Kimwebquestbach

506 views

Published on

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
506
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
4
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Kimwebquestbach

  1. 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9 th -10th Grade (Music) Designed by Kim Butler [email_address] Based on a template from The WebQuest Page J.S. Bach by djwudi
  2. 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] J. S. Bach. A name that will live forever in the history or music. A great figure from centuries ago, and perhaps the greatest influence on music. Who is this man? What did he do? How did he influence music as we know it today? When did he live? Organ Grinder by Stuck in Customs As a member of a three person group, these are some of the questions you are going to answer today. Each of you will have a designated role, whith specific tasks and questions to answer. After every member of the group has answered their questions, together you will create a presentation and a composition. Good luck and have an exciting journey!
  3. 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In a group of three, you will create a presentation together on J. S. Bach. This presentation can be done using posters, PowerPoint, etc. There will also be a listening analysis of music and a short composition created together in the group. You will need to include in your presentation: -A brief description of the historical period and it’s musical ideals -A brief biography of Bach’s life and compositions -A brief analysis of how he wrote his chorale pieces -A brief listening analysis of a Bach chorale -A short composition in the style of Bach using what you have learned together about the style period, his composing style, in the style of a Bach chorale You will be using the internet to find out all of this information. Make sure you record what you find out and learn, you will need it later! Once everyone is finished, you will get back together to share what you learned and discovered about J. S. Bach! Music Standards Addressed: 2. Students will read and notate* music. 3. Students will create* music. 4. Students will listen to, analyze, evaluate, and describe music. 5. Students will relate music to various historical and cultural* traditions. Title
  4. 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>You and two other classmates will be put into a group of three. </li></ul><ul><li>Each person will be assigned a specific role by the teacher. </li></ul><ul><li>Click on your specific role when it is your turn, and it will take you to your specific page. Biographer </li></ul><ul><li>Theorist </li></ul><ul><li>Apprentice Composer </li></ul><ul><li>After everyone has completed their specific task, you will get back together as a group to work on the final project. If you need a refresher about the final project, it can be found under “Task”. </li></ul><ul><li>Warning: you are going back over two hundred years in time, so be prepared to think very differently than you do today! </li></ul><ul><li>Are you ready? Do you have your </li></ul><ul><li>staff paper, notebook, and pencils? </li></ul><ul><li>If so, then get ready for a trip of a </li></ul><ul><li>lifetime! Good luck! </li></ul><ul><li>Le Penseur by Pisces Dreamer </li></ul>Process Cont.
  5. 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Old Book Stara Ksiazka by v.max1978 Responsibilities: It is your job as the biographer to gather information concerning Bach’s life, where he was employed, important dates in his life, and the musical and historical period that he was living in. Take good notes as you will be using this information in your part of the final project. Questions : What are some of Bach’s best known works? What were the courts that he was employed at either as an organist or music director? Who were some of the other composers during Bach’s lifetime? Who were some of the composers that influenced Bach? What was happening in Europe during Bach’s life? Detailed biography of his life Groves Music biography, list of works Historical setting Baroque composers
  6. 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] As the theorist of the group, it is your job to learn how Bach wrote his music, what the main ideas are that came out of his music, learn chord progressions used by Bach. Take good notes as you will have a part of the project to complete and will create a composition as a group. What is a basic chord progression that was ultimately derived from Bach? (an example) Why do the chord progressions Bach used worked? Listen to a piece and watch the performance video. What makes them stand out? How are they different and similar to each other? Chorale harmonic analysis Functions of chords Common chord progressions Bach listening (BVW255) Bach performance video Music Note 2 by wilbur_es
  7. 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] As an apprentice composer in the Baroque period, it is your responsibility to learn about composing pieces and how Baroque composers put their pieces together. Take good notes, as you will have to use them for the presentation and when your groups gets together to write a piece of your own. What is the standard method of voicing chords? What do Bach’s chorale melodies look like in general? How long are his melodies and the entire chorale? What other genres did Bach compose in? Voicing chords Chorale examples Baroque genres and characteristics General music theory Composing a melody Composed by Julie Lake
