Classical Time Period Web Quest

3,230 views

Published on

  • Be the first to comment

  • Be the first to like this

Classical Time Period Web Quest

  1. 1. Journey Into the Classical Time Period Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9 th -12th Grade Music Students Designed by Hannah Hahn [email_address] Based on a template from The WebQuest Page
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The classical period occurred from 1750-1820 and arose quickest throughout Europe. Although music had been around for hundreds of years before this time period, the Classical period was one of the most influential on the world, releasing some of the best composers and music that is still popular today.
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>While researching and exploring the Classical time period, it is most important to: </li></ul><ul><ul><li>Research the time period and find out what was going on in society(ex: people, customs, government) </li></ul></ul><ul><ul><li>Explore at least 3 composers that became famous throughout this time period (after you explore, name your top 3 favorite) </li></ul></ul><ul><ul><li>Become familiar with instruments that became popular (list one composer that used your favorite researched instrument) </li></ul></ul><ul><ul><li>Find 3 of your favorite songs, written by famous composers of the time (make a note of them) </li></ul></ul><ul><ul><li>Find out and explain, in your own words, why it was called the Classical Time Period and what exactly contributed to that name. </li></ul></ul><ul><ul><li>Remember while researching each task to take specific notes on everything you find! </li></ul></ul><ul><li>Here is the best part. You do not have to spend outside time in the library or in books to complete this project. You get to use the internet! </li></ul><ul><li>Once you and your group can check off each task check mark, it is your job to give a brief 4-5 minute presentation on 1 of the 5 tasks given. You will also be responsible for taking notes on other people’s presentations, and jotting down information they found that you didn’t. </li></ul><ul><li>HAVE FUN! </li></ul>Title
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] To accomplish all the task I have asked of you, just follow my lead and have fun with it. Discuss with your group, with other groups and with me to find all the information you can in each web site. READY… SET… GO!!! The Baroque Time period has come to and end are you are living in 1745, the end of an era. Slowly but surely, you hear talk of new music, new composers, change going on around you. The Classical Era is in its uprising. You hear talk new composers named Beethoven, Bach, Brahms, and many more Classical Composers that you are interested in. While all of this change is going on, not only are you hearing talk about new composers and music, but you are hearing change as well. New Instruments are taking their toll on music in the society and making music like never before. Incredible new Songs are being composed and played for audiences and the world is changing its views on music in general. This time period is no longer just the numbers 1750-1820, but it is The Classical Period .
  5. 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 - Above Standard 3 - Meets Standard 2 - Approaching Standard 1 - Below Standard Specific Musical Examples When asked for an example of a piece in the style of the time period, student chooses accurately on at least 3 attempts. When asked for an example of a piece in the style of the time period, student chooses accurately on at least 2 attempts. When asked for an example of a piece in the style of the time period, student chooses accurately on at least 1 attempts. When asked for an example of a piece in the style of the time period, student did not give anything. Identifies music as being associated with a time or culture After instruction, student can strongly identify the time/culture using dates, terms, composers, and specific time period instruments. After instruction, student can identify most of the time/culture using some dates, terms, composers, and specific time period instruments. After instruction, student is still shaky when trying to identify the time/culture using dates, terms, composers, and specific time period instruments. After instruction, student cannot identify the time/culture using dates, terms, composers, and specific time period instruments. 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 aboutmusical 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 aboutmusical 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 3 or more composers. 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 composers. When asked to name famous composers associated with a particular time, the student did not name any composers. Participates Student listens to instructions and participated willingly and successfully with group. Student listens to instructions and participated most of the time with group. Student had a hard time listening to instructions and somewhat participated with group. Student did not participate.
  6. 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CONGRADULATIONS!!! You have successfully researched the Classical Time Period and the most important parts about it. You are now ready to go into the world and spread the good news about Beethoven, Bach, etc. with your friends, family and music teacher!
  7. 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] http://rubistar.4teachers.org/index.php http://webquest.com/ http://en.wikipedia.org/wiki/Classical_music_era http://library.thinkquest.org/15413/history/history-cla.htm http://www.humanitiesweb.org/human.php?s=c&p=i&a=l&ID=5 http://www.dsokids.com/2001/dso.asp?PageID=457 http://www.mfiles.co.uk/classical-periods.htm
  8. 8. Journey Into the Classical Time Period [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9 th -12th Grade Music Students Designed by Hannah Hahn [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 Evaluation Teacher Script Conclusion This WebQuest is designed to help students become more familiar with the Classical Time Period of Music. Separate the class into groups of 4 or 5 students to a group and allow them to work together to accomplish the tasks given. While they are researching, it’s important that the teacher gives specific instructions for each group to be taking good notes while they are exploring so they have information for their presentations at the end. The presentation should be 4-5 minutes long and each group should pick one task to focus on.
