TitleIII Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

 This learning unit uses many experiences that tie together to help the student see the relationship between them. It combines music history with historical events and includes information about composers and the music that they composed. The students also have the opportunity to become the composer and compose a song for the class to perform. This unit works well with classes of any size. In my classroom the average number of students is twenty-five. The computer lab is utilized in order for the students to create their own PowerPoint presentation, as well as for research on the Internet. I often do not have enough percussion instruments for everyone so the students share and clap when they do not have an instrument. This unit is fun for everyone…the teacher, student, and the administrators that observe them. The teacher PowerPoint presentation is available by contacting the author by email.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

How does music history relate to me and the generations before and after me? How do the different areas of music tie in together?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

New York State Learning Standards for the Arts

Standard #1 – Creating, Performing, and Participating in the Arts (students will actively engage in the process that constitute creation and performance in the arts)

Standard #2 - Knowing and Using Arts Materials and Resources (students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles)

Standard #3 – Responding to and Analyzing Works of Art (students will respond critically to a variety of works in the arts, connecting individual work to other works and to other aspects of human endeavor and thought)

Standard #4 – Understanding the Cultural Dimensions and Contributions of the Arts (students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of the past and present.

INITIATING ACTIVITY

Teacher presents a PowerPoint presentation on music history time periods that includes information about instruments, role of music in daily life, composers involved, compositions written, current events, art and architecture, and thoughts about the time period that will encourage class discussion about that period. Information about the facts covered in the PowerPoint presentation can be obtained by emailing the author.

LEARNING EXPERIENCES

Teacher facilitated PowerPoint presentation based on music history. Grade 7 focuses on music from the Ancient Period through Baroque Period. Grade 8 focuses on music from the Classical through Contemporary Periods.

Days 1-4: PowerPoint Music History

Title: Music Through Time and History: "The Ancient Period" (Day 1), "The Medieval Period" (Day 2), "The Renaissance Period" (Day 3), "The Baroque Period" (Day 4)

Learning Context: The Standards that are going to be met include:

New York State Learning Standards for the Arts:

#3 - Responding to and Analyzing Works of Art

#4 - Understanding the Cultural Dimensions and Contributions of the Arts.

Comments: Through this presentation on music history, students will be encouraged to ask questions, answer questions related to the time period, and take notes about the lesson that is facilitated by the teacher. The PowerPoint presentation includes factual information, sound effects (both music related and non-music related), and clipart (music and non-music related). Music is also played from the time period for the students to listen to, analyze, and describe what they hear after the daily PowerPoint presentation. Students should take notes on the instruments used and characteristics of the music they hear.

Procedure: The teacher will present the PowerPoint music history lesson of the day. The students will take notes on the historical information that will be quizzed later in a formal evaluation. The teacher will facilitate class discussion and the teacher to check for student understanding will use an informal assessment. The teacher will play musical selections from the time period of the day and facilitate student discussion regarding instruments and characteristics of the music played. Also, at this time the teacher will pass around samples of the musical score for students to identify musical characteristics and generate discussion. This is an informal assessment of student understanding of musical instruments and terminology. Formal assessment of an open notebook test on the fifth day.

Instructional /Environmental Modifications: Meet the needs of each individual child. Giving copies of the slides to a child who may take longer to copy the notes can modify presentation and note taking. Teacher may read the slides as well as facilitate discussion during the presentation. Adjust the seating of the students in order to see the screen.

Time Required: Four Class Periods (Based on a 40 minute class period) of PowerPoint Presentation One Class Period for formal evaluation test open notebook plus listening evaluation and instrument identification.

Resources:

Any music history books and recordings of historical music. Internet, computer software, library resources, etc.

Suggested Recordings

Medieval Period - Gregorian Chant

Renaissance Period - "Mass for Pope Marcellus" (Palestrina), Dufay, or Byrd

Baroque Period - "Toccata" (Bach), "Canon" (Pachelbel), "Brandenburg Concerto" (Bach), "Water Music" (Handel), "Trumpet Tune and Air" (Purcell), "The Four Seasons" (Vivaldi)

Classical Period - "Symphony #40" and "Overture to The Marriage of Figaro" (Mozart), "Moonlight Sonata" and "Symphony #5" (Beethoven), "Symphony #94 Surprise Symphony" and "Trumpet Concerto" (Haydn)

Romantic Period - "Overture to The Barber of Seville" (Rossini), "Unfinished Symphony" (Schubert), "A Midsummer Night's Dream" (Mendelssohn), "Hungarian Rhapsody #2" (Liszt), "Lohengrin - Prelude" (Wagner), "The Force of Destiny" (Verdi), "Carmen" (Bizet), "The Nutcracker Ballet Selections" (Tchaikovsky)