  8. 8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
  9. 9. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have successful toured the life of Bach, learned about the theory behind his compositions, and learned how to compose and understand what Bach melodies look like. Now, gather all your notes and organize your thoughts, it’s time to work on the group presentation! Don’t forget about the listening analysis, a link is provided below. BVW258 Chorale (someone needs to log in as a free subscriber) Here is a free music notation program download you can use to help compose your piece. You can always use the programs in the music lab, or write it out yourself. Music software download
  10. 10. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The WebQuest Page http://webquest.org/index.php The WebQuest Slideshare Group http://www.slideshare.net/group/webquest Images J. S. Bach by djwudi http://www.flickr.com/photos/djwudi/123395302/ Organ Grinder by Stuck in Customs http://www.flickr.com/photos/stuckincustoms/536710395/ Music Staff on John Phillip Sousa’s grave at Congressional Cemetery by jcolman http://www.flickr.com/photos/jcolman/423617723/ Le Penseur by Pisces Dreamer http://www.flickr.com/photos/piscesdreamer/2370582536/ Old Book Stara Ksiazka by v.max1978 http://www.flickr.com/photos/98469445@N00/327471676/ Music Note 2 by wilbur_es http://www.flickr.com/photos/56602189@N00/2316596667/ Composed by Julie Lake http://www.flickr.com/photos/49076326@N00/223667587/ Baroque Angles, St. Nicholas Church, Prague by Rita Crane Photography http://www.flickr.com/photos/44548980@N00/153056022/
  11. 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9 th -10th Grade (Music) Designed by Kim Butler [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion J.S. Bach by djwudi
  12. 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest lesson was developed as an assignment in Educational Technology and Assessment at Colorado State University. This lesson is intended to augment both music theory and history taught in high school music classrooms. It can be used for both instrumental and choral music, as it uses both instrumental and choral examples. Generally this lesson would be used in 9 th or 10 th grade, and the students would have had previous theory and history in music before entering high school. The music curriculum would preferably be comprehensive and focus not just on the performance aspect. This lesson can also be used in later grades as a good introduction to composing and learning how a composer’s life greatly affects their music. Violin Evaluation Teacher Script Conclusion
  13. 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is intended for 9 th or 10 th grade music students who have a solid background in not just music performance but also music theory and history. It incorporates theory, history, performance, and composition into one assignment. This can easily be used in other grades than those stated above, depending on what the teacher’s curriculum covers and where the students are at. Music Book by Summerly The skills that students will need to know prior to starting this lesson include basic music theory concepts (scales, chords, limited voicing), general music history, they need to have started to learn to compose music of their own and have studied basic genres and forms of music, and have learned how to listen critically to music. Evaluation Teacher Script Conclusion
  14. 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Music Standards Addressed: 2. Students will read and notate* music. 3. Students will create* music. 4. Students will listen to, analyze, evaluate, and describe music. 5. Students will relate music to various historical and cultural* traditions. This lesson also helps to teach critical thinking involving music and musical critique, team work and collaboration, integrating multiple subjects into one entire product, creative thinking, and finding ways to express an idea or emotion through music. Classical Music Evaluation Teacher Script Conclusion
  15. 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>You and two other classmates will be put into a group of three. </li></ul><ul><li>Each person will be assigned a specific role by the teacher. </li></ul><ul><li>Click on your specific role when it is your turn, and it will take you to your specific page. Biographer </li></ul><ul><li>Theorist </li></ul><ul><li>Apprentice Composer </li></ul><ul><li>After everyone has completed their specific task, you will get back together as a group to work on the final project. If you need a refresher about the final project, it can be found under “Task”. </li></ul><ul><li>Warning: you are going back over two hundred years in time, so be prepared to think very differently than you do today! </li></ul><ul><li>Are you ready? Do you have your staff paper, notebook, and pencils? If so, then get ready for a trip of a lifetime! Good luck! </li></ul><ul><li>This lesson is ideally completed over a period of a week or two. The initial learning and learning specific to each role can take place in a class period, maybe two at the most. The group composition and presentation will take longer, and should ideally be done outside of class, or in a lab. This lesson is initially intended as just a music lesson, but can be easily used as a multidisciplinary lesson by focusing more on the other ideas than music. </li></ul><ul><li>For determining groups, it can be done randomly, but it works best if there is a balance between members of the group so they all have the same opportunity to succeed. Some forethought would be helpful. </li></ul><ul><li>As for the teacher, as long as they have enough knowledge about the composer, music theory, and know and understand how to compose music, they should be fine teaching this lesson as it is very student directed. There are many possible variations, it is up to the teacher to ultimately decide how to do this lesson. </li></ul>Evaluation Teacher Script Conclusion
