article the dates of your composer and piece), editor name, your name, and anything else you wish to decorate it with (side teasers, weather, etc…). Be creative in your presentation of the article and the paper. - Hector Berlioz - Johannes Brahms - Anton Bruckner - Edward Elgar - Franz Liszt - Gustav Mahler - Peter Ilyich Tchaikovsky - Richard Wagner The lesson is organized as an out of class research project but in class resources like computer lab time and library time may be included to aid in student productivity and achievement. The teacher instructing this lesson must have an understanding of the composers listed in this lesson and the major works each of them produced. Must know or research the specifics of the pieces to further aid the grading process. The instructor must be able to provide an example or proper instruction to their class on what is expected. Evaluation Teacher Script Conclusion
  13. 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>What is needed: </li></ul><ul><ul><li>School Library </li></ul></ul><ul><ul><li>Internet access </li></ul></ul><ul><ul><li>Computers, computer lab, or similar accommodation </li></ul></ul><ul><ul><li>Word Processing Software </li></ul></ul><ul><li>1 Teacher needed </li></ul><ul><li>Teacher aids or parents may assist with checking quality references and structure </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will be graded according to the rubric stated in the student pages. Students should use creativity to construct a professional looking, high quality, informational newspaper article. Discussions throughout the class using this as a tool for upcoming exams or discussions will display the amount of knowledge the students have gained. Evaluation Teacher Script Conclusion
  15. 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>How to use this Webquest: </li></ul><ul><li>Take the students to the school’s computer lab </li></ul><ul><li>Explain to the class that you are going to be doing a project requiring outside work as well as class work </li></ul><ul><li>Tell each of them to open up the webquest and proceed with you through the pages on their screen as you read them and explain them out loud. </li></ul><ul><li>Express that they can return to this webquest for reference in the future. </li></ul><ul><li>After proceeding through the webquest pages, take any questions they might have and express to them that you are the editor of their newspapers and that you are the one to approve and publish. </li></ul><ul><li>Have classroom aids, parents, or other staff proceed around the room to help and answer any questions they might have. </li></ul><ul><li>Have the material approved by the editor and teacher and offer any suggestions you may have on how to improve their topic or research. </li></ul><ul><li>Return to the computer lab if desired in following class sessions if needed. </li></ul><ul><li>Have each student turn in their paper. </li></ul><ul><li>Have each student present their paper in front of the class </li></ul><ul><li>Test on composers after if desired </li></ul>Evaluation Teacher Script Conclusion
  16. 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The Romantic Time Period was a largely influential period of time in our history and in many ways changed music from its prior years. Throughout this assignment, your students will develop useful knowledge about the Romantic Time Period, Composers during this times, and how to apply the characteristics of this style and era into their playing to better their overall performance. By studying these composers and their major influential works, the students will see an increase in understanding of the pieces they play from these composers and this time period Evaluation Teacher Script Conclusion
  17. 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest was created by Chris Krueger, student at Colorado State University studying in the department of Music and the department of Education . It was completed during the spring semester of 2008 as a project for the class Educational Technology and Assessment Images courtesy of Cyberbass. Animations and background courtesy of WebWeaver Created with the use of The WebQuest Page Template and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion

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