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The Romantic Times
 

The Romantic Times

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Music History 9-12

Music History 9-12

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    The Romantic Times The Romantic Times Presentation Transcript

    • 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
    • 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.
    • 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
    • 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
    • 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
    • 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.
    • 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.
    • Put the Title of the Lesson Here (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Put Your Name Here Put Your E-mail Address Here Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
      • Social Studies Standards Addressed
        • Recognize the relationships among the various parts of a nation's cultural life.
        • Learn about the mythology, legends, values and beliefs of a people
        • .
      • Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
      Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Evaluation Teacher Script Conclusion
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Describe what's needed to implement this lesson. Some of the possibilities:
        • Class sets of books
        • E-mail accounts for all students
        • Specific software (how many copies?)
        • Specific hardware (what kind? How many?)
        • Specific reference material in the classroom or school library
        • Video or audio materials
      • If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
      • Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
      Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. Evaluation Teacher Script Conclusion
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
      • Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
      • This page will include step by step directions to the facilitator, including:
        • What to say at each point in the process
        • What to click on
        • What questions and misconceptions to anticipate
        • How long to take at each point
        • When to direct learners to work away from the computer
      • To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
      • This page is linked to the Process segment off of the Teacher Page
      Evaluation Teacher Script Conclusion
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach. Evaluation Teacher Script Conclusion
    • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion