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Transcript of Research/Composition Group Project Unit Plan - World … · Research/Composition Group Project Unit...
Research/Composition Group Project Unit Plan
Summary: Over the course of the semester, students will work in small groups to research a composer
and piece of music. They will develop a presentation in a format of their choice on the biography of the
composer and the socio-historical context within which the music was written. The pieces and
composers will be selected from important historical and social events within European history. The
second component is a short, original composition that will try to emulate the style and characteristics
of the assigned work.
This unit will consist of many smaller lessons and class periods interspersed throughout the semester,
culminating with a presentation with rubrics for self-assessment, peer-assessment, and teacher
assessment.
Description of School, Classroom, and Students: Two orchestra classes with between 18 and 25
students will participate in this unit. The classes meet for 80 minutes every day. There are several EC and
ESL students in each class and appropriate accommodations are made to ensure a positive and
meaningful experience for all students. Students are in their second year of performance study in a class
that is primarily operated in a large group, performance setting. The purpose of this unit is to expand
the students’ understanding of musical performance and nurture the relationship between Western art
music and its rich cultural origins, as well as refine musical literacy skills in describing, writing about, and
consuming/creating music itself.
Student Learning Objectives: Student learning objectives are broken down into three main components:
Research, Composition, and Presentation. These are over-arching, long term objectives that each
individual lesson will help address over a period of time on a spiral curriculum model. By the end of the
unit, students will demonstrate evidence to what extent they have achieved proficiency/mastery.
Research Component
Students will work collaboratively to set goals, allocate responsibility, and self-assess their
individual and group project
Students will utilize a variety of sources, including primary source documents, to help gather
their information
Students will organize their findings in a coherent and logical fashion, drawing connections
between elements of the music, the composer’s life, and the socio-historical context.
Composition/Musical Literacy Component
Students will recognize and create traditional tonal harmonic patterns
Students will be able to describe style of music using appropriate musical terms
Students will be able to write coherently and thoughtfully about aural musical examples
Students will be able to write short melodic fragments that fit a stylistic criteria
Students will combine elements of harmony, melody, and rhythm in short 8-measure phrases
Students will demonstrate facility with music notation software
Students will create entire short works that emulate the style, form and compositional
techniques of a specific piece.
Presentation Component
Students will decide together a medium of presentation that fits with both their personal
comfort and the content of the presentation
Students will demonstrate an in-depth understanding of the material by providing a compelling
and sound argument and responding to audience questions
Students will reflect on their presentation
Alignment with the NC New Essential Standards for Music
SLO NC Standards/Objectives addressed Students will utilize a variety of sources,
including primary source documents, to help gather their information
I.MR.1.2; I.MR.1.3; I.CR.1.1; I.CR.1.2; 1.CR.1.3; 1.CR.1.5
Students will organize their findings in a coherent and logical fashion, drawing connections between elements of the music, the composer’s life, and the socio-historical context.
I.MR.1.2; I.MR.1.3; I.CR.1.1; I.CR.1.2; 1.CR.1.3; 1.CR.1.5
Students will recognize and create traditional tonal harmonic patterns
I.ML.1.1; I.ML.1.3; I.ML.2.2; I.ML.2.3; I.ML.3.2
Students will be able to describe style of music using appropriate musical terms
I.MR.1.2; I.MR.1.3; I.CR.1.1; I.CR.1.2;
Students will be able to write short melodic fragments that fit a stylistic criteria
I.ML.1.1; I.ML.1.3; I.ML.2.2; I.ML.2.3; I.ML.3.2
Students will combine elements of harmony, melody, and rhythm in short 8-measure phrases
I.ML.1.1; I.ML.1.3; I.ML.2.2; I.ML.2.3; I.ML.3.2
Students will demonstrate facility with music notation software
I.CR.1.3;
Students will create entire short works that emulate the style, form and compositional techniques of a specific piece.
