Post on 08-Apr-2018
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TABLE OF CONTENTS
Synthesis Reflection 3
Part 1: Instructional Problem Report 4
Part 2: Instructional Design Project Proposal 5
Part 3A: Goal Analysis 6
Part 3B: Task Breakdown 7
Part 4A: Learner Analysis 9
Part 4B: Context Analysis 10
Part 5A: Instructional Objectives 13
Part 5B: Learning Assessment Plan 14
Part 6A: Clustering and Sequencing Plan 15
Part 6B: Motivational Design Plan 16
Part 6C: Instructional Strategies Plan 18
Part 7A: Formative Evaluation Plan 30
Part 7B: Group Evaluation Report 35
Appendix A: Instructional Materials 38
Appendix B: AECT Standards 48
Synthesis Reflection
The instructional design process is a process where a person designs an
instructional unit of study for a class or group. Steps in this process include
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creating a proposal statement of the design project, creation of a goal for the unit,step by step breakdown of the instruction process, a learner analysis, a list of
instructional objectives and the steps needed to achieve them, in addition to anevaluation plan. All these steps result in the creation of a complete unit of study tobe implemented into the desired setting.
The systems aspect of the instructional design process in my opinion
means that it is a step by step approach to the design process. In order to achievethe best results of each person achieving the desired goal, the instruction is
designed in such a way where each step in this process will help to ensure that asmany students as possible will be successful in the unit of instruction.
Throughout this semester the parts that I felt that was the most important inthe whole process was the creation of a task breakdown flowchart and theformative evaluation process. Despite some difficulties grasping the taskbreakdown process, this part of the design process really helped me find a sense of
direction for my unit of study. This was the first time in the semester where I cameto realization that I needed to approach each and every assignment as the
designer, not the instructor. Up to this point I was leaving out important
information and detail in my project because I was thinking from the standpoint ofan instructor. The task breakdown process really helped me to take a step backand realize that I needed to be able to design everything with all the detail possible
so I could just be able to hand it over to whomever would be instructing the unit.The formative evaluation process also helped me think about how I could
have improved on my design project. In this unit, I found it very helpful to analyzeand evaluate someone elses web quest. This part of the instruction also helped me
to see my project from another standpoint as well. Instead of just seeing myproject through the eyes of a designer, I was now looking at my project in the role
of someone evaluating it. From looking at some of the design flaws in the webquest I evaluated, I was able to see some areas where I was doing some of the
same things wrong.Both of the above examples helped me to improve my outlook on my units ofstudy for instrumental music. This process will help me design these units withgreater detail and in turn have more students achieve the instructional objectives
that I set out for them.Finally, I believe that systematic instructional design and educational
technology are closely related. Many educational technologists will have to designthe instruction or units of study for the teacher due to the lack of experience of the
teacher utilizing the technology in their classroom. Educational technologists will berequired to design a unit of study that they can just hand over to the teacher and inturn will be able to ensure success of completing the objectives.
Part 1: Instructional Problem Report
The topic I have chosen is the American art form, jazz music. My goal wouldbe to raise awareness into the art form of jazz music and its history, and help
people learn what lasting impact jazz music has had on our culture and music.A problem that exists in many school districts today is that many schools do
not offer any sort of jazz instruction. Some schools may want to begin adding jazz
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into the curriculum, but do not know the way to go about it. In addition, interest injazz studies needs to be raised among students who do not know much about the
subject.The people most likely to benefit from the introduction to jazz music would
be musicians involved in a vocal music or instrumental music program. Musicianswould be able to gain a deeper understanding of how jazz music relates to our
culture, in addition to music in general.Jazz music is very important to me. I have had the privilege to be involved
in performing jazz music for the last fifteen years. Jazz music has always been apart of my life and has helped me become the musician I am today. It has assisted
me with music sight reading skills, practice habits, and instilled in me a love formusic. One of my hobbies has been collecting jazz albums from my favoriterecording artists. During the evenings, I often find myself listening to jazz musicwhile I surf the internet or even while doing homework.
Instruction could take place during first fifteen minutes of a class ascontinuous unit, a weeklong unit of instruction, or as a final project of study.
During this instruction students would gain exposure to jazz terminology, concepts,
artists, and will be able to gain an appreciation for jazz music. After students takea jazz appreciation class hopefully interest in putting together a jazz ensemblewould arise. Later on, once awareness of jazz music has increased a jazz band
could be started. Depending on the number of student interested, a small or largejazz ensemble can be put together to offer experience in performing jazz music. Inthe future additional classes could be offered in jazz improvisation or jazzcomposition.
The best place for instruction to be offered would be during the school dayduring the music class period. Instruction should probably be offered in a music
classroom so availability of sound media, recording devices, and even instrumentscould be provided.
There are many tools available to help facilitate instruction in jazzappreciation and performance. Many universities have adopted jazz appreciationclasses and numerous textbooks have been written on the subject. Numerous jazzrelated films, documentaries, and other research materials are out there for public
use. Using a combination of all these items would help to provide the bestinstruction. Once a resource has been chosen it needs to be decided what major
areas of jazz needs to be taught during this unit of study. In addition, numerousrecordings need to be provided so students can listen to examples of what is being
taught.If a jazz appreciation is offered it could benefit all vocal and instrumental
musicians by helping them gain an appreciation of jazz music and how it relates toour culture and the history of music. Jazz music can offer many learning
opportunities for each student and while help to facilitate a music teachers numberone goal, to instill in all students a love for music. All that is needed to start is a
music appreciation unit that is offered in the music classroom setting.
Part 2: Instructional Design Project Proposal
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In this jazz appreciation project the overall instructional goal will for studentsto be able to identify jazz artists, jazz music, and to understand how jazz music has
had an impact on music and our culture.The relationship between the goal and the needs assessment report is that
once the needs assessment was given it was found that the majority of musicstudents did not have any prior knowledge of jazz music and its musicians. Many
students were not able to name a jazz artist, jazz song, jazz composer, and was notable to recognize any of the jazz music selections that was played for them. In
addition, it was found that in the school music curriculum, jazz music was notaddressed very often, if at all. Jazz music was only addressed, and briefly, when
the vocal ensemble or instrumental ensemble performed a song with jazz influencesin it. Finally, it was found that the instructors did have time in the class periodwhere a short jazz appreciation unit could be taught. It was found out that jazzappreciation could be introduced during the first ten to fifteen minutes of the class
period.Instruction is the best way to solve the needs identified in the needs report.
Hardly any of the students have had any exposure to jazz music, and that would be
improved by spending the time for a jazz appreciation unit. Introducing thestudents to important jazz musicians and their music would help each student gaina deeper understanding of jazz music and in turn, they would be able to recognize
jazz as an American art form and its impact on our culture.Learners involved in this unit of study would be middle school and high
school students. The main reason for this unit to be given to the older students isbecause these students will have been involved in vocal and instrumental music the
longest. In addition, these students will already have a rudimentary understandingof the basic elements of music.
