Course Profile Music, Grade 10, Open,
Public
Unit 2: Perspectives in Music
Activity 1
| Activity 2 | Activity 3
| Activity 4 | Activity 5
Unit Developers
Sharon Fitzsimmins, Simcoe Country DSB
Caroline Spearing, Toronto DSB
John Love, Toronto DSB
This unit is an exploration of music of cultural diversity. Students will experience a variety of activities that will allow them to gain a deeper awareness and understanding of how music functions in society. They will learn about music from past ages, and of their own time and choosing. They will be expected to describe how music impacts their personal lives. Careers in music will be a component of this unit.
Strand(s): Theory, Creation, Analysis
THV.01 - explain in detail both orally and in writing, the elements of music (e.g., rhythm, melody, timbre, dynamics, harmony, texture, and form);
THV.03 - analyse the influence of certain composers on the musical language of their period;
CRV.03 - demonstrate the effective use of digital technology and music applications;
ANV.01 - demonstrate a detailed understanding of music history and its cultural context to interpret repertoire;
ANV.03 - evaluate the effects of music education on themselves and their peers;
ANV.04 - evaluate the function of music in society;
ANV.05 - identify, research, and describe connections between music education and their future careers and postsecondary education.
TH1.07 - compare and contrast detailed characteristics of sound (e.g., voice types and variations, guitar vs. harp, electronic effects on digital sounds);
TH1.09 - use appropriate terminology to describe how repetition and contrast of musical elements are used to organize sound (e.g., phrase structure, motif and theme, imitation, verse and chorus, bridge);
TH1.11 - situate composers in a historic continuum;
TH1.12 - explain the influence of certain composers on the evolution of musical form (e.g., Haydn on Western classical music, Robert Johnson on North American blues);
CR2.06 - use analog or digital recording technology to demonstrate an understanding of the processes involved in producing a cassette or CD;
AN2.02 - analyse and describe their own strengths and needs at various points in the course and work towards improving themselves in identified areas;
AN2.03 - reflect on learning by maintaining a journal and/or practice log that records progress;
AN2.04 - demonstrate leadership in rehearsal, performance, and audience etiquette (appropriate to the cultural context);
AN2.07 - explain the function of certain musical forms in daily life (e.g., anthems, marches).
|
Activity 1 |
Moving to the Future – One More Look Back |
75 minutes |
|
Activity 2 |
You Plot It! |
75 minutes |
|
Activity 3 |
Music Around the World |
300 minutes |
|
Activity 4 |
Two in One |
260 minutes |
|
Activity 5 |
Music for Life! |
75 minutes |
· Successful completion of Grade 8 music as prescribed by The Ontario Curriculum, Grades 1-8, 1998.
· Knowledge of the elements of music
· Some awareness of historical development
The teaching of this unit requires a wide variety of resources and recordings. The activities require some audio/visual equipment (CD/cassette players and television/VCR). Each activity is sequential and teachers are encouraged to spread out activities throughout the course. While this unit facilitates skill development through a variety of non-performance activities, teachers are encouraged to make connections to the performance context as often as possible. Many techniques for assessments and evaluations are used throughout and teachers should become comfortable with them. Collaboration with visual and media arts departments as well as other departments as required is encouraged.
Strategies include student-centred learning, teacher-directed learning, collaborative learning, research, investigative application of previously learned concepts to new situations, brainstorming, discussion, reflection, individual and group presentation, portfolio collection, interview, worksheet, creation and enrichment.
This unit includes a summative rubric for presentation, learning skills rubric, checklists, portfolio, reflective journal writing, written assignment, self-assessment, formative assessment, summative evaluation.
School Library/Resource Centre
Guidance and Career Education Department
School board resource centre
Local heritage and community cultural centres
Public libraries
Personal CD/cassette collections
Craft paper or similar roll of paper
Coloured markers or paints and brushes
The Internet
Fowler, C. Music! Its Role and Importance in Our Lives. New York: Macmillan/McGraw-Hill, 1994.