I.ML.1.1; I.ML.1.3; I.ML.2.2; I.ML.2.3; I.ML.3.2; I.MR.1.2; I.MR.1.3; I.CR.1.1;
I.CR.1.2; 1.CR.1.3; 1.CR.1.5
Students will decide together a medium of presentation that fits with both their personal comfort and the content of the presentation
I.CR.1.4
Overview of Pacing
Lessons 1-2 Introduce project, make group assignments, begin reviewing basic tertian harmony
Lesson 3 Listening journal, rhythm dictation, review tertian harmony
Lesson 4 Listening journal, composer/piece assignments, harmonic progression, students compose harmonic progressions
Lesson 5 Listening journal, hand out rubrics, students compose harmonic progressions
Lesson 6 Listening Journal, Research Day
Lesson 7 Listening Journal, stylistic emulation Lesson 8 Listening Journal, Research Day
Lesson 9 Harmonic/Melodic Composition Lesson 10 Form and Phrase Structure
Lesson 11 Composition in small groups Lesson 12 Small Group Time
Lesson 13 Small Group Time
Lesson 14 Small Group Time Lesson 15 Music Notation Software
Lesson 16 Small group time Lesson 17 Small group time/Presentations
Lesson 1—Pre-Assessment on Aural Writing Skills
10 Minutes: Listen to an excerpt/example of music relevant to the
performance aspect of class and have students free-write their thoughts.
Give them guided questions such as:
o What are the different instruments you hear?
o If this piece were describing an event, what kind of event would it
be?
o How do the different instruments work together?
o What is the emotional quality of the piece?
Lesson 2—Pre-Assessment on Tonal Melodic Patterns
8 Minutes: Students create their own call and response patterns for the
class in simple and duple meter. Patterns are to be either in Major or Minor
and students must recognize and replicate each one.
o Students should already be prepared in this type of activity from
teacher modelling first in order to ensure students understand
directions.
Students are informally assessed and feedback is given based on accuracy
of pitch, rhythm, and intonation
Lesson 3—Pre-Assessment on Compositional Skills-80 minutes
Prep students with review of previous composition assignments
o Review Diatonic Harmony-7 minutes
o Students create/share short, 4 beat melodic fragments-5 minutes
o Students break into groups to compose a piece of music that fits the
following criteria:
8 Measures long
Same style/key as one of the pieces we are playing in class
Must include a Melody and a Harmony line based on the
diatonic harmonies we reviewed today
Can include a rhythmic ostinato
o Last 10 Minutes- Students share what they have done and provide
feedback
Lesson 4
Harmonic Progression Composition
Prerequisite Concepts/Skills: Students must already be able to identify tertian harmony chords and
decide how they should be scored.
Primary Concept: Harmony
Materials Needed: Instruments, Bows, Whiteboard, marker
Time: 25 minutes
Student Learning Objectives:
Students will be able to work in groups to decide on a harmonic progression
Students will be able to perform their harmonic progression with rhythmic accuracy and precise
intonation
Assessment Strategies:
Walk around and see if the groups have all members engaged
Are the students able to properly identify the notes in a given chord?
Are the students following the given guidelines?
Procedure:
Review the tertian chords in D and G major – 2 minutes
Give students their guidelines – 2 minutes
o 4 or 5 chords
o Must end on I or vi
o Must be in D or G Major
o There should be a rhythmic ostinato on which each chord is repeated, except the last
one
Send students to their groups. Monitor student progress, provide feedback, and give
suggestions – 16 minutes
Students share progressions and give feedback on the order of the chords – 5 minutes
Lesson 5
Harmonic Progression Composition
Prerequisite Concepts/Skills: Students must already be able to identify tertian harmony chords and
decide how they should be scored.
Primary Concept: Harmony
Materials Needed: Instruments, Bows, Whiteboard, marker
Time: 30 minutes
Student Learning Objectives:
Students will be able to work in groups to decide on a key and harmonic progression
Students will be able to transpose Harmonic Progression in D Major to another key
Students will be able to perform their harmonic progression with rhythmic accuracy and precise
intonation
Assessment Strategies:
Walk around and see if the groups have all members engaged
Are the students able to properly identify the notes in a given chord?
Are the students following the given guidelines?
Procedure:
Call on students to build the tertian chords in D Major on the white board – 3 minutes
Give students their guidelines – 2 minutes
o Up to 5 chords
o Must not be in D Major
o Students will write down all the chords in their chosen key signature on a sheet of paper
o Students will write down their chosen progression
o Students will write down their rhythm
Send students to their groups. Monitor student progress, provide feedback, and give
suggestions – 20 minutes
Students share progressions and give feedback on the order of the chords – 5 minutes
Lesson 6
Research
Prerequisite knowledge/skills: Students must be able to write about musical style, identify elements of
music, and have basic online research skills.
