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Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
Bach Webquest
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Bach Webquest

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A webquest designed for advanced high school music students to gain exposure to the baroque style period, roman numeral analysis, and contextual application for extended music literacy

A webquest designed for advanced high school music students to gain exposure to the baroque style period, roman numeral analysis, and contextual application for extended music literacy

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  • 1. Bach’s Secrets Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for High School Music Designed by Kevin Brinkmann [email_address] Based on a template from The WebQuest Page
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] What was it that made Bach such a strong historical influence? Where did his strengths lie, what influenced his work, and what successes of his career made him so important? How did the events of his life affect his success? How many works had he composed, and have they always been as renowned as they are today? There is a rumor that one of the greatest composers and musicians of all time, J.S. Bach, was more of a mathematical wizard than a musical genius. His greatest trick? Roman Numeral Analysis. As a select group of musical scholars, your task is to learn about this technique used by some of the most crafty musicians of all time and find out what it is about this analysis that allows for such flawless musical part-writing and speed of composition. Johann Sebastian Bach is a highly respected musical genius, known widely for his mastery of counterpoint and amazing control of harmonic and motivic organization. His influence is said to have been the culminating factor of the stylistic Baroque period.
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • As some of the most advanced musicologists and researchers available, you have been given the task of finding out as much as possible about Bach’s influences and decoding the language of Roman Numeral Analysis. You will then apply all of your findings to produce original musical works in the style of J.S. Bach, and report your findings. You will be accountable for completing the following tasks:
      • Investigate Bach’s personal history, and report a brief biography.
      • Using your previous knowledge of music theory and web resources, familiarize yourself with the basics of Roman Numeral Analysis.
      • Obtain a copy of one of J.S. Bach’s Chorales
      • Using Roman Numeral Analysis, analyze the Bach Chorale
      • Create an original work in the style of Bach
      • Write a brief report on your findings
    • This project will require the use of advanced music technology. We have arranged with authorities to enable your use of the Music Library, with full clearance access to the keyboards and Finale music software.
    • We wish you the best of luck.
    Title
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • This task will require a lot of teamwork and collaboration. You will be put into groups and begin your detective work by the next class period.
    • You will be assigned to a group of 4 students.
    • Begin your research on J.S. Bach . Use the questions in the “Introduction” page as a guideline. Look for works , in addition to several biographical sources . Make sure to take thorough notes and record your findings.
    • Using your notes and findings, word-process your own brief biography of J.S. Bach. Cite your sources! Keep this information in mind as you will need it as a means of reflection in the final step of this project.
    • Now you’ll need to learn the basics of Roman Numeral Analysis . Also, check out some real examples in action.
    • Access the Choral Public Domain Library and select a Bach CHORALE to analyze.
    • Print out the chorale and begin analysis of the work. Use pencil, as it is a reputably tricky language and may require some erasing. This task may also take a day or two, but some tricks involve looking at key signatures and cadences to decipher most of what you’ll be looking for.
    • Now you’ll be ready to replicate your own “Bach Chorale.” Using the keyboards and Finale, compose your original chorale. It needs only to be 16 measures, but may be longer if you wish. A good composer uses Roman Numeral Analysis to frame their work before they fill in the parts. Be sure to include this analysis in your final product.
    • After all has been completed, write a reflective report on your entire findings. Make sure to sum up your findings about Bach and how his life events might have led to his ultimate success. Discuss influences and make original speculations. Also include a brief discussion about the workings of Roman Numeral Analysis and how a master of this system might find advantage in composing.
  • 5. Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Biography 10% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Bach Chorale Analysis 25% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Original Stylistic Composition 40% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Final Reflection 15% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Group Dynamic 10% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
  • 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! Mastery of this assignment will definitely have made significant improvements on your individual musicianship as well as solved a few mysteries about not only Bach, but other great composers of all time. Through Bach and the culmination of the Baroque period, musical interpretation and manipulation was allowed to progress. Other stylistic periods developed, along with exploration of more complex musical ideas, like humanism, impressionism, and mathematical approaches to non-harmony. It’s been said that music is the one universal language of all mankind, scientifically and also emotionally. Now you have equipped yourself with yet another component to understanding and using this complex and introspective form of communication.