Kuzmich, N. Musical Growth (A Process of Involvement). Toronto: G.V. Thompson Music, 1986.
Machlis, J. The Enjoyment of Music, 8th edition. New York: W.W. Norton & Co, 1999.
Music history texts
Shehan Campbell, P., Ellen McCullough-Brabson, and Judith Cook-Tucker. Roots and Branches: A Legacy of Multicultural Music for Children. Danbury, Connecticut: World Music Press, 1994.
Titon, J., ed. Worlds of
Music, 3rd edition. New York: Maxwell Macmillan,1996.
(also on cassette or CD)
Various encyclopedias
Wingell, Richard. Experiencing Music. California: Alfred Publishing Co., 1984.
Time: 75 minutes
This unit is designed to give students an opportunity to learn about the music of past times. Through a mix and match game, listening activity, group discussion and teacher-directed learning. Students will discover the relationship between music and major historical events and life styles. As an extension to looking back, students will reflect on the relationship between their own music and society.
Strand(s): Theory, Analysis
Overall Expectations
THV.03 - analyse the influence of certain composers on the musical language of their period;
ANV.04 - evaluate the function of music in society.
Specific Expectations:
TH1.11 - situate composers in a historic continuum;
TH1.12 - explain the influence of certain composers on the evolution of music form (e.g., Haydn on Western classical music, Robert Johnson on North American blues);
AN2.07 - explain the function of certain musical forms in daily life (e.g., anthems, marches);
· In this activity the students are asked to match musical excerpts from different periods with major historical events, lifestyles, etc. on a worksheet. They will discuss their findings in groups, and again as a class. Information about the period, musical style and society will be presented and they will then be asked to write about their own music and lifestyle.
· The teacher will photocopy the My Looking Back Worksheet - Appendix PM-1a and 1b for all class members. It is suggested that the teacher double-side these.
· Since there are six musical excerpts required for this activity, the teacher might want to collate them on one tape. By doing this the teacher can control the length of the excerpt, and can also easily choose music from the middle of a long work. Suggestions are listed on the teacher prep sheet for My Looking Back Worksheet – Appendix PM-2. The excerpts can be found in major record stores, school resource centres, personal collections, school board resource libraries, and public libraries.
· The teacher should collect some pertinent and important information about the musical periods that are going to be presented in the excerpts, and should add it to their worksheet.
· A CD/cassette player is required for this activity.
Some awareness of significant historical events
1.The teacher will explain the activity and hand out the My Looking Back Worksheet (Appendix PM-1a and 1b)
2.The teacher will play all the excerpts for the students. The students will complete the top portion of the My Looking Back Worksheet (Appendix PM-1a and 1b) by drawing a line between the number of the excerpt played and the historical event or concept listed on the right hand side of the page.
3.The teacher will divide the class into groups of four to five students.
4.In the group situation students will discuss their individual answers and come to a group consensus. They will justify their choices (give two reasons). The students should record these reasons on the bottom of their worksheets.
5.The class will reconvene and the teacher will lead a discussion about the answers. The teacher will replay all excerpts, identify them, and verify the correct answers. The teacher will provide students with some facts and information about the period and music of each excerpt. Some of the information should address the question of how the music reflects the society of the period in which it was written. Interactive discussion with students is encouraged. The students will record this information on the back of their worksheet.
6.The students will write one or two paragraphs answering the question: How does the music I listen to reflect the society I live in?
7.The teacher will check this written submission for accuracy of content.
· Teacher observation of participation in and content of discussions.
· Teacher reviews the written paragraphs referred to in Teaching/Learning Strategy 6, for thoroughness. (e.g., the student writes: “I listen to Celine Dion because I admire her voice, and she makes me proud to be a Canadian,” or “I think that because society is so technically oriented that it affects the way I feel when I listen to Metallica.)
· Students with oral or written difficulties may work with a partner or scribe.
· For the purpose of enrichment, students might be asked to expand their knowledge of the musical periods presented or make up their own mix and match sheet to present to the class.
· As an extension, appendices may be added to include more current music and events.
