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
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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
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.