  10. 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This is a project for 9 th -12 th grade high school music students
  11. 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>Standards: </li></ul><ul><li>This WebQuest project has been designed to cover the following Colorado State Music Standards : </li></ul><ul><li>Music: </li></ul><ul><li>Standard 4 </li></ul><ul><li>Grades 9-12 </li></ul><ul><li>As students in grades 9-12 extend their knowledge, what they know and are able to do </li></ul><ul><li>includes </li></ul><ul><li>• describing and comparing forms; </li></ul><ul><li>• describing and evaluating music performance using musical terminology; and </li></ul><ul><li>• explaining characteristics that distinguish musical styles. </li></ul><ul><li>Standard 5 </li></ul><ul><li>Grades 9-12 </li></ul><ul><li>As students in grades 9-12 extend their knowledge, what they know and are able to do </li></ul><ul><li>includes </li></ul><ul><li>• identifying and explaining the features of a given musical work in its historical or </li></ul><ul><li>cultural context (for example: many African songs are constructed in the call and </li></ul><ul><li>response form because they originally functioned as work songs. It was not </li></ul><ul><li>necessary to read musical notation to learn, sing or enjoy this type of music): and </li></ul><ul><li>• comparing and evaluating the roles of musicians throughout history and in various </li></ul><ul><li>cultures (for example: Haydn was able and willing to work under the system of </li></ul><ul><li>royal patronage whereas Mozart would struggle with it and Beethoven would </li></ul><ul><li>completely rebel against it due to the social influences exerted by the American </li></ul><ul><li>and French revolutions). </li></ul>
  12. 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Before the students can start, they have to be divided into groups of 4-5. Keep in mind which students you are putting together regarding strengths, weaknesses, ability to work well or not well with others, etc. Allow them a courteous amount of time to complete the project, take thorough notes, and finish their 4-5 minute project for their own group. Make sure you are monitoring each groups progress everyday. __________________________________________________________________________ To accomplish all the task I have asked of you, just follow my lead and have fun with it. Discuss with your group, with other groups and with me to find all the information you can in each web site. READY… SET… GO!!! The Baroque Time period has come to and end are you are living in 1745, the end of an era. Slowly but surely, you hear talk of new music, new composers, change going on around you. The Classical Era is in its uprising. You hear talk new composers named Beethoven, Bach, Brahms, and many more Classical Composers that you are interested in. While all of this change is going on, not only are you hearing talk about new composers and music, but you are hearing change as well. New Instruments are taking their toll on music in the society and making music like never before. Incredible new Songs are being composed and played for audiences and the world is changing its views on music in general. This time period is no longer just the numbers 1750-1820, but it is The Classical Period .
  13. 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Don’t be afraid to use every resource possible to successfully complete this project and get the most information you can. Some of these resources might be: </li></ul><ul><li>Peers </li></ul><ul><li>Other Faculty </li></ul><ul><li>Me- your music teacher </li></ul><ul><li>The internet sites posted </li></ul><ul><li>Class book sets </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY 4 - Above Standard 3 - Meets Standard 2 - Approaching Standard 1 - Below Standard Specific Musical Examples When asked for an example of a piece in the style of the time period, student chooses accurately on at least 3 attempts. When asked for an example of a piece in the style of the time period, student chooses accurately on at least 2 attempts. When asked for an example of a piece in the style of the time period, student chooses accurately on at least 1 attempts. When asked for an example of a piece in the style of the time period, student did not give anything. Identifies music as being associated with a time or culture After instruction, student can strongly identify the time/culture using dates, terms, composers, and specific time period instruments. After instruction, student can identify most of the time/culture using some dates, terms, composers, and specific time period instruments. After instruction, student is still shaky when trying to identify the time/culture using dates, terms, composers, and specific time period instruments. After instruction, student cannot identify the time/culture using dates, terms, composers, and specific time period instruments. 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 aboutmusical 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 aboutmusical 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 3 or more composers. 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 composers. When asked to name famous composers associated with a particular time, the student did not name any composers. Participates Student listens to instructions and participated willingly and successfully with group. Student listens to instructions and participated most of the time with group. Student had a hard time listening to instructions and somewhat participated with group. Student did not participate.
  15. 15. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion After all the presentations are finished, each group has gone, and every rubric is graded, give the class and individuals praise for the strengths you have noticed in their group and in them as individuals. CONGRADULATIONS!!! You have successfully researched the Classical Time Period and the most important parts about it. You are now ready to go into the world and spread the good news about Beethoven, Bach, etc. with your friends, family and music teacher!
  16. 16. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion http://rubistar.4teachers.org/index.php http://webquest.com/ http://en.wikipedia.org/wiki/Classical_music_era http://library.thinkquest.org/15413/history/history-cla.htm http://www.humanitiesweb.org/human.php?s=c&p=i&a=l&ID=5 http://www.dsokids.com/2001/dso.asp?PageID=457 http://www.mfiles.co.uk/classical-periods.htm

×