  • 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to Google Images to locating the majority of these files, and of course to the websites that hosted them. http://www.handelchoir.org/images/ChoirPhoto1.jpg http://www.cardiffphil.plus.com/images/Orchestra3.jpg http://www.kent.ac.uk/music/music_symbol.jpg http://www.ibiblio.org/expo/vatican.exhibit/exhibit/e-music/images/music17.jpg http://www.carus-verlag.com/images-intern/img/Bach.jpg http://www.crystalinks.com/detective2.gif Thanks to these online websources for their availability and innovation. http://www.jsbach.org/ http://www.classicalarchives.com/bach.html http://en.wikipedia.org/wiki/Johann_Sebastian_Bach http://www.8notes.com/school/theory/roman_numeral_analysis.asp http://www.alcorn.edu/musictheory/Version2/theory1/Roman.htm http://www.cpdl.org/wiki/index.php/Johann_Sebastian_Bach http://www.mfiles.co.uk/classical-periods.htm And lastly, much thanks to the designers of the WebQuest tmplate and hosting programs. The WebQuest Page The WebQuest Slideshare Group
  • 8. Bach’s Secrets [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for High School Music Designed by Kevin Brinkmann [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed as part of the education curriculum at Colorado State University. As part of graduation requirements and for a useful tool to use later in a teacher’s career, this lesson is designed for the creator’s content area with the intention to be adapted as advanced work in an actual curriculum. This lesson is intended to give the students a thorough but brief exposure of Roman Numeral Analysis and apply this knowledge of musical theory and notation to its developmental period, the baroque, in context. This also allows for an exposure to J.S. Bach as the most influential figure in Baroque music. Evaluation Teacher Script Conclusion
  • 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • This lesson is intended for advanced high school students or more progressed theory students. It obviously relies heavily on music, but can very easily be applied to the subjects of mathematics, literary studies, humanities, and historical perspectives.
    • This lesson requires the acquisition of a few prior skills, especially in exposure to music theory:
    • Major, minor, diminished, and augmented chords and various scales
    • Basic part-writing
    • Music notation, including exposure to Finale
    • Music reading skills
    • Key identification
    • Music terminology: cadence, triad, etc.
    Evaluation Teacher Script Conclusion
  • 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Music Standards Addressed
      • Compose or arrange
      • Read & Notate
      • Listen, analyze, describe
      • Evaluate music and musical performances
      • Understand Music in relation to History and culture
    • This lesson focuses mostly on synthesis and evaluation, the highest forms of thinking, but also apply each of the lower levels of thinking in the acquisition, application, and replication of the knowledge and concepts. The lesson requires a high level of critical and creative thinking, facilitates group work and collaboration, and broadening musical perspective beyond that of the traditional choral performance based school.
    Evaluation Teacher Script Conclusion
  • 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
    • This task will require a lot of teamwork and collaboration. You will be put into groups and begin your detective work by the next class period.
    • You will be assigned to a group of 4 students.
    • Begin your research on J.S. Bach . Use the questions in the “Introduction” page as a guideline. Look for works , in addition to several biographical sources . Make sure to take thorough notes and record your findings.
    • Using your notes and findings, word-process your own brief biography of J.S. Bach. Cite your sources! Keep this information in mind as you will need it as a means of reflection in the final step of this project.
    • Now you’ll need to learn the basics of Roman Numeral Analysis . Also, check out some real examples in action.
    • Access the Choral Public Domain Library and select a Bach CHORALE to analyze.
    • Print out the chorale and begin analysis of the work. Use pencil, as it is a reputably tricky language and may require some erasing. This task may also take a day or two, but some tricks involve looking at key signatures and cadences to decipher most of what you’ll be looking for.
    • Now you’ll be ready to replicate your own “Bach Chorale.” Using the keyboards and Finale, compose your original chorale. It needs only to be 16 measures, but may be longer if you wish. A good composer uses Roman Numeral Analysis to frame their work before they fill in the parts. Be sure to include this analysis in your final product.