20^th Century - "Adagietto" (Mahler), "Trouble in Tahiti" (Bernstein), "Finlandia" (Sibelius), "Flight of the Bumble Bee" (Rimsky-Korsakov), "Bolero" (Ravel), "Pomp and Circumstance" (Elgar), "Rhapsody in Blue" (Gershwin), "Billy the Kid Suite" (Copland)

Music Sound Waves

Julie's Place of Music (http:\\members.aol.com.\luvsrmance\index.html)

Sound America (http://www.soundamerica.com)

Billboard (http://www.billboard.com)

The Free Site (http://www.thefreesite.com)

Music Pictures and Factual Information

http://www.allmusic.com

Day 5: Music History Test (Open Notebook)

Title: "Test Time"

Learning Context: The Standards that are going to be assessed are:

New York State Learning Standards for the Arts

#4 - Understanding the cultural dimension and contribution of the arts

 Procedure: Hand out of test and listening questions. Formal Assessment.

Instructional Modifications: Students with IEP's will be given extra time to complete the written portion of the test as well as the listening selections. Resource teachers will be available to help the students with special needs.

Time required: 30 - 40 minutes (20-30 minutes written, 10 minutes listening)

Resources: Test Paper, Pen/Pencil, and Recorded Listening Selections

Assessment Plan: a test will assess Students. (Appendix A)

Day 6-7: Library Research

Title: "Composer Project Research"

Learning Context: The following Learning Standards that are going to be assessed are:

New York State Standards for the Arts

#2 - Knowing and Using Arts Materials and Resources

Procedure: Teacher initiates research in the library for students to look up information regarding their composer and other historical information. (See research guide attachment) There is informal assessment that occurs at this time while the teacher walks around the room assisting students in their research.

Instructional/Environmental Modifications: Students with IEP's will be given extra time during study halls to continue researching. The resource teachers will be available aid them in their research.

Time Required: On average 2 - 3 class periods in the library is sufficient. (Based on a 40-minute class period).

Resources: Internet, Library books, Infoseek, Electronic Library, Magazine Articles, Newspaper Articles, etc.

Assessment Plan: Informal assessment of students understanding of the project, gathering of information, and productiveness. (Appendix B)

Day 8 - 10:

Computer Lab Work on Composer PowerPoint Presentation

Title: "The Composer goes high-tech"

Learning Context: The Standards that are going to be assessed include:

New York State Learning Standards

#2 - Knowing and Using Arts Materials and Resources

#4 - Understanding Cultural Dimensions and Contributions of the Arts

Procedure: Teacher initiates students in creating their own PowerPoint presentation on the composer they have researched in the library media center. Teacher will have to give a discussion about basic "how-to" information regarding PowerPoint. Once the students have the basic ideas of how to use the program they will create their own presentation. I find that students can teach the teacher a thing or two once they begin creating. The students should have all their information from the library research to put into their presentation.

Instructional/Environmental Modifications: Students with IEP's will be given extra time to produce their presentation. The spell check is available on the PowerPoint program for them to utilize.

Time Required: Three to five days in class should be recommended for Junior High School students. (Based on 40 minute class periods) Plus, they may need time outside of class to complete it.

Resources: PowerPoint program, Library Research Information, Clip Art, Sound Effects, Internet, etc.

Assessment Plan: the teacher does informal assessment by walking around the room assisting the students in the development of their PowerPoint presentation. (Appendix C)

Day 11 - 13 Music Theory

Title: "Be the Composer"

Learning Context: The following Standards are going to be assessed:

New York State Learning Standards

#1 Creating, Performing, and participating in the Arts

Procedure: The students will learn about time signatures, note values, rest values, and other related music theory information to help them be able to compose a piece of music for tambourine, maracas, and bongos. They will be partnered up with students that will allow them to work effectively (advanced with average and average with below average) The guidelines that are given to the students include:

1. Pick a time signature for your song.
2. Give it a title.
3. Insert the correct number of beats in each measure using rests and notes.
4. The song will not be longer than nine measures.

Assessment

The teacher will informally assess the students while they are working with their partners. Once the students have composed their musical selection, the teacher will formally assess their composition. Checking for correct beats in a measure, bar lines, and other standard music notation will do this. The teacher will then ask the students to perform their selections with their partner. The teacher will assess through Appendix D rubric and the students will be able to assess through Appendix E. Then the entire class will play the composition.

Day 14 - 15 The Presentations on PowerPoint

Title: "PowerPoint Presentations"

Learning Content: The standard that is assessed include:

New York State Learning Standard: #3 Understanding Cultural Dimensions and Contributions of the Arts.

Procedure: Each student will present their Composer Project on PowerPoint to the class. Students will conclude with writing a reflection on the project of 50 words or less.

Instructional/Environmental Modifications: Optimal seating for those who cannot see.