General
Personal CD/cassette collections
Public libraries
School board resource centre
School Library/Resource Centre
Fowler, C. Music! Its Role and Importance in Our Lives. New York: Macmillan/McGraw-Hill, 1994.
Kuzmich, N. Musical Growth (A Process of Involvement). Toronto: G.V. Thompson Music, 1986.
Machlis, J. The Enjoyment of Music, 8th edition. New York: W.W. Norton & Co, 1999.
Music history texts
Wingell, Richard. Experiencing Music. California: Alfred Publishing Co., 1984.
Appendix PM-1a and 1b – My Looking Back Worksheet (double-sided)
Appendix PM-2 – Teacher Master For Looking Back Worksheet
Time: 75 minutes
This activity is designed to provide students with the opportunity to see all the musical examples in this activity and others in the Grade 10 course plotted in chronological order on a large banner in the classroom. On the banner will also be marked important dates in history and society. Students will then have a historic perspective of how long music has been used by mankind, how music reflects the society in which it was written, and how diverse music has become over the ages.
Strand(s): Theory, Analysis
Overall Expectations
THV.03 - analyse the influence of certain composers on the musical language of their period;
ANV.01 - demonstrate a detailed understanding of music history and its cultural context to interpret repertoire;
ANV.04 - evaluate the function of music in society.
Specific Expectations
TH1.11 - situate composers in a historic continuum;
TH1.12 - explain the influence of certain composers on the evolution of musical form (e.g., Haydn on Western classical music, Robert Johnson on North American blues);
AN2.07 - explain the function of certain musical forms in daily life (e.g., anthems, marches).
This activity involves the entire class creating a banner for the music classroom. The teacher:
· provides a length of craft paper, or some other roll of paper that is quite wide, and can be cut to a desired length; provide markers in a variety of colours or paints and paintbrushes.
· prepares a manner in which to hang the banner in the classroom;
· photocopies several copies of the information list (Appendix PM-3 – A Suggested Chronological List) for students to use while plotting significant dates and events;
· supervises the positioning of the marks on the banner so that the students’ concept of time remains in perspective (e.g., although the amount of material to be plotted from 1200-1400 is much less than from 1920-1960, the distance should not be much less;
· allots time at the end of Unit 2, Activities 3 and 4 for the students to plot the musical examples from these units on the banner. It is expected that dates for music from other units in the Grade 10 course will be marked on the banner also (e.g., material downloaded in the MIDI Technology unit should be plotted).
Successful completion of Unit 2, Activity 1 of the Course Profile, Music, Grade 10, Open
1.Students will create a banner from the craft paper or other such material provided. They will label the banner with dates and information from the list provided by the teacher (Appendix PM-3 - A Suggested Chronological List).
2.Using the musical examples from Activity 1 in this unit, students will plot the names of the pieces on the You Plot It banner. The teacher will provide an opportunity for interactive discussion around the range of time represented by the examples.
3.Students hang the banner in an accessible place visible in the music classroom.
4.The remainder of this activity will take place in Unit 2, Activities 3 and 4 as students plot the remaining musical examples on the banner. Students are encouraged to plot examples from other units in the Grade 10 course (e.g., if students are performing a piece by Holst, then the date of this composition could be plotted as well).
5.At the end of the course the teacher should provide more opportunities for interactive discussion as it is hoped that the banner will be laden with examples.
· Teacher observation of participation and accuracy in the creation of the banner.
· Observation of discussion of class findings.
· For the purposes of enrichment, students might be asked to plot more general information on the banner.
· For the purposes of enrichment, students might be asked to research periods where the banner is blank (e.g., if there are no musical examples for the time period 1900-1940, they could add the dates for World War I, and a corresponding piece written at that time.)
Craft paper or similar resource, markers or paints and brushes
Completed My Looking Back Worksheets from Unit 2, Activity 1
The Internet
Appendix PM-3 – A Suggested Chronological List
Time: 300 minutes
Through listening and analysis, viewing and researching, students will investigate music from five distinct countries. Students will demonstrate through group presentations their understanding of the significance of music in the countries studied.