The context in which the learned skills will be used is during future musicclasses. In these music classes students will be able to start to perform various
jazz pieces in their various ensembles. Finally, the main goal of any teacher is thehelp instill in all students a love for music. This unit might help inspire the studentsto form a love and appreciation for jazz music.
Tools immediately available for instruction are a little limited. The tools
currently available to help with instruction are the instructors experience in jazzmusic, sound and video equipment, and various recordings of jazz music found
online.Some resources that might be required to develop the instruction would be
more recordings of jazz music, the Ken Burn Jazz documentary video series,various books and reference materials on jazz music and its musicians. In order toprovide these materials, the school district would need to provide funds in order tofacilitate this instruction. Finally, pieces of jazz related music could be purchased
for the instrumental and vocal music ensembles to perform.In conclusion, it is hoped that through this mini jazz appreciation lesson,
students will be able to identify some jazz music, jazz artists, jazz composers, and
in turn will gain a greater understanding of jazz music and its relation and impact
Part 3A Goal Analysis
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Goal Statement: Upon listening to each song, students will be able to describe
instrumentation, form, unique features, and historical context of each piece.
Learning domain = Intellectual Skill
The above goal statement should be classified under the category ofintellectual skill. During this project each student will be able to analyze each song
and provide a description of the following information:
I. Instrumentationa. Describe the songs instrumentation
b. Explain how the instrumentation differs from standard jazz bandinstrumentation.
II. Unique Featuresa. Describe the unique features of each song.
b. Explain any features that were used for the first time in a jazzcomposition.
c. Describe whether the composition is an arrangement or an originalwork.
i. Compare and contrast arrangement to original composition.III.Form
a. Describe the form of the song.b. Explain how the form differs from standard form.
IV.Historical Contexta. Classify the era in which the song was written.
i. Describe the political environment of the era.
ii.Describe the social relations of the era.iii. Describe the economic context of the era.
iv. Describe the major arts/music influences of the era.
Part 3B: Task Breakdown
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Part 4A: Learner Analysis
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. Learner Analysis
. CategoryDataSource(s)* Characteristics** Implication(s)***
. Entry Behaviors
InterviewlearnerInstructor
interview Pre-Test
Students and instructorseem excited andwilling to undergo a
unit about DukeEllington and his music
Interest in this unit is
high; studentsenthusiasm for thisinstruction will hopefully
improve the final testscores.
.
Prior
knowledge of
topic area Same as above
Students - only acouple of students had
minimal exposure toDuke Ellington's music -
Prior knowledge existsin the areas of tempo,
instrumentation, and
form
Analyzing four of DukeEllington songs will help
to expose students toDuke Ellington's music
and help to reinforce theconcepts of
instrumentation, and
form.
.
Attitudes
toward contentand potential
delivery system
Interview
learnerQuestionnaire
Observation
Learners haveexperience with
working within a group,web based research,
and listeningto/analyzingperformances. Learnerslike being able to use
web based sites toresearch for
information.
Students have done this
type of activity beforebut for different genresof music. Activity shouldbe able to move forward
well due to priorexperience in analyzing
songs.
.Academicmotivation Same as above
Students are anxious tolearn about the musicof Duke Ellington. They
believe that jazz musicis an important part of
Americanhistory/culture.
This should help thatstudents are attentive
during instruction andwilling to learn.
.
Educationability andlevels Same as above
Education ability varies
by class.Upperclassmen have
had more opportunitiesto do projects like thisin the past.
Underclassmen mayrequire additional help
and instruction beingthat a unit of study likethis will be new to them.
. General
learningpreferences
Same as above Students enjoy projects
where they can utilizethe internet. Students
Hands on learning will
help to engage thestudent and maximize
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also enjoy listening tonew musiccompositions.
retention and studentlearning.
.
Attitudestowardsperson(s) ororganization
providing thetraining or
education Same as above
Students view
instructor as a
knowledgeable sourceof information for allthings music. Theyknow that instructorhas had extensive
background in jazzperformance and jazz
study.
This will help in thatstudents will haveconfidence in theinformation provided bythe instructor due to
their extensivebackground in jazz
music.
.Groupcharacteristics Same as above
Characteristics arevaried in that studentscome from varied
neighborhoods, cultural
backgrounds, areas ofexpertise, and offer amix of age and gender.
Instruction will need to
be efficient, effective,
and offer learning to allof the various learningstyles.
.
.
Part 4B:Context
Analysis
.PerformanceSetting
. CategoryDataSource(s)* Characteristics** Implication(s)***
. Support
Interviews
Observations
Evidence of teachercommitment - Students
receives immediatefeedback on work
completed -
Supervision consists ofguiding students inresearch only when
needed. Instruction issupported by the music
standard "Analyzingmusic and music
performances"
Students know instructor
is there to help ifneeded. Students know
that if they get off
course the instructor willguide them back in theright direction. The
students should also befamiliar with the music
standard of "analyzingmusic and music
performances.
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.Physicalaspects Same as above
Music examples neededare not owned by the
school or the instructor.Laptop carts are
available to be broughtinto class for research
School will need topurchase the four songsneeded for the unit via awebsite like iTunes,
windows media player,etc. Sufficient laptops
are available for studentuse.
. Social aspects Same as above
Analyzing skills have
already been utilizedbefore for a differentgenre of music.
Students will work insmall groups of nomore than 3 per team.
Having utilized priorskills in analyzing music
will help this unit to runsmoothly. Being able to
work in teams of 3 orless will help to include
peer interaction. Also itwill be easier for theinstructor to check on
student learning beingthat it is not anindividual project.
. Relevance Same as above
Jazz music is notcovered very often in
the current musiccurriculum. Learning
provided will help tohelp increaseknowledge of DukeEllington and his music.
Project will help toincrease student'sknowledge of jazz musicand more specifically the
music of Duke Ellington.Students will gain
exposure into DukeEllington's unique use of
form, differentinstrumentation, tempo,and context of themusic.
.
. Learning Context
. Category
Data
Source(s)* Characteristics** Implication(s)***
. CompatibilityInterviewsObservations
Music room is not verycompatible to group
research with laptops.No tables/workstations
are available forstudents to use.
Instructor will need to
check on moving thestudent to the library
during this unit. Thisway the learners will be
able to have sufficientwork space to work.
. Adaptability Same asabove
The test is a paper-based assessment.
Music room hassufficient equipment to
Chairs will have to bemoved around to
provide ample spacebetween students.
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play the various musicexamples. Current setup of chairs will notsuffice for giving a test.
Stereo equipment willneed to be set up priorto the test in order tonot waste any time.
.
Delivery
Accommodations
Same as
above
Instruction can bemade easier by moving
the class to the library.