Time Required: Two (40 minute) class periods

Resources: Computer Software, Computer Projection Unit, Laptop Computer or Desktop (to be hooked up to projection unit), Recorded Music of the selected Composer

Assessment Plan: Formal Assessment with Composer PowerPoint Project Rubric (Appendix F)

CULMINATING PERFORMANCE
Appendix A

(Assessing Learning Standard #3 and #4)

Music History Test and Grading Based On PowerPoint Presentation

The correct answer is in red.

The Ancient Period occurred:

1. from 1800 - 1900
2. from 1450 - 1600
3. before 1500 A.D.
4. before 500 A.D.

Singing was used in the Ancient Period for:

1. entertainment
2. building houses
3. celebrations, deaths, worship
4. concerts

Early instruments in the Ancient Period included:

1. trombones, trumpets, French horn
2. violins, violas, cellos
3. clay pots, seed rattles, animal bones
4. hunter's bows, bagpipes, animal skin

Later Instruments from the Ancient Period included:

1. drums, saxophone, bells
2. harp, flute, shofar
3. aulos, gongs, bass guitar
4. electric guitar, water organ, harmonica

Name an event the occurred during the Ancient Period_______________________________________.

The Medieval Period occurred during what years:

1. 500 - 1400 A.D.
2. before 500 A.D.
3. 1600 - 1750 A.D.
4. 1750 - 1825 A.D.

The writing style that was re-invented in churches and monasteries was:

1. Calligraphy
2. Printing
3. Hand Writing
4. Neumes

A fact about plainchant is:

1. It is accompanied
2. It is unaccompanied
3. It is performed with many lines of music
4. Standard for Temple Chanting

Who performs Gregorian Chant?

1. Families
2. Children
3. Priests and Choirs
4. Parents

Instruments from the Medieval Period include:

1. Recorders, Flutes, Ivory horns
2. Flutes, Clarinets, Oboes
3. Fog Horns, Ivory Horns, Kettle Drums
4. Rebec, Robot, Rondo

 Dancing in the Medieval Period include:

1. Folk
2. Round
3. Stamping
4. All of the above

Name a sacred composer from the Medieval Period _______________________________________.

Appendix B

(Assessing Learning Standard #2)

Based on the following grading scale. Students are graded by teacher observation of their progress.

• Rarely 2 - Sometimes 3 – Usually 4 – Always

_____1. Student understood how to gather information from the library media resources.

_____2. Student remained productive during the research time.

_____3. Student used many types of resources, such as books, Internet, magazine articles, newspaper articles, Electronic Library, etc.

_____4. Student demonstrated an understanding of how to effectively group the information he/she found.

_____5. Student demonstrated a clear understanding of the project by the information collected.

Appendix C

(Assessing Learning Standards #2 and #4)

Based on the following grading scale. Students are graded by teacher observation of their progress and teacher facilitated questioning.

1 - Rarely 2 - Sometimes 3 – Usually 4 – Always

_____1. Student demonstrated an understanding of how to effectively group the information he/she found.

_____2. Student demonstrated a clear understanding of the project by the information collected.

_____3. Student demonstrated an understanding of how their composer influenced the past and present through music. (Through the information collected and gathered. Teacher facilitates questions to check for student understanding.)

_____4. The student demonstrated an understanding of the cultural background of the composer that influenced his artistic communication through music. (Through the information collected and gathered. Teacher facilitates questions to check for student understanding.)

Appendix D

(Assessing Learning Standard #1)

Teacher Evaluation Form For Compositions

Rated based on the following scale:

4 - Always

3 - Usually

2 - Sometimes

1 - Rarely

0 - Never

Following Instructions:

_____1. The student worked cooperatively and attentively.

_____2. The student listened and followed directions.

_____3. The student worked quietly.

_____4. The student demonstrated a positive attitude during class.

_____5. The student demonstrated a strong effort in preparing the assignment.

Composition and Performance:

_____6. The student demonstrated a clear understanding of concepts.

_____7. The student demonstrated proper rhythm, dynamics, form, etc.

_____8. The student's overall performance was accurate.

_____9. The student used creativity and good musicianship.

Overall comments:

Total points: _____/36 = ____ %

Appendix E

Student Self-Evaluation of Composition and Performance

(Assessing New York State Learning Standard #1)

Rate your own self-evaluation of your composition using the following grading scale:

1 - Rarely 2 - Sometimes 3 - Usually 4- Always

_____1. I worked cooperatively and attentively.

_____2. I listened and followed directions.

_____3. I worked quietly.

_____4. I demonstrated a positive attitude during class.

_____5. I demonstrated a strong effort in preparing the assignment.

_____6. I demonstrated a clear understanding of concepts.

_____7. I demonstrated proper rhythm, dynamics, form, etc.

_____8. My overall performance was accurate.

_____9. I used creativity and good musicianship

Appendix F

Teacher Evaluation Form for Composer Project / PowerPoint Presentation

(Assessing the New York State Learning Standard #2 and #3)

Based on the following scale:

0 - Never 1 - Rarely 2 - Sometimes 3 - Usually 4 - Always

______1. Student included all factual information about the composer's life.

______2. Student included all factual information about the time period.

______3. Student showed excellent organization of information.

______4. Student showed good use of visual effects to enhance the presentation.

______5. Student showed good use of sound effects to enhance the presentation.

______6. Student showed excellent effort.

______7. Student's overall presentation was interesting and enjoyable.

______ 8. Student responded critically to other presentations and was able to connect the projects with other aspects of human endeavor.

