https://docs.google.com/spreadsheet/ccc?key=0AkLA4fnlVHOhdEJ0X3ZiSkJkR0pjdzFSYlVfZDMyVHc&usp=sharing
For my final project, I chose to
create a matrix on a 2-day lesson plan that revolves around creating
interesting improvisational works by analyzing non-western and western pieces.
This lesson plan allows students to take part in group work while individually
expressing their ideas through their music. This lesson plan draws from the
students collaborating and sharing ideas/motifs with one another.
To begin, the teacher would introduce
various pieces of music from different parts of the world. The teacher would instruct the students to
analyze the music and create a group discussion of the similarities and
differences between the works and explain why they are so different (possibly
in regards to region of the world, religious influence, time period
differences, lifestyles.) This aligns nicely with standard 1.3.12.B.1. and
allows the students to come to agreements about stylistic differences between
these works. Finally, it is up to them to introduce/perform their own musical
ideas; this can be done by means of the internet, recording software, or other
modes.
Next the students would then see
the scores of the musics they have just listened to and analyze them. I see
this mostly being an independent activity in which the students do their respective
work on their own, however I’d want them to come together to share their ideas.
The analysis should be somewhat similar; however the ‘intent’ behind the music
can come across quite differently. Those differences will greatly impact the
way they begin writing their improvisational works. This aligns with standard 1.3.12.B.2,
because they would be utilizing the original scores and learning first hand from
what the composer wanted and how to appropriately ‘add’ to their music.
Next, students will make their
improvisations come to life. With the use or recording equipment, Sibelius, and
recordings of the music, students will program their pieces into the computer
software and be able to listen to them. This will be the general assessment part
of the class in which students compose then share their improvisations with one
another. This utilizes group and individual efforts, along with teachers’
guidance. This will align with standard 1.3.12.B.3 because the students will
take the works of the composer, and build off what they have already written.
Because of this, a new and unique composition will be written by your students in
the style of the original composer. This will additionally allow the students
to use recording softwares and Sibelius as a means of music composition which Is
vitally important for music education.
Finally, the students will reflect
on the compositions of their peers and collaborate on the strengths and
weaknesses of their pieces. This goes along-side with standard 1.1.12.B.2.
Deconstructing musical works are a fantastic way to learn the style, and the
thought process of the composer (and in this case the composers are the
students in the class.) It is important to allow the students to use works from
anywhere (traditional and non-traditional or western vs. non-western musics.) In
this portion of the lesson it relies heavily on student opinion, teacher
guidance and participation. It is important in this point in the lesson to be
constructive but in a friendly way, no one is wrong in their improvisation and
no one is right. In order for these things to happen, the use of computers, the
recordings and the Internet are vital.
Since
this lesson plan is a 2-day event. The first day is dedicated to the analysis
of specific works, the homework then being to begin pondering improvisational
examples, finally concluding with, typing them into Sibelius, performing them,
and deconstructing them into the fundamental basics. Students learn not only
different genres of music, but how they are constructed, why they are relevant,
and how to build off of them and create a new piece of music. The success of
this lesson relies on the teachers’ ability to select different unique music
that will peak the interest of his/her students, student willingness to jump in
and compose their own works, and a caring environment in which constructive
feedback can take place.
Just in case the above link somehow does now work..here is for insurance..:
ReplyDeletehttps://docs.google.com/spreadsheet/ccc?key=0AkLA4fnlVHOhdEJ0X3ZiSkJkR0pjdzFSYlVfZDMyVHc&usp=sharing
Dan, I'm wondering what your teaching looks like in this lesson plan. For example, you mention that first "the teacher would introduce various pieces of music from different parts of the world. The teacher would instruct the students to analyze the music and create a group discussion." What does "introduce" and "instruct" look like? Those aren't specific teaching strategies, or are they? Also, how are students going to be successful in "analyzing" music scores? How are you going to ensure that they are successful in their analyses? You mention that "In order for these things to happen, the use of computers, the recordings and the Internet are vital," yet you don't explain how they are specifically aligned with specific teaching strategies. In other words, the cells in each row aren't really aligned. There may be too much information in each cell. Separating your teaching/learning strategies into more rows (10-15) might help you sort out what it is, exactly, that you are doing as the facilitator of learning.
ReplyDeleteFor me, as the teacher, to "introduce" would simply be to show them the music, to play it for them on the computer..and to "instruct" them to analyze is just as it says..Tell them to analyze the pieces. I don't understand how that isn't a specific teaching strategy?
ReplyDelete"Analyzing" works is a simple process that music students in the 12th grade should have learned how to do. "Analyzing" in a music sense means to look at the chord structures and their order, for example I-V-vi-iv-I , in addition to time period and many other aspects of the music. I believe I am quite clear when I wrote this:
"The teacher would instruct the students to analyze the music and create a group discussion of the similarities and differences between the works and explain why they are so different *(possibly in regards to region of the world, religious influence, time period differences, lifestyles.)* This aligns nicely with standard 1.3.12.B.1. and allows the students to come to *agreements* about stylistic differences between these works. Finally, it is up to them to introduce/perform their own musical ideas; this can be done by means of the internet, recording software, or other modes."
"How are you going to ensure that they are successful in their analyses?"
-In my above paragraph I mention group discussion and even listed examples of what they can talk about regarding "analysis" i.e. "(possibly in regards to region of the world, religious influence, time period differences, lifestyles.)"
You can never ensure students analyze the musics correctly, that it is like ensuring every student gets an A on their Math test..but with the help of group discussion and using the internet to listen to the pieces, you can achieve these goals.
Finally, in almost every paragraph I have a sentence that says "This aligns nicely with..." and I explain how they align to the specific teaching strategies.
Please respond, I believe I am quite clear with all of your above concerns in my post.