Instruction in the library
will be able to give thestudents availableworkspace and access tocomputers. This way amobile computer lab will
not need to be available.
.Learning-siteconstraints
Same asabove
The only learning-siteconstraints are the
schedule of
extracurricularactivities.
Instructor will need to
make sure thatinstruction and the testis not given on daysstudents leave early for
other activities. Full
attendance will beneeded.
Part 5A: Instructional Objectives
1.0 Describe how the instrumentation in each of the songs provided differs, if at all,
from standard jazz band instrumentation.1.1 List standard jazz band instrumentation.
(Previous knowledge of instrument names)(Previous knowledge of what each instrument sounds like)
1.2 List instrumentation of each song example provided.(Previous knowledge of instrument names)
(Previous knowledge of what each instrument sounds like)1.3 Compare and contrast instrumentation of the each song example to
standard jazz band instrumentation.1.4 List what instruments, if any, are used in each example that is not found
in standard jazz band instrumentation.2.0 Describe the unique features of each song example provided.
2.1 Describe the context for what each song was written.2.1.1 Identify if song was written for a particular purpose for the first
time (ex. Film score).
2.2 Identify whether each example is an original composition or anarrangement of another song.
2.2.1 Explain the difference between an arrangement of another song
and an original composition.2.2.2 Compare and contrast song arrangement to the original
composition.2.2.2.1 Explain how arrangement differs from original
composition.
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2.3 Describe the subject of each song.2.3.1 Analyze lyrics to find subject of the composition.
3.0 Describe the form of each song example provided. Explain how the form differs,if at all, from the most common form utilized in jazz compositions.
3.1 Identify what is the standard form a jazz composition.3.1.1 Describe what the standard form used in a jazz composition is.
3.2 Compare and contrast how standard form is similar and different from thestandard form most commonly used.
3.2.1 List sections of each song (melody, secondary melody, bridge,interlude, etc.)
3.2.2 Describe what the form is for each composition provided.3.2.2.1 Compare and contrast to standard form
4.0 Describe the historical context in which each song was written.4.1 Describe the political context
4.1.1 List the major political events at the time of the composition.4.1.2 List the major political leaders at the time of the composition
4.2 Describe the social context of the era.
4.2.1 List the major social attitudes during the time.4.2.2 List the major events impacting race relations during the time.
4.3 Describe the economic context of the era.
4.3.1 List major factors impacting the economy at the time.4.4 Describe the arts/musical context of the era.
4.4.1 List major arts and musical influences of the era.
Part 5B: Learning Assessment Plan
OBJECTIVE TAXONOMY ASSESSMENT DESCRIPTION
1.1 Lists standard jazz
band instrumentation
Knowledge Short answer list of instruments.
1.2 Lists instrumentation
of each song example
provided.
Knowledge Short answer list of instruments.
1.4 Describes what
instruments used in each
example differ from
standard instrumentation.
Comprehend Short answer
2.1 Describes context for Comprehend Short answer
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which piece was written.
2.2 Identifies whether
original composition or
arrangement.
Knowledge Multiple choice items like a true or
false question.
2.3 Describe subject of
each song.
Comprehend Short answer
3.1 Identifies standard
form in jazz music.
Knowledge Multiple choice
3.2 Compares and
contrasts standard form to
the form in each song.
Analyze Short answer.
4.1 Describes political
context of era.
Knowledge Short answer
OBJECTIVE TAXONOMY ASSESSMENT DESCRIPTION
4.2 Describes social
context of era.
Knowledge Short answer
4.3 Describes economic
context of era.
Knowledge Short answer
4.4 Describes arts/musicalcontext of era.
Knowledge Short answer
Part 6A: Clustering and Sequencing Plan
Project Goal Statement: Upon listening to each song, students will be able to
describe instrumentation, form, unique features, and historical context of each
piece.
CLUSTER TIME
FRAME
OBJECTIVES LISTED IN ORDER (horizontally or vertically)
1 Block 1 (45
min)
1.0
1.11.2
1.31.4
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2 Block 2 (45min)
2.02.12.1.12.2
2.2.12.2.2
2.2.2.12.3
2.3.1
3 Block 3 (45
min)
3.0
3.13.1.1
3.23.2.1
3.2.23.2.2.1
4 Block 4 (45
min)
4.0
4.14.1.14.1.2
5 Block 5 (45min)
4.24.2.1
4.2.2
6 Block 6 (45min)
4.34.3.1
7 Block 7 (45
min)
4.4
4.4.1
Part 6B: Motivational Design Plan
Project Goal Statement: Upon listening to each song, students will be able to
describe instrumentation, form, unique features, and historical context of each
piece.
Categories &Subcategories
Strategies
ATTENTIONA.1. Perceptual arousalA.2. Inquiry arousal
A.3. Variability
The lesson will begin by the instructor writing the number2,000 on the board.
Students will then be asked to write down the name ofthree composers who they think have composed over
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2,000 songs. Once completed the instructor will informthe students that Duke Ellington is the 20th centurycomposer who wrote over 2,000 songs. This total willthen be compared to other composers like Mozart,
Beethoven, and John Phillip Sousa.
The instructor will divide the students into teams. Duringthe instruction students will be able to listen to each of
the song examples, utilize search engines to search forinformation, and use group discussion.
RELEVANCE
R.1. Goal orientationR.2. Motive matching
R.3. Familiarity
The instructor will explain the objectives of this lesson.
In addition, a handout will be provided with eachobjective(s) that needs to be completed.
Students will be allowed to present their findings viaPowerPoint presentation, oral presentation, created
webpage, or a written document.
Students will be asked if they have heard any of these
Duke Ellington compositions and in what setting havethey heard them in (ex. Commercials, movies, radio,
television programs, or concert settings)
CONFIDENCEC.1. Learning
requirementsC.2. SuccessopportunitiesC.3. Personal control
The students will be provided with a list of assessmentcriteria for research into each composition. A project
example will be provided that the instructor has done ona different Duke Ellington song not covered in this unit.
The learning will support the students belief in their
competence by utilizing previous knowledge in the areasof form, and instrumentation.
The teacher will provide feedback on the quality of the
students performance and will acknowledge eachstudents hard work and creativity. If needed, instructorwill provide extra help and support in order to make sureeach student is meeting the required objectives.
SATISFACTION
S.1. NaturalconsequencesS.2. Positiveconsequences
S.3. Equity
Students will be taken to a jazz band concert once they
master the objectives of this unit. Students will be givenan opportunity to exhibit the skills learned by evaluatingthe concert/ensemble and talk about form,instrumentation, context, and historical perspective of
certain song selections.
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The instructor awards grades to the students once theyhave taken the exam. Instructor may choose apresentation that will be used in later classes as anexample of mastery of the objectives. Jazz concert will
provide reinforcement to the objectives.
After the unit is completed the instructor will providefeedback based on the criteria described in class.
