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Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 9th-10th Grade (Music)
Designed by
Based on a template from The WebQuest PageJ.S. Bach by djwudi
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!
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
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
1)You and two other classmates will be put into a group of three.2) Each person will be assigned a specific role by the teacher. Click on your specific role when it is your turn, and it will take you to your specific page. Biographer Theorist Apprentice Composer1)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”. 2)Warning: you are going back over two hundred years in time, so be prepared to think very differently than you do today!
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!
Le Penseur by Pisces Dreamer
Process Cont.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Old Book Stara Ksiazka by v.max1978Responsibilities: 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 lifeGroves Music biography, list of worksHistorical settingBaroque composers
Student Page
Title
Introduction
Task
Process
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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 chordsCommon chord
progressionsBach listening (BVW255)Bach performance video
Music Note 2 by wilbur_es
Student Page
Title
Introduction
Task
Process
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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 chordsChorale examplesBaroque genres and characteristicsGeneral music theoryComposing a melody
Composed by Julie Lake
Student Page
Title
Introduction
Task
Process
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Credits
[Teacher Page]
Music In History & Cultures : WebQuest J.S. Bach
Teacher Name: Kim Butler Student Name: ________________________________________
CATEGORY 4 - Above Standard
3 - Meets Standard
2 - Approaching Standard
1 - Below Standard
Facts - Time Period/Culture
When asked to speak or write about the time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts.
When asked to speak or write about the time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts.
When asked to speak or write about the time period or culture, the student presents 1-2 accurate facts, but also includes 1 or more inaccurate or questionable fact.
Student cannot talk or write accurately about the time period or culture.
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 2 composers and at least 1 work by each.
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 composer.
The student is unable to name composers associated with a particular time period.
Applies different musical styles
When asked to play a song in the style of a time or culture, the student's performance and explanation shows a clear understanding of that style.
When asked to play a song in the style of a time or culture, the student's performance and explanation shows understanding of several elements of that style.
When asked to play a song in the style of a time or culture, the student's performance and explanation shows understanding of at least one element of that style.
The student performance and explanation shows no understanding of the style.
Composition The composition is of very high quality and shows and excellent understanding and correct use of the compositional and thoery techniques.
The composition is high quality and shows good understanding of techniques and theory with and understanding how they are used.
The composition shows promise, shows some understanding of theory and techniques used, but is not clear in how they are implemented.
The composition is lacking in quality and understanding and implementation and does not really show an understanding of the thoery and techniques used.
Date Created: Oct 29, 2008 03:27 pm (CDT)
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
Student Page
Title
Introduction
Task
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Credits
[Teacher Page]
The WebQuest Pagehttp://webquest.org/index.php
The WebQuest Slideshare Grouphttp://www.slideshare.net/group/webquest
ImagesJ. 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/
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 9th-10th Grade (Music)Designed by
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
J.S. Bach by djwudi
[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 9th or 10th 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
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is intended for 9th or 10th 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
[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
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1)You and two other classmates will be put into a group of three.2) Each person will be assigned a specific role by the teacher. Click on your specific role when it is your turn, and it will take you to your specific page. Biographer Theorist Apprentice Composer1)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”. 2)Warning: you are going back over two hundred years in time, so be prepared to think very differently than you do today!
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!
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.
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.
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.
Evaluation
Teacher Script
Conclusion
[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
[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
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Music In History & Cultures : WebQuest J.S. Bach
Teacher Name: Kim Butler Student Name: ________________________________________
CATEGORY 4 - Above Standard
3 - Meets Standard
2 - Approaching Standard
1 - Below Standard
Facts - Time Period/Culture
When asked to speak or write about the time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts.
When asked to speak or write about the time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts.
When asked to speak or write about the time period or culture, the student presents 1-2 accurate facts, but also includes 1 or more inaccurate or questionable fact.
Student cannot talk or write accurately about the time period or culture.
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 2 composers and at least 1 work by each.
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 composer.
The student is unable to name composers associated with a particular time period.
Applies different musical styles
When asked to play a song in the style of a time or culture, the student's performance and explanation shows a clear understanding of that style.
When asked to play a song in the style of a time or culture, the student's performance and explanation shows understanding of several elements of that style.
When asked to play a song in the style of a time or culture, the student's performance and explanation shows understanding of at least one element of that style.
The student performance and explanation shows no understanding of the style.
Composition The composition is of very high quality and shows and excellent understanding and correct use of the compositional and thoery techniques.
The composition is high quality and shows good understanding of techniques and theory with and understanding how they are used.
The composition shows promise, shows some understanding of theory and techniques used, but is not clear in how they are implemented.
The composition is lacking in quality and understanding and implementation and does not really show an understanding of the thoery and techniques used.
Date Created: Oct 29, 2008 03:27 pm (CDT)
[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 10th 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
[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
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The WebQuest Pagehttp://webquest.org/index.php
The WebQuest Slideshare Grouphttp://www.slideshare.net/group/webquest
ImagesMusic 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
Violinhttp://media.arstechnica.com/journals/apple.media/thumb/200/200/violin.jpg
Classical Musichttp://classicalist.com/images/classical_music/classical_music_385x261.jpg
Johann Sebastian Bachhttp://berkshirefinearts.com/uploadedImages/articles/169_Classical-Music-for-749994.jpg
Classical Music 2http://www.semo.edu/liberalarts/images/KRCU_ClassicalMusic_2006.jpg
Evaluation
Teacher Script
Conclusion
