Upcoming SlideShare
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Standard text messaging rates apply

# Webquest

3,112
views

Published on

Published in: Technology, Education

0 Likes
Statistics
Notes
• Full Name
Comment goes here.

Are you sure you want to Yes No
• Be the first to comment

• Be the first to like this

Views
Total Views
3,112
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
42
0
Likes
0
Embeds 0
No embeds

No notes for slide

### Transcript

• 1. What is that Song? Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 6 th -8 th Graders Math and Music Designed by Joshua Shugg [email_address] Based on a template from The WebQuest Page
• 2. Introduction: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The relationship between Music and Math has been under research for many years, dating back to 5th century BC with Pythagoras. As many may say, there is a strong connection in the brain due to the same sort of spatial reasoning and problem solving found in both math and music.  Now that you have a little background on the subject, lets see if we can put aside your fears of having to write yet another research paper. Today we are going to get down and dirty with music.  We will be listening to music, creating music, and doing some math along the way.
• 3. The Task: Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title You are going to try and decode a song in which you are only given an algebraic representation of the notes. This song was written many years ago by a world renown musician, but when the song was transposed it was put into mathematical equations! WE NEED YOUR HELP to decode the song from mathematical numbers to musical notes. You will recreate the song, listen to your creation, and check to see if this was a correct match. Finding the song seems like a hard task at first, but you will soon find its not as challenging as you think. Basically you are about to become an expert in the algebraic area of music representation.
• 4. The Process: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will be assigned groups of three. Each person will be required to do an equal amount of the required math work. This includes solving equations, notating the song, and doing the presentation on the composer. These are the equations for the mystery song: y = x +2 {x=1}  The first note y = x +1 {x=2, 3, 4} The second, third, and fourth note  y = - (x)+10 {x=5,6,7,8,9}  Notes 5,6,7,8,9 y= x-9 {x=10,11,12}  Notes 10,11, 12 y = - (x)+16 {x=13,14}  Notes 13, 14 y = x-13 {x=15,16}  Notes 15, 16 y = x-14 {x=17, 18, 19}  Notes 17, 18, 19 Solve the equations for the given set of x's listed. (The set notation designates which values for &quot;x&quot; should be used with each equation.  Split the work up evenly amongst the group.  Use a T-Chart to show and organize work. This allows you to list the points as (x,y). These points are the first 19 notes of the mystery song.  Hint: For the first equation, y=x+2 for the set x=1; y=3. The x values tell us where the note is in the song, 1st, 2nd, 3rd, . . .  For x=19 this is the 19th note in the song. The y values tell us what eh actual note is: c, d, e, f, g, a, b, c, etc. Change the numbers for y into the letters for notes using the model that middle C is the number 1, and there are no flats or sharps. See below:    Now you will find out about the song's rhythm.  Notes have values so we know how many seconds long they are. These values are called whole, half, quarter, or eighth.  The mystery song is in 4/4 time.  The first 13 notes are quarter notes. The 14th note is an eighth note and the 15th is a half note. The remaining notes you need to solve are quarter notes. Since I have given you all the note values, your job is to write out this melody that you come up with on manuscript paper. But first, you will build a spreadsheet in excel. It should look something like this: After you have finished the chart, you are then going to hand write on manuscript paper what you have come up with. Submit that to the teacher. You will then copy what you wrote into finale. Once you know who the composer is of this song, you will then give a small 3-5 min. presentation in class about the composer using Power Point!                Lets make music!! C B A G F E D C notes 8 7 6 5 4 3 2 1 y  The second note is E and it is a quarter note. ¼ E 3 2 The first note is E and it is a quarter note. ¼ E 3 1 Meaning Note Value Note Y X
• 6. Conclusion: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are now an expert in the algebraic representation of music. What exactly does this mean? Is it important to know how to code music into algebra? Maybe not, but its a lot more interesting to see algebra in a musical respect. Throughout this lesson you learned many very difficult mathematical objectives including: slope, y-intercept, ordered pairs, graphing, solving and creating equations!
• 7. Credits & References: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images from Clip Art, Icon Depot, Rasputin, and Oxford Journals. Evaluation rubric created at http://rubistar.4teachers.org
• 8. What is that Song? [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 6th-8th Graders Math and Music Designed by: Joshua Shugg [email_address] Evaluation Conclusion Based on a template from The WebQuest Page
• 9. Introduction: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest was created to fulfill my requirements for both my teaching degrees. I was trying to find a way to put both my music and math skills to work and try to find something that would put both of my degrees to work in one classroom. This was created to try to bring core class material into the music classroom to help reinforce what the students already are leaning in math class. This lesson is about taking a simple piano part to a song that students know and bring math into the classroom. The students will use the equations to find out what notes go where. Once they have that, the students will then place what they wrote out into finale and lay it back. If they know what the song is , then they will do a research project on the composer and do PowerPoint presentations over the composers. Evaluation Conclusion