Part 6C: Instructional Strategies Plan
Project Goal Statement: Upon listening to each song, students will be able to
describe instrumentation, form, unique features, and historical context of each
piece.
OBJECTIVE: Describe how the instrumentation in each of the songsprovided differs, if at all, from standard jazz band instrumentation.
Objective
# 1.0
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Confidence) Students will already have pre-existing
knowledge of standard jazz band instrumentation and will be able to put it to use for
this objective.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning standard jazz bandinstrumentation.
CONTENT PRESENATION
Content: For this objective, students will listen to four song examples from the Duke
Ellington song library and list the instrumentation from each. Once completed, they
will describe how the instrumentation of each selection differs from standard jazz
band instrumentation.
Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar RumCherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: Four song examples from the Duke Ellington library. Sound system
with a CD player.
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STUDENT PARTICIPATION
Practice Items: Students will receive practice by analyzing four of Duke Ellington
songs. In addition, once unit is completed students will practice analyzing other
songs at a jazz concert.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: Repetition will help the students to remember the concept. In
addition, a list of the objectives will be given to each group so that they can track
their progress.
Transfer: Students may be asked to analyze other songs from different composers
and different song genres.
OBJECTIVE:Compare and contrast instrumentation of the each songexample to standard jazz band instrumentation.
Objective
# 1.3
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Confidence) Students will already have pre-existing
knowledge of standard jazz band instrumentation and will be able to put it to use for
this objective.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning standard jazz band
instrumentation.
CONTENT PRESENATION
Content: Students will have to list the instrumentation from each song selection.
Then the students will have to compare the instrumentation list to standard jazz
band instrumentation. Finally, they will need to list which instruments were used
that are not normally found in standard jazz band instrumentation.
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Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: Four song examples from the Duke Ellington library. Sound system
with a CD player.
STUDENT PARTICIPATION
Practice Items: A song selection from a different genre of music will be provided to
help the students practice writing down instrumentation and comparing and
contrasting the list to standard jazz band instrumentation.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into theproject. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: Repetition will help the students to remember the concept. In
addition, a list of the objectives will be given to each group so that they can track
their progress.
Transfer:Students may be asked to analyze other songs from different composers
and different song genres.
OBJECTIVE:Describe the unique features of each song exampleprovided.
Objective
# 2.0
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Confidence) Students will be provided with a list of the
assessment criteria they will be tested on after the unit. In addition a handout will
be provided of the objectives that they will need to pay attention to. This will help
the students focus on which unique features that they need to be looking for in
order to fulfill this objective.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
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this unit. In the pre-test there will be questions concerning unique features of a
provided example of a jazz composition.
CONTENT PRESENATION
Content: Students will be required to describe the unique features of the song.
Students will have to describe if any unique instruments were used in the
performance, was the song written for a particular reason, was the song written to
sound like something in particular, and any other unique considerations.
Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: Four song examples from the Duke Ellington library. Sound systemwith a CD player.
STUDENT PARTICIPATION
Practice Items: Repetition will help with extra practice. They will have to describe
the unique features on four different songs.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: Repetition will help the students to remember the concept. In
addition, a list of the objectives will be given to each group so that they can track
their progress.
Transfer:Students may be asked to analyze other songs from different composers
and different song genres.
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OBJECTIVE:Identify whether each example is an original compositionor an arrangement of another song.
Objective
# 2.2
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Confidence) Students will have confidence in this part of the
objective due to previous knowledge of what makes a composition an original work
or an arrangement.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning jazz band arrangements
and original compositions.
CONTENT PRESENATION
Content: Students will have to determine whether each song provided is an example
of an original composition or an arrangement of another song.
Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: Four song examples from the Duke Ellington library. Sound system
with a CD player.
STUDENT PARTICIPATION
Practice Items: Repetition will help with extra practice. They will have had
opportunities to practice this objective on other songs before this unit.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: Repetition will help the students to remember the concept. In
addition, a list of the objectives will be given to each group so that they can track
their progress.
Transfer:In each song the high school band encounters throughout the rest of the
year, students will have an opportunity to determine whether the songs they are
playing are arrangements or original works.
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OBJECTIVE:Compare and contrast song arrangement to the originalcomposition.
Objective
# 2.2.2
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Confidence) Students should have had many opportunities in
their education to practice the concept of compare and contrast. As a result,
students should feel confident that they can compare and contrast the song
arrangement to the original composition.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning jazz song arrangements
and original compositions.
CONTENT PRESENATION
Content: Duke Ellingtons Sugar Rum Cherry and Tchaikovskys Dance of the
Sugar Plum Fairy will be provided. Students will listen to both recordings and then
start a list of how each song is similar and how each song is different.
Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student. Also for this example
students will be provided with a recording of the song Dance of the Sugar Plum
Fairy
Groups: Students will be grouped into groups of three per group.
Media selection: Four song examples from the Duke Ellington library. Sound system
with a CD player.
STUDENT PARTICIPATION
Practice Items: Students utilize comparison and contrast in many different
classroom settings. This provides them with many opportunities to practice this
concept.
Feedback: Students will receive a grade with instructor comments included. Praisewill be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
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Memory aids: Repetition will help the students to remember the concept. In
addition, a list of the objectives will be given to each group so that they can track
their progress.
Transfer:Later on, students can compare and contrast song selections from
different composers (ex. Beethoven, Mozart).
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OBJECTIVE: Describe the form of each song example provided.Explain how the form differs, if at all, from the most common formutilized in jazz compositions.
Objective
# 3.0
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Confidence) Students will already have pre-existingknowledge of form and will be able to put it to use for this objective.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning form.
CONTENT PRESENATION
Content: Students will have to list the form and describe each section of each song
selection provided. They will have a list of form terms that they have to match up
with each part of the song. Sections will be labeled as section A, B, C, and D if
needed. In addition, students will have to identify the melody section, secondarymelody section, bridge, introduction, and conclusion of each piece.
Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: Four song examples from the Duke Ellington library. Sound system
with a CD player.
STUDENT PARTICIPATION
Practice Items: Student will practice this objective on all four of the song examples
provided.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: Repetition will help the students to remember the concept. In
addition, a list of the objectives will be given to each group so that they can track
their progress.
Transfer:Students will have further opportunities to discuss and determine form in
other song selections they will be performing throughout the school year.
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OBJECTIVE: List the major political events at the time of thecomposition.
Objective
# 4.1.1
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Relevance) For all the objectives involving historical context,
students will be given the opportunity to present their findings via a power point
presentation, webpage, word document, or a oral presentation.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning major political events of
a certain time period.
CONTENT PRESENATION
Content: Students will compile a list of major political events during the era from
which each song was written. They will then describe any impact, if any; these
events might have had on the composition of the song provided.
Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: For the part of the project dealing with the historical context of
each piece, students will be provided with laptops. Using these laptops they will
have to research each objective using a preset list of historical reference websites
provided by the instructor.
