The document describes a web quest that involves students taking a virtual musical field trip to Africa. It outlines two main tasks - researching African landmarks and instruments, and creating a journal of a trip; and building an African instrument and journal. It provides websites for research, and evaluation criteria for assessing students' landmark and instrument journals, and their built instruments. The goal is for students to learn about African music and culture through interactive online research and hands-on projects.

1. A Musical Field Trip to Africa Web Quest by Carolyn Smith Student Page Title Introduction Tasks Process-Task 1 Process-Task 2 Websites Evaluation-Task 1 Evaluation-Task 2 Conclusion (Teacher Page)

2. Introduction You are a world explorer, and now you have an opportunity to fly to Africa. You will be able to see many sights and sounds of Africa. You are not only just an explorer, but you are also an amazing musician. You have decided to bring along one of your instruments to Africa, if there is an opportunity to be able to play authentic music. This is a great opportunity to be able to experience the full cultural experience of Africa. Introduction Student Page Title Introduction Tasks Process-Task 1 Process-Task 2 Websites Evaluation-Task 1 Evaluation-Task 2 Conclusion

3. The Task The Task Task 1: Research Africa and plan a sight-seeing trip. Then create a journal of your trip. Task 2: Create a musical instrument based on traditional African instruments. Then create a journal of your trip. Student Page Title Introduction Tasks Process-Task 1 Process-Task 2 Websites Evaluation-Task 1 Evaluation-Task 2 Conclusion

4. The Process-task 1 The Process-Task 1 Task 1 Step1: Plan ten landmarks to see on your trip to Africa. Step2: Chose one of these African instruments and write five interesting facts about the instrument: 1: Djembe 2: Rain Stick 3: Kalimba/Karimba 4: Amadinda 5: Ashiko 6: Djun Djun Step3: Create a journal of your trip. The journal should include both the ten landmarks, and why they would be interesting to visit, and the five facts about the instrument you chose. Student Page Title Introduction Tasks Process-Task 1 Process-Task 2 Websites Evaluation-Task 1 Evaluation-Task 2 Conclusion

5. The Process- Task 2 The Process-Task 2 Task 2 Step1: Visit one of the websites under the “Websites” page and make an African instrument that is similar to one of these six. Be able to bring the instrument to school for show and tell. 1: Djembe 2: Rain Stick 3: Kalimba/Karimba 4: Amadinda 5: Ashiko 6: Djun Djun Step4: Create a journal of this process of making an instrument, and include 5 facts about the instrument. Student Page Title Introduction Tasks Process-Task 1 Process-Task 2 Websites Evaluation-Task 1 Evaluation-Task 2 Conclusion

7. Evaluation-task 1 Evaluation-Task 1 Student Page Title Introduction Tasks Process-Task 1 Process-Task 2 Websites Evaluation-Task 1 Evaluation-Task 2 Conclusion Category Exceptional Average Needs More Effort Did Not Complete Shows Ten different Landmarks that are interesting in Africa in Journal- 25 points The student has correctly named landmarks in Africa, and given a full description (More than five sentences) of why that landmark would be of interest. Extra points for pictures. The student has five landmarks in Africa, but has not fully described why he/she would like to visit. This can mean the student has only a few sentences per landmark. The student has less than five landmarks in Africa, and has not correctly described why that landmark would be interesting. The student has less than five landmarks. Possibly the landmarks are on the wrong country. No description of why the landmark is of interest. Five Facts about an Instrument- 25 points When asked to speak or write about musical instruments the student presents Five accurate facts, with no inaccurate or questionable facts. When asked to speak or write about musical instruments the student presents 1-2 accurate facts, with no inaccurate or questionable facts. When asked to speak or write about musical instruments , 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.

8. Evaluation-task 2 Evaluation-task 2 Student Page Title Introduction Tasks Process-Task 1 Process-Task 2 Websites Evaluation-Task 1 Evaluation-Task 2 Conclusion Category Exceptional Average Needs More Effort Did Not Complete Building an Instrument -25 points The instrument has been completed, brought to school for a show and tell. It is obvious the student put effort into this project. The instrument is completed, brought to school for show and tell. It is noticeable that the student could have put a little more effort into the instrument. The student has an instrument that has not been completed, but has been brought to school for show and tell. The student has no instrument, and has nothing for show and tell, or, the student brings a percussion instrument from the band room. Journal-25 points The student has recorded five facts of the instrument. The student has described the instrument making process, writing a paragraph or longer. Pictures are extra points. The student has recorded five facts of the instrument. The student has written less than a paragraph about how the instrument was made. The student did not record five facts of the instrument. The student has less than three sentences about the instrument making process. The student did not record both the five landmarks and five facts of the instrument. The student has no journal entries.

9. Conclusion Conclusion Student Page Title Introduction Tasks Process-Task 1 Process-Task 2 Websites Evaluation-Task 1 Evaluation-Task 2 Conclusion Congratulations! You have enhanced your reputation as a world famous explorer. You have made new friends, and learned many fun facts about a new culture. You have made new connections through playing music, and you have helped bring fun memories to many native people of Africa. Hopefully this was a fun trip, and you will want to take another trip to Africa sometime soon.