Strand(s): Theory, Analysis
Overall Expectations
THV.01 - explain in detail, both orally and in writing, the elements of music (e.g., rhythm, melody, dynamics, harmony, texture, and form;
THV.03 - analyse the influence of certain composers on the musical language of their period;
ANV.01 - demonstrate a detailed understanding of music history and its cultural context to interpret repertoire;
ANV.04 - evaluate the function of music in society.
Specific Expectations
TH1.07 - compare and contrast detailed characteristics of sound (e.g., voice types and variations, guitar versus harp, electronic effects on digital sounds);
TH1.09 - use appropriate terminology to describe how repetition and contrast of musical elements are used to organize sound (e.g., phrase structure, motif, imitation, verse and chorus, bridge);
TH1.11 - situate composers in a historic continuum;
AN2.03 - reflect on learning by maintaining a journal and/or practice log that records progress;
AN2.07 - explain the function of certain musical forms in daily life (e.g., anthems, marches).
· Recordings from five distinct countries are selected (sample recordings may be found in the World Music section of major record stores, downloaded from the Internet, MENC web Bookstore, and school resource centres).
· Adequate research time is arranged in the school Library/Resource Centre.
· Video resources available within the school board or from other sources, such as record stores, public libraries or community centres should be made available to students for research. These resources should reflect the five countries chosen.
· Students will require file folders for their portfolios used during this activity.
· Activity Checklist – Appendix PM-4) should be included in this file folder.
· Other suitable resource material if possible (e.g., books on other cultures or magazine articles.) should be available.
· Access to CD/tape players and a VCR to be used by the students for the duration of this activity should be arranged.
· Photocopy the Our Country Analysis Sheet - Appendix PM-5 for all class members.
· Since the intent of this activity is for all students in a group to receive the same presentation mark, the teacher should monitor the students’ work during all stages of the preparation for the presentation. Based on the monitoring, the teacher may decide to adjust a particular student’s mark.
· A copy of the Summative Presentation Evaluation sheet – Appendix PM-6 is needed to assess each group.
Knowledge of the elements of music
1.A verbal and/or written overview of the activity is provided for the class.
2.The class is divided into five groups. Each group selects a different country.
3.Students will investigate, through research, the music and culture of the country assigned. They will prepare and deliver a 10- to 15-minute presentation about their country’s music and aspects of its culture to the class.
4.Students will develop and maintain a personal portfolio.
5.Students will meet in their groups to assign responsibilities for completion of the Our Country Analysis Sheet – Appendix PM-5) as far as the bottom box.
6.Students will prepare class presentations that reflect information gathered from all resources.
7.Each group will submit a completed Our Country Analysis Sheet for the teacher to photocopy for every student. Students will place the analysis sheets for each country in their portfolio.
8.During each presentation, students will individually complete the bottom box on the Our Country Analysis Sheet.
9.Students will complete My Reflection Page – Appendix PM-7.
10.Students will then submit portfolios for evaluation.
· Our Country Analysis sheet – Appendix PM-5
· Summative evaluation of group presentation: (Music Around the World – Appendix PM-6)
· Portfolio assessment
· Student Reflection Page (PM-7)
· Students with oral or written language difficulties may work with a partner or scribe.
· As an extension of the described activity, students may select a country of their choice, provided that suitable resources are available.
· For purposes of enrichment, students may bring in additional resources for presentation.
· For purposes of enrichment, students may be asked to identify instruments used in music.
General
School library/resource centre
Public libraries
Local heritage and community cultural centres.
The Internet
Appropriate recordings (Appendix PM-11 – Bibliography of Audio and Visual Resources)
Fowler, C. Music! Its Role and Importance in our Lives. New York: Macmillan/McGraw-Hill, 1994.
Shehan Campbell, P., Sue Williamson and Pierre Perren. Traditional Songs of Singing Cultures: A World Sampler. Miami, Florida: Warner Bros. Publications, 1996.