STUDENT PARTICIPATION
Practice Items: Students will have previous experience and practice utilizing laptops,
internet search engines, and webpage navigation.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: A list of the objectives will be given to each group so that they can
track their progress.
Transfer:Students can transfer this knowledge over to studies in other classes likeworld history, government, and American history classes.
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OBJECTIVE: List the major events impacting race relations during thetime.
Objective
# 4.2.2
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Relevance) For all the objectives involving historical context,
students will be given the opportunity to present their findings via a power point
presentation, webpage, word document, or a oral presentation.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning events impacting race
relations during a certain time period.
CONTENT PRESENATION
Content: Students will compile a list of major events impacting race relations during
the era from which each song was written. They will then describe any impact, ifany; these events might have had on the composition of the song provided.
Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: For the part of the project dealing with the historical context of
each piece, students will be provided with laptops. Using these laptops they willhave to research each objective using a preset list of historical reference websites
provided by the instructor.
STUDENT PARTICIPATION
Practice Items: Students will have previous experience and practice utilizing
laptops, internet search engines, and webpage navigation.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: A list of the objectives will be given to each group so that they can
track their progress.
Transfer: Students can transfer this knowledge over to studies in other classes like
world history, government, and American history classes.
OBJECTIVE: List major factors impacting the economy at the time. Objective# 4.3.1
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Relevance) For all the objectives involving historical context,
students will be given the opportunity to present their findings via a power point
presentation, webpage, word document, or a oral presentation.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning factors impacting the
economy from a certain time period.
CONTENT PRESENATION
Content: Students will compile a list of major factors impacting the economy during
the era from which each song was written. They will then describe any impact, if
any; these events might have had on the composition of the song provided.
Examples: The song examples that will be used for this project are Duke EllingtonsTake the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: For the part of the project dealing with the historical context of
each piece, students will be provided with laptops. Using these laptops they will
have to research each objective using a preset list of historical reference websites
provided by the instructor.
STUDENT PARTICIPATION
Practice Items: Students will have previous experience and practice utilizing
laptops, internet search engines, and webpage navigation.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: A list of the objectives will be given to each group so that they can
track their progress.
Transfer: Students can transfer this knowledge over to studies in other classes like
world history, government, and American history classes.
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OBJECTIVE: List major arts and musical influences of the era. Objective# 4.4.1
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: (Relevance) For all the objectives involving historical context,
students will be given the opportunity to present their findings via a power point
presentation, webpage, word document, or a oral presentation.
Pre-Assessment: Students will be given a pre-test over the objectives covered in
this unit. In the pre-test there will be questions concerning major arts and musical
influences of a certain time period.
CONTENT PRESENATION
Content: Students will compile a list of major arts and musical influences during the
era from which each song was written. They will then describe any impact, if any;
these influences might have had on the composition of the song provided.
Examples: The song examples that will be used for this project are Duke Ellingtons
Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum
Cherry. In addition, an analysis example of a Duke Ellington piece not covered in
this unit will be provided as a reference to each student.
Groups: Students will be grouped into groups of three per group.
Media selection: For the part of the project dealing with the historical context of
each piece, students will be provided with laptops. Using these laptops they will
have to research each objective using a preset list of historical reference websites
provided by the instructor.
STUDENT PARTICIPATION
Practice Items: Students will have previous experience and practice utilizing
laptops, internet search engines, and webpage navigation.
Feedback: Students will receive a grade with instructor comments included. Praise
will be given out for all the hard work and dedication the students put into the
project. Extra help and instruction will be provided to students who need it
throughout the project.
Assessment: There will be a post test covering this objective.
FOLLOW-THROUGH ACTIVITIES
Memory aids: A list of the objectives will be given to each group so that they can
track their progress.
Transfer: Students can transfer this knowledge over to studies in other classes likeworld history, government, and American history classes.
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Part 7A: Formative Evaluation PlanThe first form of formative evaluation that I would choose to utilize is the
one-to-one evaluation of my instructional project. Why I chose this one is that thistype of evaluation would help me to have three or more learners provide me with
information and initial performance indications and reactions by the learners in thisproject. The main things that in this evaluation group that will be focused on
would be to determine whether the message is clear to the target learners, whatimpact this learning has on their achievement in music, and how feasible is theinstruction given the available time and context. In addition, the learners attitudestowards the instruction, materials, and time frame will also be evaluated in this
setting.
Where this evaluation would take place is outside of the classroom settingwhere the instruction would take place. Students would have to be asked to comein either before school, after school, or during the seminar period to come in to
undergo this evaluation process. In addition, this evaluation would take placebefore the instruction unit has begun, that way any changes to the overallinstruction or project can be made.
The students who would be picked to undergo this type of evaluation should
be a representation of the target audience of this unit. Students of different agegroups, gender, and learning styles should be picked. Being that this project is
going to be provided for high school students at least one person from each class:freshman, sophomore, junior, and senior should be chosen. In addition, an even
number of male students and female students should be chosen. Finally, studentsof all ability levels should be chosen to participate in this evaluation. For example,this evaluation should not be undertaken just by the best musicians/students in theclass. In this type of evaluation there should be at least one student who is one of
the better musicians in the ensemble, one or two who is at a medium skill level inthe class, and one or two students who are at the lower ability level in the class.
Once the students are selected the evaluation can be undertaken by aquestionnaire, observation, interview, or pre-test.
The next form of formative evaluation that I would choose to utilize is thesmall-group evaluation of my instructional project. Main reason I chose this typeof evaluation is that it would help me to continue to determine the effectiveness ofthe changes made after the one-to-one evaluation. Some of the main things that
will be covered in this evaluation will be to determine whether the instruction wasinteresting, did the learners understand what they were supposed to do, was the
materials directly related to the objectives, was sufficient practice provided, was thepractice relevant, did the test measure up to the students knowledge of the
objective, was sufficient feedback provided, and finally, did each student feelconfident when answering the questions on the tests.
Where this evaluation would take place is outside of the classroom settingwhere the instruction would take place. Students would have to come in either
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before school, after school, or during seminar period in under to complete thisevaluation process. This evaluation process would take place before the instruction
unit has begun, this way more changes can be made if needed.One of the reasons I chose this type of evaluation is that it would give me
even more data to go over a bigger cross section of the learners. Being that this isa small group I would have more diverse view of learning styles and have data from
8-20 students. In this type of setting learners can be chosen at random in order toget a mix of learning levels, gender, age level, and level of musicianship. Data
collected from all these differing students would help to paint a bigger and betterpicture of if the instruction would be effective. If the students were chosen at
random this would help to provide a nice cross section of the band.Once the students have been chosen the evaluation would need to take place
in a room to accommodate 8-20 students. Students will then be required to fill outa questionnaire, fill out a survey, take a pre-test, be part of an observation, or take
part in an interview.Finally, the last evaluation process that I would undertake is the field trial.