• 10. Learners: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion This lesson could be handed out in a 6 th – 8 th grade classroom depending on the materials that you have covered. It is built around algebra and music standards. It can easily be simplified to cover pre-algebra and or extended to incorporate trigonometry by using trig functions rather than linear functions. Prior to this lesson students will need to know how to solve equations for a designated variable, and have understanding of what substitution means. They also will learn about composers and some of the songs that they have composed. Throughout the lesson they will learn the rest of the material.
• 11. Curriculum Standards: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion
• Standard 2: Students will learn to read and notate music.
• As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
• • identifying and reading rhythmic patterns using whole, half, dotted half, quarter, eighth, sixteenth notes, and equivalent rests in the context of a meter signature;
• • reading melodic and rhythmic patterns;
• • notating rhythmic, melodic, and expressive musical ideas;
• • identifying appropriate key signatures.
• Standard 4: Students will listen to, analyze, evaluate, and describe music.
• As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
• • identifying and describing simple forms;
• • identifying contrasts in meter*, rhythm, melody and timbre;
• • identifying and examining criteria for evaluating music performances and compositions.
• Standard 2: Students use algebraic methods to explore, model, and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
• 1. Represent, describe, and analyze patterns and relationships
• using tables, graphs, verbal rules, and standard algebraic
• notation;
• 2. Describe patterns using variables, expressions, equations,
• and inequalities in problem-solving situations;
• 3. Analyze functional relationships to explain how a change in one quantity results in a change in another (for example, how the area of a circle changes as the radius increases, or how a person’s height changes over time);
• 4. Distinguish between linear and nonlinear functions through
• informal investigations; and
• 5. Solve simple linear equations in problem-solving situations
• using a variety of methods (informal, formal, graphical) and a
• variety of tools (physical materials, calculators, computers).
Based on a template from The WebQuest Page
• 12. The Process: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This project could be taken out of the music classroom and even be used in a math classroom. If one of the teachers has all the equations laid out, then the students might be able to take time in math class to solve the equations and ask questions. You will need more than one day to do this. This should cove about 1 weeks worth of time. Students will take at least one class period to do the math, one class period to do the writing of the music. And several days in the library doing research for their presentations. Working in groups is always tough. You do not know if all the students understand what you are trying to teach them, and you do not know if one student is just doing all the work. This webquest is just written for one song. I would try to sit down and find a different song every group. This could take awhile, but it would be worth it to me. To have all the students doing something different so they are not cheating. As the teacher, this will take a long time to plan out. Once it is in motion, it will run fine. I do not suggest that first through 3 year teachers try to do this. You might be able to work on building up to this, but you need to have a lot of free time to put this all together. Evaluation Conclusion
• 13. Resources: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion
• You will need:
• Computers with internet access. You will need 1 for every three students.
• Finale notepad. This will keep things neat and play back what the students have come up with. Free download at: http:// www.finalemusic.com /notepad
• Most frequently used websites:
• www.8notes.com - offers free sheet music
• This project will take a while for the students to get use to. If possible, have the technology teacher in your school have a day where they go over PowerPoint, and also have a day when the music teacher would go over Finale before you hand them this project. You will also need help from a math teacher. During class students will work in groups and all you need is one teacher in the classroom for questions.
• 14. Evaluation: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion Student performance will be evaluated based upon how well they solve equations, how well they work with the technology, presentation, and their overall contributions to the group. They should show an understanding of composers, solving math equations and working with the giving technology.
• 15. Conclusion: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion Now students can express music through math. They also have learned a lot about what technology they will be using in the future, ways to notate music, solve equations, and maybe learn how music is in some ways linked to math! You as the teach will have found a way to bring all three subjects together in one classroom. This will help students find some of the core class materials a lot more fun when they can use what they are learning in other classes.
• 16. Credits & References: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Images from Clip Art, Icon Depot, Rasputin, and Oxford Journals. Evaluation rubric created at http://rubistar.4teachers.org Evaluation Conclusion