Shehan Campbell, P., Ellen McCullough-Brabson, and Judith Cook-Tucker. Roots and Branches: A Legacy of Multicultural Music for Children. Danbury, Connecticut: World Music Press, 1994.
Titon, J., ed. Worlds of Music, 3rd edition. New York: Maxwell Macmillan,1996.
Various encyclopedias
Appendix PM-4 – Activity Checklist
Appendix PM-5 – Our Country Analysis Sheet
Appendix PM-6 – Summative Presentation Evaluation
Appendix PM-7 – My Student Reflection Page
Appendix PM-11 – Bibliography of Audio and Visual Resources.
Time: 260 minutes
Through listening and analysis of two particular musical examples, students will demonstrate their understanding of the elements of music, and how these elements are common to different styles and types of music. Students will create a CD cover package including information about the two selections, the performers, and an analysis of how each of the elements is used in both. Students will discover that all music manipulates the same elements.
Strand(s): Theory, Creation, Analysis
Overall Expectations
THV.01 - explain in detail, both orally and in writing, the elements of music (e.g., rhythm, melody, timbre, dynamics, harmony, texture, and form);
ANV.04 - evaluate the function of music in society.
Specific Expectations
TH1.07 - compare and contrast detailed characteristics of sound (e.g., voice types and variations, guitar versus harp, electronic effects on digital sounds);
CR2.06 - use analog or digital recording technology to demonstrate an understanding of the processes involved in producing a cassette or CD;
AN2.03 - reflect on learning by maintaining a journal and/or practice log that records progress.
· The teacher:
· arranges for a CD/tape player for the duration of this activity;
· photocopies the Two in One Listening Chart (Appendix PM-8) for all class members;
· provides blank plastic CD cases for each member of the class if possible; such cases can be purchased at a nominal cost from record stores;
· ensures that all musical examples brought into the classroom by students are screened for suitability of content;
· photocopies enough copies of the Two in One CD Project –Summative Evaluation Rubric, and Presentation Checklist (Appendix PM-9) for each students and for marking;
· collaborates with the visual and/or media arts departments or other appropriate departments when planning the CD project.
· Once the students are ready for their presentations the teacher creates a timetable so that no more than three to four presentations are done in each period. This will maintain interest in the presentations and help develop focussed listening skills.
· Any modification of this activity must consider copyright laws.
Some understanding of the musical elements
1.The teacher will explain the activity to the class.
2.Students will choose one piece of music from their personal CD or cassette collection.
3.Students will ask a parent or other significant adult to choose a piece of music that they themselves like, from their CD, cassette, or record collection.
4.Students will listen to both selections and decide for themselves how each of the musical elements (e.g., dynamics, form, harmony, melody, texture, timbre, rhythm) is used in each selection.(e.g., My selection has a melody that moves in conjunct motion, while the selection from my parent is disjunct, or both our recordings have a strong driving rhythm).
5.Students will design and create a CD cover and liner notes, which should include the student’s name and that of the adult, the titles, and performers of the two selections, additional information about the performers and/or selections, and their conclusions about the comparison of elements of the selections. The teacher will provide all students with a copy of the Two in One CD Project – Summative Evaluation Rubric, and Presentation Checklist (Appendix PM-9).
6.Students will discuss the concepts of design and how these can create interest in a presentation such as their CD cover. Students should include these concepts as they develop their CD cover.
7.Students will present the finished CD project to the class, and play a two-minute excerpt of each of the two selections. They will ask one question that will focus the students’ listening (e.g., which of the two selections has a stronger rhythm?) before playing their two excerpts. The other students will complete the Two in One Listening Chart (Appendix PM-8) as they listen to the examples. Class members’ oral responses may initiate some discussion. Each presentation should take no more than ten minutes.
8.Students will submit the CD project for evaluation.
·
Two in One CD Project - Summative
Evaluation Rubric and Presentation Checklist.
(Appendix PM-9)
· Presentation for completeness
· Students with oral or written language difficulties may work with a partner or scribe.