This trial will help to determine whether the changes made after the small group
evaluation were effective. In addition, this field trial will help to determine whetherthe instruction can be used for the audience intended.
One class that would be perfect in my project to do a field trial on would be
all the students involved in vocal music who are not involved in band. Thesestudents will have already had the previous knowledge necessary to be successfulin this instruction.
This type of evaluation would probably have to take place in a music
classroom. Being that we are dealing with a good number of students, plenty ofroom will need to be provided in addition to having the media available to play the
musical examples provided.The time period that this evaluation process would take place can happen
during a seminar period or even take place during the vocal music class.Instruction will be provided by the instructor of the intended project. Thedesigner will just take a step back in this process and observe.
Now the whole unit will not be presented in its entirety to this class. Things
may be narrowed down a bit because the main focus of the field trial group is in thefeasibility in the learning context. The pre-test and post test may be modified to
only test the most important entry behaviors and skills.After the field trial is completed students may be asked to fill out a
questionnaire that focuses on the environmental factors that will help or hinder thesuccess of the instruction. In addition, the observation of the whole process by thedesigner will be helpful in addition to interviews with the learners.
The field trial will be the last step in the evaluation process for my unit. It
may be the most helpful evaluation in that it will be like what we will expect to seeand find in the actual instruction phase.
The formative evaluation plan that I would use is the one-on-one evaluationplan. In this plan the students will be needed to provide descriptive information
about various parts of the project like the impact on their instruction, how easy theinformation was to learn, how clear was the instructions, and other items ofimportance to the evaluation process.
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On the next page would be the questionnaire that I would give to thestudents who are taking part in the one-on-one evaluation process.
Please circle the number that best describes each question:
On the following questions circle one number that best describes the clarity of theinstruction:
1 = not very clear5 = very clear
1. Objectives 1 2 3 4 5
2. Project Instructions 1 2 3 4 5
3. Vocabulary 1 2 3 4 5
4. Worksheet questions 1 2 3 4 5
5. Example page 1 2 3 4 5
6. Worksheet instructions 1 2 3 4 5
On the following questions circle one number that best describes your confidence in
the following areas:1 = not very confident5 = very confident
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7. Knowledge of standard jazz band instrumentation. 1 2 3 4 5
8. Knowledge of form. 1 2 3 4 5
9. Being able to write down instrumentation of a song. 1 2 3 4 5
10. Labeling the sections of the form of a jazz song. 1 2 3 45
11.Describing unique features of a song. 1 2 3 4 5
12. Determining whether a song is an arrangement. 1 2 3 4
5
13.Completing the unit. 1 2 3 4 5
14.Completing instruction without instructor present. 1 2 3 4 5
15. Learned skills. 1 2 3 4 5
15.Time to finish the project. 1 2 3 4 5
16. Materials provided to help clarify instruction 1 2 3 4 5
For the final question please circle one number that best describes your satisfactionin each area.
1 = not very satisfied5 = very satisfied
16.Time given to complete the project 1 2 3 4 5
17.Skills learned throughout the unit. 1 2 3 4 5
18.Final grade 1 2 3 4 5
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Part 7B: Group Evaluation Report
GROUP WEBQUEST :
http://web.syr.edu/~bjvanepp/jazz.htm
Member 1 Sean
Keasling
Overall visual
appeal1
Navigation & Flow 1
MechanicalAspects
0
MotivationalEffectiveness of
Introduction
.5
Cognitive
Effectiveness of
the Introduction
0
Connection ofTask to Standards
0
Cognitive Level ofthe Task
3
Clarity of Process 2
34
http://edtech.mrooms.org/mod/wiki/view.php?wid=15&userid=0&groupid=0&page=WebQuesthttp://web.syr.edu/~bjvanepp/jazz.htmhttp://edtech.mrooms.org/mod/wiki/view.php?wid=15&userid=0&groupid=0&page=WebQuesthttp://web.syr.edu/~bjvanepp/jazz.htm8/7/2019 Keasling IDPREPORT
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Scaffolding of
Process2
Richness of
Process1
Relevance &
Quantity ofResources
0
Quality ofResources
1
Clarity ofEvaluation Criteria
1.5
TOTAL 13
Overall Aesthetics (Sean Keasling)
All the group members pointed out many problems in this area. First, the picturesneeded some heading in order to enhance the project, in addition to helping us seehow the pictures relate to the project. Next, the pictures need to be formatted in
the same way (especially size). All of the pictures vary in size and shape, whichdetracts from the appearance of the webpage. The last image even covers up some
of the last paragraph of text. Another one of the biggest problems in the areaof aesthetics is the plethora of broken website links. The main
recommendation from the group is that the creator of this project needs totest each link to make sure that they open, and fix the ones that do not
open. Finally, the last aesthetic that was pointed out as being a problem
was navigation and flow of the project. Links that did open did not open upin a separate window which made it easy to get lost and not find our way
back to the original page. Having the links open in a new window will helpimprove this area greatly. In addition, there was blue text that looked like
clickable links but was actually in fact just text. Have those blue words be
links to separate parts of the homepage would be an improvement as well.
Introduction (Sean Keasling)Overall it was decided upon by our group that the introduction was lacking in that
there was no indication of what the overall objective is. To improve, an objective or
a sense of direction needs to be explained in the introduction. In addition, wedecided that the idea of Harvard scientists and time travel to introduce this concept
needs to be changed. One group member mentioned how after reading the first
sentence would cause the students to be immediately bored. It was suggested that
utilizing a concept like the story "A Christmas Carol" with the student being visited
by the spirit of Louis Armstrong to walk them through the origins of jazz music
would possibly be an improvement over the time travel concept.Task (by Rachel
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Gensburg) The Web Quest was lacking information in the area of task. There were
no standards listed for the Web Quest so it was not clear the task the students were
trying to achieve. Some group members also felt the task could be accomplished by
the students if the worksheet that the Web Quest referenced was available. It
would give the students more information to direct them in the task. Other group
members also felt the task did not go beyond rote comprehension or require the
students to use higher order thinking skills. Overall the Web Quest was lacking
needed information in the area of task. The Web Quest needs to include questions
that would encourage higher order thinking skills as well as a link to the worksheet
the students are to use.Process (by Rachel Gensburg) The Web Quest from the
description in the task section possibly requires many steps, but when the students
get to the task section the specifics are not there. The students need to try and
decipher what is expected of them. As one group member point out the students
are to recognize and identify five musicians of this time period. What exactly does
recognize mean? The Web Quest does not require the students to build on any
knowledge from previous steps and does not require any higher order thinking skills
so no scaffolding is present. Overall the detail that is expected in a process section
is not written. The students would need to make some decisions about what to do
for each step and then hope they are correct. The process should be written so the
students know the steps in which do to the task as well as creating questions or
problems for the students to answer using the information they locate.Resources
(Dawn Tush)Our group consensus is that the resources provided were inadequate
for the stated tasks. The links provided were mainly about musicians when they
should have also provided information on the social and historical events that lead
to the creation of jazz music in New Orleans. Of the links provided, most didnt
work. Quality is our vision for resources, not quantity. Only a few quality resources
that are informative and address the objectives are needed. Resources must be
unlike those found in an encyclopedia.