Primary Concept: Music’s relationship to Historical context
Materials Needed: Composer/Composition worksheet, computers
Time: 45 minutes
Student Learning Objectives:
Students will be able to work effectively in a research groups
Students will describe the musical style and elements of their assigned piece
Students will describe the historical context in which the composer lived and wrote that piece
Assessment Strategies:
Informally observe student groups and check in on their progress
Ask students questions about both their findings and their process
Students will share with the class what they have found so far
Procedure:
Explain worksheet topics and expectations for group work – 2 minutes
o Everyone is involved and discusses the findings
o The task of writing is shared for everyone
o Use of technology responsibly for research only
o Keep a reasonable volume level
Give worksheet to one student in each group, students split into their groups– 1 minutes
Walk around and ask questions, provide leads, and monitor student progress – 30 minutes
Students share their findings with the rest of the class – 12 minutes
Copy of worksheet is included below
Name of Composer:__________________________________________________________
Name of Piece:______________________________________________________________
Composer Year of Birth/Death:_________________________________________________
Age of composer when piece was written:_____________________
Country Composer was Born:________________________________
Country(ies) in which Composer
worked:______________________________________________________________________________
_____________________________________________________________________________________
Describe the Style and emotional quality of the music, i.e. lyrical, aggressive, song-like, march, slow, fast,
frantic, etc. in exactly four sentences:______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Describe the historical time period in which the composer lived/the piece was composed. What was
happening in the world? The composer’s home country/country of residence?
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Why did the composer write this piece? Was he commissioned? If so, who commissioned it? If not, what
was the inspiration behind the piece?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Does this piece exist in any other form? E.g. has it been re-written fora different instrument/groups of
instruments? If so, who arranged it and when? What is different about the arrangement? Does it affect
the overall feeling of the piece?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
In the space below, list any other information about the piece, composer, time period, or events in
history that you think are interested and related to this composition. Finding out more about the
composer’s life can give us a deeper insight and understanding of the music.
Lesson 7
Listening Journal/Composition: Melodic Style Emulation
Prerequisite Concepts/Skills: Students must already be able to perform their instruments proficiently
enough to learn a new melody quickly. Students must be able to discuss the elements of a melody
Primary Concept: melody, style
Materials Needed: Instruments, Bows, Whiteboard, marker, computer, paper, pencil
Time: 45 minutes
Student Learning Objectives:
Students will be able to work in groups to describe the primary aspects of a melody
Students will be able to create/perform a melody in a similar style
Students will be able to effectively delegate tasks and cooperate in meaningful ways
Assessment Strategies:
Walk around and see if the groups have all members engaged
Are the students able to describe the elements of melody?
Are the students following the given guidelines?
Do the melodies match the same style as the given one? How?
Procedure:
Listening Journal – 10 minutes
o Students describe the melody for Gustav Holst Jupiter middle section
Small group composition – 30 minutes
o Students work together to discuss what they wrote down, brainstorming ideas for how
to recreate the style
o Students will create the melody and practice it in preparation of performance
o Guidelines – 8 measures, shares stylistic elements such as repeated rhythmic/melodic
motives, legato, in 3, etc.
Performance/feedback – 5 minutes
Lesson 8
Research—continuation of lesson 6
Prerequisite knowledge/skills: Students must be able to write about musical style, identify elements of
music, and have basic online research skills.
