Music Rocks The Ages

890 views

Published on

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
890
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
20
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Music Rocks The Ages

  1. 1. Music Rocks The Ages Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade (Music) Designed by Pearce Strickland [email_address] Based on a template from The WebQuest Page
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Throughout the ages there have been many great composers and musicians. By looking at the some of the greatest of these you can see where music has come from, and where it is going. While music has had thousands of contributors there are three in general we will be looking at. In order to become the next musical super star you must first learn about your colleges and predecessors.
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>You will create a powerpoint presentation on four composers. Johan Sebastian Bach, Claude Debussy, Jimmy Hendrix, and You. This presentation will include </li></ul><ul><li>- A short historical overview of each composer. Which will have </li></ul><ul><li>- Dates of lifetime </li></ul><ul><li>- Musical period </li></ul><ul><li>- Musical contributions (pieces they wrote) </li></ul><ul><li>- A brief analysis of all of their pieces including </li></ul><ul><li>- Genre </li></ul><ul><li>- Form </li></ul><ul><li>- Instrumentation </li></ul>Title
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] First you will split off into groups of 3 Students. There are two categories that everyone will be looking at. Historical information, and Piece analysis. Both of these categories has three subtopics as listed on the previous page that you will be looking at. Each student will look at one of the subtopics for History and one of the subtopics for Analyzing the music, for each composer. Decide among yourselves which one you will do. It should work out that every one looks at ever topic Example Student 1 will look at History - Dates of lifetime for Bach - Musical Period for Debussy - Musical Contributions for Hendrix Analyze - Genre of Bach Piece - Form of Debussy Piece - Instrumentation of a Hendrix Piece Don’t forget to put the title of the pieces you are looking at. After you have compiled your notes and information you will as a group put that information together to make your PowerPoint presentation for each composer. In addition you will each get to add your own about you as a musician.
  5. 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Sources to Use </li></ul><ul><li>For Bach </li></ul><ul><li>http://www.jsbach.org/ </li></ul><ul><li>http://www.baroquemusic.org/bqxjsbach.html </li></ul><ul><li>For Debussy </li></ul><ul><li>http://w3.rz-berlin.mpg.de/cmp/debussy.html </li></ul><ul><li>2. http://www.naxos.com/composerinfo/Claude_Debussy_27153/27153.htm </li></ul><ul><li>For Hendrix </li></ul><ul><li>1. http://www.jimi-hendrix.com/index.php </li></ul>The Process
  6. 6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 - Above Standard 3 - Meets Standard 2 - Approaching Standard 1 - Below Standard Facts - Time Period/Culture When asked to speak or write about the time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts. When asked to speak or write about the time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts. When asked to speak or write about the time period or culture, the student presents 1-2 accurate facts, but also includes 1 or more inaccurate or questionable fact. Student cannot talk or write accurately about the time period or culture. Facts - Instruments When asked to speak or write about musical instruments or styles associated with a particular time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts. When asked to speak or write about musical instruments or styles associated with a particular time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts. When asked to speak or write about musical instruments or styles associated with a particular time period or culture, but also includes 1 or more inaccurate or questionable fact. Student cannot talk or write accurately about the instruments or styles associated with a particular time period or culture. Facts - Composers When asked to name famous composers associated with a particular time, the student can name 2 composers and at least 1 work by each. When asked to name famous composers associated with a particular time, the student can name 2 composers. When asked to name famous composers associated with a particular time, the student can name 1 composer. The student is unable to name composers associated with a particular time period. Recognizes different musical styles When asked for an example of a piece in the style of a time or culture, the student chooses accurately on at least 4 of 5 attempts. When asked for an example of a piece in the style of a time or culture, the student chooses accurately on 3 of 5 attempts. When asked for an example of a piece in the style of a time or culture, the student chooses accurately on 2 of 5 attempts. The student chooses accurately 1 time or less out of 5 attempts. Listens to different types of music respectfully Student always listens attentively and respectfully to music from another time or culture. Student usually listens attentively and respectfully to music from another time or culture. Never distracts others from listening. Student usually listens respectfully to music from another time or culture, but movements or talking distracts others. Student does not listen respectfully.
  7. 7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Given your new knowledge on the subjects of some of the greatest musical contributors of all time you now are ready to become the next famous Composer, Performer, or Both. Congratulations
  8. 8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Bach Photo http://www.flickr.com/photos/alariel/378832640/ Debussy Photo http://www.flickr.com/photos/16968576@N02/2322297634/ Hendrix Photo http://www.flickr.com/photos/stratocasterbob/2769561620/ Violin Background http://www.flickr.com/photos/39557588@N00/537757966/ Piano Background http://www.flickr.com/photos/enricooper/2068332097/ Guitar Background http://www.flickr.com/photos/ortex_wolves22/2190717391/ For Bach 1. http://www.jsbach.org/ 2. http://www.baroquemusic.org/bqxjsbach.html For Debussy 1. http://w3.rz-berlin.mpg.de/cmp/debussy.html 2. http://www.naxos.com/composerinfo/Claude_Debussy_27153/27153.htm For Hendrix 1. http://www.jimi-hendrix.com/index.php
  9. 9. 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
  10. 10. 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
  11. 11. 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: &quot;This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent.&quot; 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
  12. 12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example: </li></ul><ul><li>Social Studies Standards Addressed </li></ul><ul><ul><li>Recognize the relationships among the various parts of a nation's cultural life. </li></ul></ul><ul><ul><li>Learn about the mythology, legends, values and beliefs of a people </li></ul></ul><ul><ul><li>. </li></ul></ul><ul><li>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? </li></ul>Evaluation Teacher Script Conclusion
  13. 13. 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
  14. 14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Describe what's needed to implement this lesson. Some of the possibilities: </li></ul><ul><ul><li>Class sets of books </li></ul></ul><ul><ul><li>E-mail accounts for all students </li></ul></ul><ul><ul><li>Specific software (how many copies?) </li></ul></ul><ul><ul><li>Specific hardware (what kind? How many?) </li></ul></ul><ul><ul><li>Specific reference material in the classroom or school library </li></ul></ul><ul><ul><li>Video or audio materials </li></ul></ul><ul><li>If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. </li></ul><ul><li>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? </li></ul>Evaluation Teacher Script Conclusion
  15. 15. 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
  16. 16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>This page will include step by step directions to the facilitator, including: </li></ul><ul><ul><li>What to say at each point in the process </li></ul></ul><ul><ul><li>What to click on </li></ul></ul><ul><ul><li>What questions and misconceptions to anticipate </li></ul></ul><ul><ul><li>How long to take at each point </li></ul></ul><ul><ul><li>When to direct learners to work away from the computer </li></ul></ul><ul><li>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. </li></ul><ul><li>This page is linked to the Process segment off of the Teacher Page </li></ul>Evaluation Teacher Script Conclusion
  17. 17. 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
  18. 18. 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

×