It is our recommendation that quality resources be provided that provides
information pertinent to the tasks mentioned in the Web Quest. Two to four quality
resource links are adequate.
A Web Quest should include navigation links. The links provided did not work.
Evaluation (Dawn Tush) Two assessment rubrics are needed, one for the worksheet
question portion and one for the listening portion. The rubric must be logically
ordered (in table format), written in clear, concise, student-friendly language,
defined by descriptors, measurable and can be used by students effectively and
efficiently to assess their learning. The rubric did not meet these criteria. Overall,
the blue group believes that evaluation is a critical component for student
understanding and effectiveness. Their rubric needs to be reworked.
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Appendix A - Part 6D
Duke Ellington Unit
Pre-Test
1. List standard jazz band instrumentation.
2. Listen to the Duke Ellington song selection Such Sweet Thunder. Writedown what instruments, if any, differ from standard jazz band
instrumentation.
3. List the form of Such Sweet Thunder.
4. Describe the context for which this piece was written.
5. Identify whether Dance of the Sugar Rum Cherry composition is an original
work or arrangement.
6. Explain what an arrangement of an original composition is.
7. Identify the decade in which this song was written.
8. List 3 major political events for the decade.
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9. List 3 major musical artists of the decade
10. Describe any unique features of the composition.
Duke Ellington Unit
Pre-Test/Answer key
1. List standard jazz band instrumentation.
Five saxophones (2 altos, 2 tenors, 1 baritone), 4-5 trumpets, 4-5
trombones, drum set, piano, guitar, bass, and vibes.
2. Listen to the Duke Ellington song selection Such Sweet Thunder. Writedown what instruments, if any, differ from standard jazz band
instrumentation.
No instruments are used that differ from standard jazz band instrumentation.
3. List the form of Such Sweet Thunder.
Melody part A Melody part B Solo Section Melody part ACan also be written as: A B Solo Section - A
4. Describe the context for which this piece was written.
This piece was dedicated to the Shakespearean Festival in Stratford, Ontario.
The composition of this piece is heavily influenced by the writing of WilliamShakespeare. For example, in Act IV, Scene I, of a Midsummer Night
Dream, appears the lines:
I never heard so musical discord, such sweet thunder
5. Identify whether Dance of the Sugar Rum Cherry composition is an original
work or arrangement.
Dance of the Sugar Rum Cherry is an arrangement of Tchaikovskys Dance ofthe Sugar Plum Fairy.
6. Explain what an arrangement of an original composition is.
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An arrangement refers either to a rewriting of a piece of existing music withadditional new material or to a fleshing-out of a compositional sketch.
7. Identify the decade in which the song Come Sunday was written.
Come Sunday was written in the 1950s.
8. List 3 major political events for the decade.
Korean War, Senator Joseph McCarthy begins hearings into the alleged
Communists in the army, and Alaska and Hawaii become the forty ninthand fiftieth states.
9. List 3 major musical artists of the decade
Sam Cooke, Little Richard, and Elvis
10. Describe any unique features of the composition Come Sunday.
This song features the vocalist Mahalia Jackson. In addition, the lyrics of this
song are phrased like a prayer. The main verse that is repeated in this songis, Lord, dear lord above, God almighty. God of love, Please look down and
see my people through.
Tempo is very slow and is basically taken at the discretion of the vocalist.
Violin was used in this performance. The violin is not normally found instandard jazz band instrumentation.
The vocalist hums an extra chorus of the main theme.
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Duke EllingtonPost Test/Answer key
1. List the instrumentation for the song Take the A Train.
Four trumpets, three trombones, four saxophones, two clarinets, drum set,
piano, and bass
2. Is the instrumentation in Take the A Train the same as standard jazz band
instrumentation?
The instrumentation differs in that there is no guitar, only three trombones,and clarinets are used in this piece.
3. Does the song Take the A Train utilize standard form for a jazz
composition?
Yes
4. Label each section of the song Take the A Train (ex. Melody, solo section,secondary melody, bridge, introduction, and conclusion).
Piano solo introduction Melody A Solo section Melody part B -
Conclusion
5. Describe the context for which the song Such Sweet Thunder was written.
This piece was dedicated to the Shakespearean Festival in Stratford, Ontario.The composition of this piece is heavily influenced by the writing of William
Shakespeare. For example, in Act IV, Scene I, of a Midsummer NightDream, appears the lines:
I never heard so musical discord, such sweet thunder
6. Is this the first time a jazz artist composed a song for the context listed inquestion #5?
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This is the first time a song has been written using the works of WilliamShakespeare as a guiding influence.
7. Name the original song that served as inspiration for the arrangement SugarRum Cherry.
Tchaikovskys Dance of the Sugar Plum Fairy
8. Compare and contrast Sugar Rum Cherry with the song listed in question#5.
Students can have various answers concerning tempo, instrumentation,similar melodies, time signature, texture, tone quality, and style.
9. List the decade in which the song Come Sunday was written.
Come Sunday was written in the 1950s
Essay
10. On a separate piece of paper, please describe the major politicalevents, social attitudes, economic factors, and major musical/arts influencesof the decade. Describe how these events may have impacted the writing of
this composition.
Answers may vary.
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Duke EllingtonPost Test
1. List the instrumentation for the song Take the A Train.
2. Is the instrumentation in Take the A Train the same as standard jazz bandinstrumentation?
3. Write down the form for the song Take the A Train
4. Label each section of the song Take the A Train (ex. Melody, solo section,secondary melody, bridge, introduction, and conclusion).
5. Describe the context for which the song Such Sweet Thunder was written.
6. Is this the first time a jazz artist composed a score for the context listed inquestion #3?
7. Name the original song that served as inspiration for the arrangement SugarRum Cherry.
8. Compare and contrast Sugar Rum Cherry with the song listed in question#5.
9. List the decade in which the song Come Sunday was written.
Essay
10. On a separate piece of paper, please describe the major politicalevents, social attitudes, economic factors, and major musical/arts influences
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of the decade. Describe how these events may have impacted the writing ofthis composition
Music Example Materials Needed
For this project the following recordings need to be purchased either by individualsong or these songs can be purchased on CD format. Songs from the Duke
Ellington library needed:
Such Sweet ThunderTake the A TrainSugar Rum CherryCome Sunday
In addition, a song from the Nutcracker suite by Tchaikovsky will be needed. This
song is:
Dance of the Sugar Plum Fairy
If the school district wants to purchase these songs on compact disc format, thefollowing recordings are recommended:
Sugar Rum Cherry
Duke Ellington Three Suites, Columbia Records, code number CK 46825Come Sunday
Duke Ellington and His Orchestra, featuring Mahalia Jackson Black, Brown,and Beige
Columbia/Legacy Records, code number CK 65566Such Sweet ThunderDuke Ellington and His Orchestra Such Sweet Thunder, Columbia/Legacy
Records,
Code number CK 65568Take the A Train
Ellington Complete at Newport (2CD), Columbia/Legacy Records,Code number C2K 64932
Dance of the Sugar Plum FairyEric Kunzel and the Cincinnati Pops Orchestra Tchaikovsky: Nutcracker
Favorite Selections,Telarc records, UPC #089408067426
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Duke EllingtonStudent Worksheet
Instructions: Please fill out this worksheet for every song example.