Personal and relative’s CD/cassette collections
Appendix PM-8 – Two in One Listening Chart
Appendix PM-9 – Two in One CD project - Summative Evaluation Rubric and Presentation Checklist
Time: 75 minutes
This activity is designed to provide an opportunity for students to explore and examine life skills acquired in education. They will relate these life skills to the concepts learned in music class, one other subject, and those needed for various careers.
Strand(s) and
Expectations
Strand(s): Analysis
Overall Expectations
ANV.03 - evaluate the effects of music education on themselves and their peers;
ANV.04 - evaluate the function of music in society;
ANV.05 - identify, research, and describe connections between music education and their future careers and post-secondary education.
Specific Expectations
AN2.02 - analyse and describe their own strengths and needs at various points in the course and work towards improving themselves in identified areas;
AN2.03 - reflect on learning by maintaining a journal and/or practice log that records progress.
· This activity is designed as a follow-up to Unit 3, Activity 7 of the Music Course Profile, Grade 9, Open (public).
· It is suggested that this unit be taught later in the course to accommodate students who begin the course with limited skills and knowledge.
· The teacher might consider giving each group a name (e.g., fruits, trees, etc.) which will facilitate identifying each group and inspiring imagination in the brainstorming session.
· This activity will take one 30-minute session, and a second of 45 minutes immediately following to allow the teacher time to prepare material needed for Strategy 3.
· Prepare a class set of Music for Life Chart (Appendix PM-10) to be distributed prior to Teaching/Learning Strategy 5.
Knowledge and skills necessary to fill in the Music for Life! Chart (Appendix PM-10)
1.Divide the class into groups with four or five students per group. In their groups, students will brainstorm answers to the question – What life skills and knowledge should your education give you? Examples might include: math is a necessary life skill learned in school. One group member records the ideas generated.
2.The teacher collects responses from all groups and organizes them on one page to be distributed to the class later.
3.Students will receive these copies of all responses. They will return to groups and through consensus, formulate a list of their “top ten” life skills acquired from all that have been suggested.
4.Students will receive the Music for Life! Chart (Appendix PM-10).
5.Students return to full class and through consensus generate one “top ten” list of life skills. The students must record all ten in the left-hand column of their chart.
6.Using the Music for Life! Chart (Appendix PM-10), students will link one concept or aspect of music education that taught them each skill. They will then do the same for the other subject of choice, and their career of interest.
7.In a short discussion the students shall conclude the activity. They should conclude that the concepts acquired in music and another subject are life skills needed for their career of interest.
· Teacher checks for completeness of Music for Life! Chart (Appendix PM-10) and evaluates based on completeness.
· Students with oral or written language difficulties may work with a partner or scribe.
· For the purposes of enrichment students might add another subject area or possible career choice.
Guidance and Career Education Department
Appendix PM-10 – Music for Life! Chart
As you hear each musical excerpt draw a line between its number on the left and the historical event/lifestyle that you think best matches it on the right.