10. A Musical Field Trip to Africa Teacher Page Title Introduction The Learners The Standards Process Websites Resources Evaluation-Task 1 Evaluation- Task 2 Teacher Script Credits (Student Page) Web Quest designed by: Carolyn Smith

11. Introduction Introduction Teacher Page Title Introduction The Learners The Standards Process Websites Resources Evaluation-Task 1 Evaluation- Task 2 Teacher Script Credits You are a world explorer, and now you have an opportunity to fly to Africa. You will be able to see many sights and sounds of Africa. You are not only just an explorer, but you are also an amazing musician. You have decided to bring along one of your instruments to Africa, if there is an opportunity to be able to play authentic music. This is a great opportunity to be able to experience the full cultural experience of Africa. As the instructor you can create any story that you choose to explain why the students would want to take a trip to Africa, the story should make them want to be involved and learn more about the different cultures of the world. The following paragraph is the story that I created and that I included on the student introduction page.

12. The Learners The Learners Teacher Page Title Introduction The Learners The Standards Process Websites Resources Evaluation-Task 1 Evaluation- Task 2 Teacher Script Credits The students participating in this project will be between 5 th and 8 th grades. They will be learning about the different cultures of the world, specifically Africa. They will be challenged to be creative in creating a journal describing a trip to Africa, or make a traditional African instrument. This project has two different projects, which allows the students to have more freedom and then they can be more creative with their ideas. They should only be allowed to visit the specified websites, or websites that are appropriate.

13. Standards Colorado State Standards for Education Teacher Page Title Introduction The Learners The Standards Process Websites Resources Evaluation-Task 1 Evaluation- Task 2 Teacher Script Credits STANDARD 1 : Students sing or play on instruments a varied repertoire of music, alone or with others. RATIONALE Music-making is one of our oldest, most intimate, and basic forms of communication and cultural expression. Singing, movement, or playing an instrument, provides students with the means of learning musical and developmental skills. Learning to make music enables students to attain individual and group goals, acquire self discipline, exercise diverse problem solving skills, and opens avenues of success for all students. Growth in singing and playing music occurs by applying skills to increasingly challenging music literature. Grades 5-8: As students in grades 5-8 extend their knowledge, what they know and are able to do includes: • singing or playing, with appropriate technique, music written in two or more parts, in rhythm and in tempo, blending voices or instruments, and matching dynamic levels; • singing or playing an expanding repertoire of music representing musically and culturally diverse literature; and • responding to the conductor’s cues of dynamic levels while singing or playing music. STANDARD 5 : Students will relate music to various historical and cultural traditions. RATIONALE: Music is an important element of the historical and cultural record of humankind. Students, through the study of music, will develop an understanding and appreciation of various cultures and histories. Grades 5-8: As students in grades 5-8 extend their knowledge, what they know and are able to do includes • describing how distinguishing elements of music are used in examples from various cultures (for example: The rhythms present in many examples of Latin American music are derived from dance rhythms. Dance is an integral part of that culture); and • describing the roles of musicians throughout history and in various cultures (for example: the Medieval European Minstrel served as a storyteller and a news broadcaster, as well as a musician. The American folk singer serves much the same function).

16. Resources Resources Teacher Page Title Introduction The Learners The Standards Process Websites Resources Evaluation-Task 1 Evaluation- Task 2 Teacher Script Credits The students should be using the websites given under the websites page. There can be many websites that have inappropriate information, or incorrect information, so caution should be practiced while using the internet for a research project. Students may also visit the library if they do not have internet access. A bibliography should be included if the students use more than just the websites from the suggested websites.

17. Evaluation –Task 1 Teacher Page Title Introduction The Learners The Standards Process Websites Resources Evaluation-Task 1 Evaluation- Task 2 Teacher Script Credits Evaluation-Task 1 Category Exceptional Average Needs More Effort Did Not Complete Shows Ten different Landmarks that are interesting in Africa in Journal- 25 points The student has correctly named landmarks in Africa, and given a full description (More than five sentences) of why that landmark would be of interest. Extra points for pictures. The student has five landmarks in Africa, but has not fully described why he/she would like to visit. This can mean the student has only a few sentences per landmark. The student has less than five landmarks in Africa, and has not correctly described why that landmark would be interesting. The student has less than five landmarks. Possibly the landmarks are on the wrong country. No description of why the landmark is of interest. Five Facts about an Instrument- 25 points When asked to speak or write about musical instruments the student presents Five accurate facts, with no inaccurate or questionable facts. When asked to speak or write about musical instruments the student presents 1-2 accurate facts, with no inaccurate or questionable facts. When asked to speak or write about musical instruments , 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.

18. Evaluation- task 2 Teacher Page Title Introduction The Learners The Standards Process Websites Resources Evaluation-Task 1 Evaluation- Task 2 Teacher Script Credits Evaluation-Task 2 Category Exceptional Average Needs More Effort Did Not Complete Building an Instrument -25 points The instrument has been completed, brought to school for a show and tell. It is obvious the student put effort into this project. The instrument is completed, brought to school for show and tell. It is noticeable that the student could have put a little more effort into the instrument. The student has an instrument that has not been completed, but has been brought to school for show and tell. The student has no instrument, and has nothing for show and tell, or, the student brings a percussion instrument from the band room. Journal-25 points The student has recorded five facts of the instrument. The student has described the instrument making process, writing a paragraph or longer. Pictures are extra points. The student has recorded five facts of the instrument. The student has written less than a paragraph about how the instrument was made. The student did not record five facts of the instrument. The student has less than three sentences about the instrument making process. The student did not record both the five landmarks and five facts of the instrument. The student has no journal entries.

20. Credits Credits Teacher Page Title Introduction The Learners The Standards Process Websites Resources Evaluation-Task 1 Evaluation- Task 2 Teacher Script Credits All Images used in this presentation were taken from ClipArt in Microsoft Word, ed. 2007.