  16. 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Theory and music history books may be helpful especially when putting the entire project together. Email accounts for the students are very helpful; personal accounts at home are just fine to use. Software: Microsoft PowerPoint, Finale or Sibelius music programs are all helpful. It may be helpful to have keyboards available for the composition, especially if they are connected to the computers and the music programs. Audio system or a recording of the analysis piece to be used that the students have access to. One teacher should be enough to do this project if the students have been given the background and prior tools ad skills needed to accomplish the task. However, it is entirely possible to collaborate with other teachers and schools and share the students’’ projects and compositions. Also, the students should be at a high enough level that they can complete most of the project on their own with minimal teacher guidance. Evaluation Teacher Script Conclusion
  17. 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion A student’s success on this project can be determined relatively easily by the end presentation and how high of quality the presentation and the composition are. Overall, the better the presentation and composition is, the larger amount of information they took from and learned in the lesson. The next page has the same rubric given to the student in the evaluation section. It covers every aspect of the presentation, but is somewhat basic. A teacher is more than welcome to use the provided rubric or make one of their own. The music standards addressed in this lesson were given under Standards. Johann Sebastian Bach
  18. 18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
  19. 19. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page If the teacher needs an idea what to say, here is an example of what one can say at the beginning. Seeing how the students are expected to have 2-3 years of theory and history behind them, and are in 9 th and 10 th grade, the lesson is primarily student-led. However, an introduction can be helpful and one is provided below. Teacher : Up to this point you have learned about music theory fundamentals, music history, composers, and have started learning how to compose. This next few weeks will be including a project that combines theory, history, and composing together. You will be assigned to groups of three and will have the rest of the day to start the project. I have randomly assigned students into groups. This project will be on J. S. Bach, who you have learned some about in class already. I expect you to expand your knowledge and learn from a master of music. If you have any questions, please ask me. The computer lab will be open for the project, and the final presentations will begin in one weeks time. Good luck! Additional Notes: The composer(s) studied can vary, so that the entire class does not do the same person and presentation. The teacher should walk around and help students when needed and make sure they are on task. The work on putting the presentation together can either be in or outside of class, it is up to the teacher. Evaluation Teacher Script Conclusion
  20. 20. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is a solid way to integrate music history, theory, performance, and composition into one end product. It teaches important skills in collaboration and teamwork, and also teaches music composition, a national music standard that can be difficult for teachers to work into their classroom plans at the high school level. The more students know in theory, history, and how to compose music, the better the musician they will be. Solid knowledge in these areas helps their performance, and makes them a more learned and involved in the music they are playing and what they are learning in the music classroom. Classical Music 2 Evaluation Teacher Script Conclusion
  21. 21. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The WebQuest Page http://webquest.org/index.php The WebQuest Slideshare Group http://www.slideshare.net/group/webquest Images Music Book by Summerly http://search.msn.com/images/results.aspx?q=music&FORM=MSNH&mkt=en-US#focal=f18f4845140493523c17de2f2be0c837&furl=http%3A%2F%2Fart.gnome.org%2Fdownload%2Fbackgrounds%2Fother%2F3479%2FOTHER-MusicBook_1024x768.png Violin http://media.arstechnica.com/journals/apple.media/thumb/200/200/violin.jpg Classical Music http://classicalist.com/images/classical_music/classical_music_385x261.jpg Johann Sebastian Bach http://berkshirefinearts.com/uploadedImages/articles/169_Classical-Music-for-749994.jpg Classical Music 2 http://www.semo.edu/liberalarts/images/KRCU_ClassicalMusic_2006.jpg Evaluation Teacher Script Conclusion

×