1. List the instrumentation
2. Describe how the instrumentation of this song differs, if at all, to standardjazz band instrumentation.
3. Write down the form and label each section (Melody A, Melody B, Bridge,Solo Section, Conclusion, Introduction)
4. Describe the context for which this song was written
5. Is this the first time a song has been composed for this context?
6. Is this song an original composition or an arrangement of another song?
7. If this song is an arrangement of another song, write down the name of the
original song and compare and contrast the original to the arrangement.
8. List the decade in which this song was written. (For this section, you do not
have to duplicate answers. If some songs share the same decade you onlyhave to write the information once).
9. Write down 3 major political events that happened during this era.
10. Write down 3 major performing artists of the era.
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Duke EllingtonExample page
Song listened to: Jeeps Blues
1. List standard jazz band instrumentation.
Five saxophones (2 altos, 2 tenors, one baritone), 4-5 trombones, 4-5trumpets, drum set, guitar, bass, vibes.
2. Write down what instruments, if any, differ from standard jazz band
instrumentation.
Instrumentation does not differ from standard jazz band instrumentation.
3. List the form.
Melody A Solo Section Melody A Solo Section Melody A Solo Section- Conclusion
4. Describe the context for which this piece was written.
This song was written to feature the alto sax player Johnny Hodges.
5. Identify whether composition is an original work or arrangement.
Jeeps Blues is an original work.
6. Explain what an arrangement of an original composition is.
An arrangement refers either to a rewriting of a piece of existing music with
additional new material or to a fleshing-out of a compositional sketch.
7. Identify the decade in which this song was written.
Example 1980s
8. List 3 major political events for the decade.
Ronald Reagan was presidentThe Berlin wall came down
Fall of the Soviet Union
9. List 3 major musical artists of the decade
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Michael Jackson PrinceMadonna Whitney Houston
U2
10. Describe any unique features of the composition.
This song does not feature typical form for a jazz band composition. There isonly one main melody and the rest of the song is used as a solo feature for the
alto saxophone player Johnny Hodges.
Appendix B AECT Standards
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Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational
Communications and Technology (AECT), and used in the accreditation process
established by the National Council for Accreditation of Teacher Education (NCATE),are addressed to some degree in this course. The numbers of the standards
correspond to the numbers next to the course tasks show on the list of
assignments. Not all standards are addressed explicitly through student work.
Those which are stressed through course work are listed (by standard number) on
the assignment sheet.
1. Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimalconditions for learning.
1.1.b Identify a variety of instructional systems design models and apply atleast one model.
Analyzing1.1.1.a Write appropriate objectives for specific content and outcome
levels.
1.1.1.b Analyze instructional tasks, content, and context.
Designing1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a
text chapter, an interdisciplinary unit) to demonstrate application of theprinciples of macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address theneeds of all learners, including appropriate accommodations for learnerswith special needs.1.1.2.d Incorporate contemporary instructional technology processes in the
development of interactive lessons that promote student learning.
Developing1.1.3.a Produce instructional materials which require the use of multiple
media (e.g., computers, video, projection).1.1.3.b Demonstrate personal skill development with at least one:computer authoring application, video tool, or electronic communication
application.
Implementing1.1.4.a Use instructional plans and materials which they have produced incontextualized instructional settings (e.g., practice, field experiences, and
training) that address the needs of all learners, including appropriateaccommodations for learners with special needs.
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Evaluating1.1.5.a Utilize a variety of assessment measures to determine theadequacy of learning and instruction.1.1.5.b Demonstrate the use of formative and summative evaluation within
practice and contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructionalstrategies, and assessment measures.
1.2 Message Design1.2.a Apply principles of educational psychology, communications theory,and visual literacy to the selection of media for macro- and micro-level
design of instruction.1.2.b Apply principles of educational psychology, communications theory,
and visual literacy to the development of instructional messages specific tothe learning task.
1.2.c Understand, recognize and apply basic principles of message designin the development of a variety of communications with their learners.
1.3 Instructional Strategies1.3.a Select instructional strategies appropriate for a variety of learner
characteristics and learning situations.
1.3.b Identify at least one instructional model and demonstrateappropriate contextualized application within practice and field experiences.1.3.c Analyze their selection of instructional strategies and/or models asinfluenced by the learning situation, nature of the specific content, and type
of learner objective.1.3.d Select motivational strategies appropriate for the target learners,
task, and learning situation.
1.4 Learner Characteristics1.4.a Identify a broad range of observed and hypothetical learnercharacteristics for their particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics whichinfluence the selection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics whichinfluence the implementation of instructional strategies.
2. Development2.0.1 Select appropriate media to produce effective learning environments
using technology resources.2.0.2 Use appropriate analog and digital productivity tools to develop
instructional and professional products.2.0.3 Apply instructional design principles to select appropriate
technological tools for the development of instructional and professionalproducts.2.0.4 Apply appropriate learning and psychological theories to the selectionof appropriate technological tools and to the development of instructional
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and professional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessingeffectiveness of instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise andupdate instructional and professional products.2.0.7 Contribute to a professional portfolio by developing and selecting avariety of productions for inclusion in the portfolio.
2.1 Print Technologies2.1.3 Use presentation application software to produce presentations and
supplementary materials for instructional and professional purposes.2.1.4 Produce instructional and professional products using various aspectsof integrated application programs.
2.2 Audio Visual Technologies
2.2.1 Apply principles of visual and media literacy for thedevelopment and production of instructional and professional
materials and products.
2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based technologies.
3. Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologiesappropriate for learning situations specified in the instructional
design process.
3.4 Policies and Regulations
3.4.1 Identify and apply standards for the use of instructional technology.
3.4.2 Identify and apply policies which incorporate professional ethicswithin practice.
3.4.3 Identify and apply copyright and fair use guidelines within practice.
5. Management
5.2 Criterion-referenced Measurement5.2.1 Develop and apply criterion-referenced measures in a varietyof SMET contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluationstrategies in a variety of SMET contexts.
SMET = School Media & Educational Technologies
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