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

A Musical Field Trip To Africa

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Page 1: A Musical Field Trip To Africa

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)

Page 2: A Musical Field Trip To Africa

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

Introduction

Student Page

Title

Introduction

Tasks

Process-Task 1

Process-Task 2

Websites

Evaluation-Task 1

Evaluation-Task 2

Conclusion

Page 3: A Musical Field Trip To Africa

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.

The Task

Student Page

Title

Introduction

Tasks

Process-Task 1

Process-Task 2

Websites

Evaluation-Task 1

Evaluation-Task 2

Conclusion

Page 4: A Musical Field Trip To Africa

The Process-Task 1

Task 1Step1: 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: Djembe2: Rain Stick3: Kalimba/Karimba4: Amadinda5: Ashiko6: 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.

The Process-task 1

Student Page

Title

Introduction

Tasks

Process-Task 1

Process-Task 2

Websites

Evaluation-Task 1

Evaluation-Task 2

Conclusion

Page 5: A Musical Field Trip To Africa

The Process-Task 2

The Process- Task 2

Task 2Step1: 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: Djembe2: Rain Stick3: Kalimba/Karimba4: Amadinda5: Ashiko6: 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

Page 6: A Musical Field Trip To Africa

Websites

Websites

Student Page

Title

Introduction

Tasks

Process-Task 1

Process-Task 2

Websites

Evaluation-Task 1

Evaluation-Task 2

Conclusion

1. http://www.kalimba.co.za/2. http://www.africantreasures.com/3. http://www.africaguide.com/4. http://www.africatravelresource.com/?

gclid=CKO83Kq005ICFQJ6IgodmCLmBg5. http://www.worldmusicalinstruments.com/c-9-

world-drums.aspx6. http://www.dltk-kids.com/world/africa/mdrum

.htm7. http://www.novica.com/itemdetail/index.cfm?

pid=78095&si=08. http://www.experienceafrica.co.uk/index.htm

Any Other websites or resources, such as books, should be written in a bibliography.

Page 7: A Musical Field Trip To Africa

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.

Page 8: A Musical Field Trip To Africa

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.

Page 9: A Musical Field Trip To Africa

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.

Page 10: A Musical Field Trip To Africa

A Musical Field Trip to AfricaTeacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

(Student Page)

Web Quest designed by: Carolyn Smith

Page 11: A Musical Field Trip To Africa

Introduction

Introduction

Teacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

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.

Page 12: A Musical Field Trip To Africa

The Learners

The LearnersTeacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

The students participating in this project will be between 5th and 8th 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.

Page 13: A Musical Field Trip To Africa

Standards

Colorado State Standards for Education

Teacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

STANDARD 1: Students sing or play on instruments a varied repertoire of music, alone or with others.RATIONALEMusic-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 appreciationof 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).

Page 14: A Musical Field Trip To Africa

Process

ProcessTeacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

Task 1:Students should turn in a journal with the following:10 Landmarks they would like to visit in Africa, and an explanation of why each location is interesting. Also included in this journal should be five facts about one of the six African instruments listed. Points should be awarded based on legibility and creativity.

Students should be given time either at school or at home to complete one of these following tasks completely:

Task 2:Students should complete the following tasks:•Bring in a homemade instrument that resembles a Traditional African instrument.Students should also turn in a journal with the following information: •How they made the instrument, steps or the process •Five facts about the instrument

Page 15: A Musical Field Trip To Africa

Websites

WebsitesTeacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

1. http://www.kalimba.co.za/2. http://www.africantreasures.com/3. http://www.africaguide.com/4. http://www.africatravelresource.com/?

gclid=CKO83Kq005ICFQJ6IgodmCLmBg5. http://www.worldmusicalinstruments.com/c-9-

world-drums.aspx6. http://www.dltk-kids.com/world/africa/mdrum

.htm7. http://www.novica.com/itemdetail/index.cfm?

pid=78095&si=08. http://www.experienceafrica.co.uk/index.htm

Any Other websites or resources, such as books, should be written in a bibliography.

Page 16: A Musical Field Trip To Africa

Resources

ResourcesTeacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

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.

Page 17: A Musical Field Trip To Africa

Evaluation –Task 1

Teacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

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.

Evaluation-Task 1

Page 18: A Musical Field Trip To Africa

Evaluation- task 2

Teacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

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.

Page 19: A Musical Field Trip To Africa

Teacher Script

Teacher ScriptTeacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

1. The Students first page is the Introduction page, see the teacher introduction page for more information.

2. The second Page is the Task description, you will be able to read directly from the slides. This is a brief description of the

project and what to turn in.3. The next slide is detailed process of Task 1. It should include

everything, so if you want to read directly from the slides, it is possible

4. The following slide is the same as slide 3, but it is the details for Task 2.

5. The Websites page will give the students a place to start looking for information. If they have books or other websites they would like to use, make sure they write a bibliography.

6. The next two pages explain the point distribution per task. It is fairly detailed, yet still subjective.

7. The conclusion page is just a story saying to thank the students for their work, and hopefully they have learned something, or they now have a new instrument to play with. Learning should

be fun, and students should be motivated to want to learn. There is a story on the student page for the conclusion, but if you would like to make a new story, then that is acceptable,

this project is supposed to stimulate creativity.

Page 20: A Musical Field Trip To Africa

Credits

CreditsTeacher Page

TitleIntroductionThe Learners

The StandardsProcess

WebsitesResources

Evaluation-Task 1Evaluation- Task 2

Teacher ScriptCredits

All Images used in this presentation were taken from ClipArt in Microsoft

Word, ed. 2007.