|
Musical Excerpt |
Historical event/lifestyle |
|
1 |
The court of Louis XIV (the Sun King) |
|
2 |
Powdered wigs and fancy ball gowns |
|
3 |
Revolution |
|
4 |
Rock and Roll |
|
5 |
The world of William Shakespeare |
|
6 |
Life in a monastery |
My Group’s Decisions And Our Reasons For Them
|
Musical Excerpt |
Historical event/lifestyle |
Our 2 reasons for our choice |
|
1 |
The court of Louis XIV |
|
|
2 |
Powdered wigs and |
|
|
3 |
Revolution |
|
|
4 |
Rock and Roll |
|
|
5 |
The World of |
|
|
6 |
Life in a monastery |
|
More Things I Learned
|
Musical Excerpt |
Historical event/lifestyle |
More things I learned |
|
1 |
The court of Louis XIV |
|
|
2 |
Powdered wigs and |
|
|
3 |
Revolution |
|
|
4 |
Rock and Roll |
|
|
5 |
The World of |
|
|
6 |
Life in a monastery |
|
|
Musical Excerpt |
Historical event/lifestyle |
Additional information to be presented to class during discussion |
|
Mozart: “Eine Kleine Nachtmusik” |
Powdered wigs and fancy ball gowns |
|
|
J.S. Bach: “Brandenburg Concerto No.2,” first movement |
The court of Louis XIV (the Sun King) |
|
|
Tchaikovsky: “1812 Overture” |
Revolution |
|
|
Chuck Berry: “Roll Over Beethoven” |
Rock and Roll |
|
|
Madrigal: Thomas Morley – “Now Is the Month of Maying” |
The World of William Shakespeare |
|
|
Gregorian Chant of choice |
Life in a monastery |
|
|
2500-3000 B.C. |
Origins of Chinese culture |
|
50 A.D. |
Conquest of Britain by the Romans |
|
65 A.D. |
Nero watches as Rome burns |
|
450 A.D. |
Fall of the Roman Empire |
|
570 A.D. |
Mohammed, Prophet and founder of Islam born at Mecca |
|
1454 A.D. |
Invention of printing press |
|
1492 A.D. |
Columbus discovers New World |
|
1520 A.D. |
Jacques Cartier explores the St. Lawrence River |
|
1558-1608 A.D. |
Reign of Elizabeth I, Queen of England |
|
1564 A.D. |
Birth of Galileo (founder of modern science) and William Shakespeare |
|
1752 A.D. |
Benjamin Franklin discovers electricity |
|
1789 A.D. |
French revolution begins |
|
1865 A.D. |
Abraham Lincoln assassinated |
|
1867 A.D. |
Confederation of Canada |
|
1876 A.D. |
Alexander Graham Bell invents the telephone |
|
1908 A.D. |
Model T Ford produced |
|
1912 A.D. |
Titanic sinks |
|
1914-1918 A.D. |
World War I |
|
1939-1945 A.D. |
World War II |
|
1945 A.D. |
First atom bomb dropped on Hiroshima |
|
1955 A.D. |
Unveiling of first music synthesizer |
|
1965 A.D. |
First walk in space |
|
|
The “Maple Leaf” becomes Canada’s national flag |
|
1967 A.D. |
Canadian Centennial |
|
1969 A.D. |
First man on the moon |
|
1970 A.D. |
FLQ crisis in Montreal |
|
1980 A.D. |
O Canada becomes Canada’s official national anthem |
|
1982 A.D. |
Queen signs Canadian Constitution which enshrines human and civil rights |
|
1989 A.D. |
14 Canadian women killed in Montreal at the École Polytechnique |
|
|
Berlin Wall falls |
|
1990 A.D. |
Nelson Mandela freed in South Africa |
|
1992 A.D. |
Roberta Bondar – Canadian woman astronaut in space. |
|
1999 A.D. |
Establishment of the territory of Nunavit |
Name _______________________________________________________
Use the following as a checklist to make sure that you have completed everything.
|
TASK COMPLETION |
|
|
|
|
Yes |
No |
|
Research topic(s) assigned |
o |
o |
|
Listening completed |
o |
o |
|
Videos viewed (if applicable) |
o |
o |
|
Books and articles read |
o |
o |
|
Presentation planned |
o |
o |
|
Roles assigned |
o |
o |
|
Our Country Analysis Sheet completed |
o |
o |
|
Peer/self-assessment completed |
o |
o |
|
|
|
|
|
COUNTRY ANALYSIS SHEET COMPLETION |
|
|
|
Country name |
o |
o |
|
Name of piece |
o |
o |
|
Characteristics of music |
o |
o |
|
Completion of instrumental information (if applicable) |
o |
o |
|
Completion vocal information (if applicable) |
o |
o |
|
Function of the music in society |
o |
o |
|
Forms of music used |
o |
o |
|
Cultural uniqueness of music |
o |
o |
|
|
|
|
|
PORTFOLIO COMPLETION |
|
|
|
Our Country Analysis sheets |
o |
o |
|
Completed presentation box for each country |
o |
o |
|
Peer/self-assessment |
o |
o |
|
All personal research from your country |
o |
o |
Note: If you have checked off “no,” go back and complete that task before handing in your portfolio.