Primary Concept: Music’s relationship to Historical context
Materials Needed: Composer/Composition worksheet, computers
Time: 80 minutes
Student Learning Objectives:
Students will be able to work effectively in a research groups
Students will describe the musical style and elements of their assigned piece
Students will describe the historical context in which the composer lived and wrote that piece
Assessment Strategies:
Informally observe student groups and check in on their progress
Ask students questions about both their findings and their process
Students will share with the class what they have found so far
Procedure:
Students continue work on their research in their groups: 75 minutes
o Monitor student progress and answer questions
Students write a small reflection on individual/group progress
Lesson 9
Harmonic/Melodic Composition
Prerequisite knowledge/skills: Students must be able to write/voice chord progressions and fit them
with a melody
Primary Concept: Melody and Harmony
Materials Needed: Composer/Composition worksheet, Instruments, paper/staff paper, pencils
Time: 50 minutes
Student Learning Objectives:
Students will be able to work effectively in small groups
Students will begin to create a harmony/melody in the same style as their composition
Students will evaluate their own work and how it compares to the original
Assessment Strategies:
Informally observe student groups and check in on their progress
Listen to student progress and make suggestions for improvement
Students will share with the class what they have found so far
Procedure:
Students work in their groups and begin the planning stages of their composition
o Broad goals include harmonic progression and melody
Students set their own individual/group goals
Students write reflection on their progress
Lesson 10
Form/Structure and Composition
Prerequisite knowledge/skills: students must be able to sight read simple melodies in unison accurately
in order to be effective with use of time and ensure student success
Primary Concept: Form
Materials needed: Instruments, stands, chairs, whiteboard, dry erase markers, paper, pencil, Twinkle,
Twinkle, Little Star melody, and Au Claire de la Lune melody
Time: 35 minutes
Student Learning Objectives:
Students will be able to work effectively and communicate efficiently with small groups
Students will compose a simple melody with the form ABA, ABAB, AABB, or AABA
Assessment Strategies:
Have students verbally identify the form
Students write the form on the board
Students perform their own composition
Procedure:
Analogy of rhyme patterns, labeling each section with a letter
Ask students to identify how many different sections there are in the following song,
Play Twinkle, Twinkle, Little Star
o Students must defend their answer
Teach by rote the melody to Au Claire de la Lune, have students write what they think about the
form on the board
Students have 3 minutes to create their own simple melody. They have to say the form, play the
melody
o Each section will be just 3 notes
o A few students will be called on to share
Students have the remainder of time to work in their small groups to come with a slightly more
complicated, but still a simple melody and form
Lessons 11 – 16
Composition/Small Group Time
The number of lessons/where I introduced the software throughout this project was a personal
choice I made based on the individual needs/progress of my students, our concert schedule,
and our school’s academic calendar. The number of days spent in this stage can vary greatly
depending on what the teacher’s goals for the class and unique situation with scheduling allow.
It is finding the right balance between enough time to accomplish the task at hand and not
enough time for students to be wasteful and off task.
Procedure:
Each Session, give the students specific parameters as to how much time they have and
what the expectation is for the end of that time.
o My classes meet 80 minutes every day, so I gave them 30 minutes to work with
their groups and we spent 10 minutes sharing our progress. I believe that sharing
is important throughout all stages of the project because it promotes students to
develop a definitive, concrete, and achievable goal. Additionally, it demonstrates
the successes and troubles of all groups, promoting an open, honest, and
collaborative environment within the structure of the entire class, helping to
affirm the whole class culture throughout the small group process.
Students should be allowed to develop their own goals as a group within specific
guidelines.
o My students had clear expectations about how much of the total composition
should be completed, whether it was the melody, harmony, some of both, part
of the transcription, or even aspects of their presentation. Within that, they had
the freedom to choose what they should do. Their choices were guided by the
desire to have something strong and coherent to share with the class.
Incorporation of NoteFlight:
o I delayed the incorporation of NoteFlight because I believe that it could easily
become a distraction to my students for two reasons. First, being immersed in
technology has shown to be a key opportunity for off task behavior. Second, I
wanted the creative process of music making and creating to have precedent
over the tradition of written music. I wanted to keep the focus on the creating
until it was nearly complete and avoid the probability of entering in notes and
hoping for the best.
o My students had a brief introduction to it previously, so I allotted one whole 80
minute class period with computers. You may choose to use another software
program, transcribe with pencil, or avoid writing it all together. I chose
NoteFlight because it was free, collaborative, and fairly easy to use. We went
through a brief 10 minute tutorial to help jumpstart the notating process.
Presentations
o I allowed my students 20 minutes before presentations to gather their thoughts,
set up, and rehearse if necessary. My students had the freedom to choose their
own format of presentation and I had results ranging from power points, prezis,
speeches, “informance” (concert performance/lecture intertwined), and pre-
recorded videos. This allows students to have more ownership and control over
the presentation, creating more buy-in, as well as providing avenues for students
who are very shy or timid to still have a compelling presentation and a safe
experience.
Grading
o 4 categories weighted 25% each
Student’s peer evaluation of their group members
Teacher’s evaluation of their daily group work
Teacher’s evaluation of their presentation
Secondary Teacher’s evaluation of their presentation
o I believe in the process just as much as the product, so that is why I weighted
them evenly. This format also encourages students to work together as a group
because of the peer evaluation, helping even out the allocation of work.