Grade to Point Ration:

A+ 32 B- 22-23 D 12-13

A 30-31 C+ 20-21 D- 10-11

A- 29-28 C 18-19 F 0-9

B+ 26-27 C- 16-17

B 24 - 25 D+ 14-15

Appendix G

Composer Project Student Worksheet

Research the following information using books, Internet, and other sources to answer the following questions. You will have three days during class to use the library media center to complete the research.

The second part of the project will be to creatively put together a PowerPoint presentation using the facts you have collected about the composer and his life. You should use clipart, sound effects, and sound waves to enhance your presentation. Include all your facts about the composer and interesting facts about the time period. You may not exceed 10 slides on your presentation.

Top Questions About the Composer:

1. What is the name of the composer you are researching?
2. Where was he/she born?
3. What is the official language of the country?
4. Where did he/she die?
5. How old was the composer when he/she started writing music?
6. Name three interesting facts about his/her childhood.
7. What instruments did he/she play?
8. What types of music did he/she write?
9. Who did the composer write music for?
10. What was the period in music history when this composer was alive?
11. What instruments did he/she write music for?
12. Was the composer's music popular when he/she was alive?
13. Was the composer popular after his/her death?

Interesting Facts About the Time Period

1. What was the style of clothing during the period the composer was alive?

0. Name a popular invention during the time the composer was alive.
1. Name three current events that happened when the composer was alive.
2. Name two other composers who were alive at the same time as your composer.

PRE-REQUISITE SKILLS

The students should already have background in music notation (notes, rests, measures, bar lines, etc.) from elementary school. If there is no prior knowledge on music notation then the teacher should spend some time reviewing. Junior high school students that work with PowerPoint seem to pick up how to use it very quickly and often will teach the teacher something new.

MODIFICATIONS

When showing the PowerPoint presentation to the classes the teacher may want to adjust seating in order for student to see the screen. Also, should there be students who have trouble writing the notes or need modifications for reading the teacher would be able to supply the student with a copy of the notes from the PowerPoint presentation. When composing students should be paired up with students that will be able to work well together. (Advanced student with - average student, average student with below average student)

UNIT SCHEDULE/TIME PLAN

Day 1 - 4: Music History PowerPoint Presentation

Day 5: Music History Test

Day 6 - 7: Library Research

Day 8 - 10: Creating PowerPoint Presentation in Computer Lab

Day 11 - 13: Be The Composer

Day 14 - 15: Presenting PowerPoint Presentations

TECHNOLOGY USE

Internet, PowerPoint, Infoseek, Electronic Library, Clip Art, Sound Wave Files, Sound Recordings, CD Player, Computer Software

REFLECTION

This lesson has kept students who normally do not care about music history and composers, interested. They ask questions and frequently have information to offer that pertains to the subject being taught. It is challenging for the students, but not overwhelming. By using PowerPoint I have made music history and composers more interesting to my students and to myself. This project enables students of varied abilities to experience music history and composition in many ways. It makes it possible for them to not only listen and learn about facts, but also use their creativity to compose, improvise, and create a technological presentation. Above all the students should gain a newfound respect for music and it's history and maybe even find it fun! 

TESTIMONIALS FROM STUDENTS ON COMPOSER POWERPOINT PROJECT

"I enjoyed it, it was better than just writing stuff in a report! It's cool!" - Amanda, grade 7

"I think the PowerPoint presentation was cool! I think we should do it again! I had a lot of fun making it on the computer. I think we should definitely do it again!!!" - Corinna, grade 7

"I thought it was challenging to find the information and then put it on a computer. I liked it better than a poster. I learned a lot from doing this and I enjoyed it. I think for future years you should do the PowerPoint presentation again!" - Krystina, grade 7

"I thought it was better than doing it on cardboard paper. And it was a lot more interesting! - Justin, grade 7

"I liked using it instead of making a poster. It was a lot easier, time saving, and a lot more fun! I hope that we do another presentation like this one!" Eric, grade 7

"When I used PowerPoint for my music composer project I really liked using it. I can't believe that technology can do that! I was surprised when I first used it. It was very exciting to use the PowerPoint. If I could I would use it more often!" - Alyssa, grade 7

"It was cool and I learned a lot!" Kristopher, grade 7