    • After all has been completed, write a reflective report on your entire findings. Make sure to sum up your findings about Bach and how his life events might have led to his ultimate success. Discuss influences and make original speculations. Also include a brief discussion about the workings of Roman Numeral Analysis and how a master of this system might find advantage in composing.
    • This lesson requires the teacher to know previously about Roman Numeral Analysis. There will undoubtedly be a lot of questions, as the websites only provide the foundation of the technique. However, the master teacher should be available most of the time, as it will be a several-day endeavor. Groups will be divided by the teacher based on equal ability levels.
  • 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • There is quite a bit of essential resources for this lesson to be successful:
      • Computer lab, equipped with MIDI keyboards, Finale and Microsoft Office
      • Internet access for each student group
      • Black and white printer with paper and ink
      • Adobe Reader and Flash capabilities
    • For a list of web materials, refer to the credits page.
    • This lesson is designed to be implemented by one teacher. Aides would be highly useful, as they could certainly help answer questions if they had any other prior knowledge. Students will likely not need much guidance as far as manipulating the technology: I suspect most high school students would know how to use the programs and could help one another if necessary.
    Evaluation Teacher Script Conclusion
  • 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page There are four very clear means of assessment built into this lesson: the biography, the analysis, the composition, and the reflection. A student’s success can be easily measured in all four of these capacities. The biography will assess basic knowledge and beginning interpretation of Bach and the baroque period. The analysis will test the students’ ability to comprehend and apply the concept of the analysis technique. The composition requires a higher level of thinking and tests the students’ grasp on the baroque style, Roman Numeral Analysis, and culminates several theoretical concepts. The reflection is yet another means of assessing student success. They are to evaluate the material and think of its influences, discuss their own ideas, and think of how to apply this knowledge to other areas. Evaluation Teacher Script Conclusion
  • 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • As a facilitator of this lesson the teacher should assume the following tasks:
      • Introduce the lesson, inform the students where to access their information and enable them to use any resources necessary.
      • Ensure they know how to navigate the power point program
      • Answer lots of questions regarding Roman Numeral Analysis
      • Pace the lesson, so that the students have about 5 – 7 days to complete the assignment.
      • Ensure that students are on task and each student is contributing to the product
      • Give suggestions for formatting reports
      • Give suggestions on how to go about the composition
      • Stop the lesson periodically to amplify knowledge for the benefit of the entire class
    • This page is linked to the Process segment off of the Teacher Page
    Evaluation Teacher Script Conclusion
  • 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very thorough and very inclusive. It addresses every musical standard that is not covered every other day in regular rehearsal. This lesson is also unique in that it addresses and assesses the students’ learning on every level of thinking according to Bloom’s Taxonomy. And finally, this lesson extends the basic theoretical knowledge of music into a realm uncommonly accessed outside of the collegiate setting. Students will have a broader and increased perspective of music as a whole and will be able to apply music more to other neural connections of their network of knowledge. Evaluation Teacher Script Conclusion
  • 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Thanks to Google Images to locating the majority of these files, and of course to the websites that hosted them. http://www.handelchoir.org/images/ChoirPhoto1.jpg http://www.cardiffphil.plus.com/images/Orchestra3.jpg http://www.kent.ac.uk/music/music_symbol.jpg http://www.ibiblio.org/expo/vatican.exhibit/exhibit/e-music/images/music17.jpg http://www.carus-verlag.com/images-intern/img/Bach.jpg http://www.crystalinks.com/detective2.gif Thanks to these online websources for their availability and innovation. http://www.jsbach.org/ http://www.classicalarchives.com/bach.html http://en.wikipedia.org/wiki/Johann_Sebastian_Bach http://www.8notes.com/school/theory/roman_numeral_analysis.asp http://www.alcorn.edu/musictheory/Version2/theory1/Roman.htm http://www.cpdl.org/wiki/index.php/Johann_Sebastian_Bach http://www.mfiles.co.uk/classical-periods.htm And lastly, much thanks to the designers of the WebQuest tmplate and hosting programs. The WebQuest Page The WebQuest Slideshare Group

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