Group members __________________________________________________________________
Country _____________________________
Name and performer(s) of piece _____________________________________________________
Characteristics of music
Description of instrumental sounds (if applicable)
Description of vocal sounds (if applicable)
Function of music in society
Form of music __________________________________________________________________
Cultural uniqueness of music ______________________________________________________
|
Use this space to write down interesting information that you learned during this presentation. If you need more space – use the back of this sheet. |
Group members:
Country:
|
Category/Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ · Description of Instrumental sounds (if applicable) |
- shows limited knowledge of instrumental sounds |
- shows some knowledge of instrumental sounds |
- clearly describes instrumental sounds |
- describes instrumental sounds with insight |
|
· Description of voices (if applicable) |
- shows limited knowledge of vocal sounds |
- shows some knowledge of vocal sounds |
- clearly describes vocal sounds |
- describes vocal sounds with a high degree of clarity |
|
· Musical form |
- shows limited understanding of form of music |
- shows some understanding of form of music |
- shows considerable understanding of form of music |
- demonstrates understanding of form with a high degree of clarity |
|
Thinking/ · Description of characteristics of music |
- describes characteristics of music with limited clarity |
- describes characteristics of music with moderate clarity |
- describes characteristics of music with considerable clarity |
- describes characteristics of music with a high degree of clarity |
|
· Explanation of function of music |
- explains function with limited effectiveness |
- explains function with moderate effectiveness |
- explains function effectively |
- explains function thoroughly and insightfully |
|
· Cultural uniqueness |
- demonstrates understanding with limited success |
- demonstrates understanding with some success |
- demonstrates considerable understanding |
- demonstrates understanding in an insightful manner |
|
Communication · Communication of ideas |
- communicates ideas with limited clarity |
- communicates ideas with moderate clarity |
- communicates ideas with considerable clarity |
- communicates ideas with a high degree of clarity |
|
Creation · Organization of presentation |
-presentation shows minimal organization |
- presentation shows some organization |
- presentation shows considerable organization |
- presentation shows maximum and original organization |
|
· Interest of presentation |
- presentation had minimal interest |
- presentation had some interest |
- presentation was very interesting |
- presentation was imaginative |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Name_______________________________________________________
Things I learned:
Things that went well during our preparations for the presentation:
Things that did not go well during our preparations for the presentation:
Things that went well during our presentation:
Things that did not go well during our presentation:
Things that we could have done differently:
Contribution to group work:
|
Name of presenter |
Title of student selection |
Title of adult selection |
My focussed listening answer |
I like this about your CD package. |
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Category/Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ · Content |
- provided limited information |
- provided some information |
- provided considerable information |
- provided thorough and insightful information |
|
Thinking/Inquiry · melody |
- limited analysis of melody |
- some analysis of melody |
- accurate analysis of melody |
- insightful analysis of melody |
|
· form |
- limited analysis of form |
- some analysis of form |
- accurate analysis of form |
- insightful analysis of form |
|
· harmony |
- limited analysis of harmony |
- some analysis of harmony |
- accurate analysis of harmony |
- insightful analysis of harmony |
|
· texture |
- limited analysis of texture |
- some analysis of texture |
- accurate analysis of texture |
- insightful analysis of texture |
|
· timbre |
- limited analysis of timbre |
- some analysis of timbre |
- accurate analysis of timbre |
- insightful analysis of timbre |
|
· dynamics |
- limited analysis of dynamics |
- some analysis of dynamics |
- accurate analysis of dynamics |
- insightful analysis of dynamics |
|
· rhythm |
- limited analysis of rhythm |
- some analysis of rhythm |
- accurate analysis of rhythm |
- insightful analysis of rhythm |
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Communication · Organization of project |
- limited sense of organization |
- organized with some success |
- organized with clarity |
- organized with insight |
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Creation · Design |
- applies the creative process of design with limited effectiveness |
- applies the creative process of design with some effectiveness |
- applies the creative process of design with considerable effectiveness |
- applies the creative process of design with a high degree of effectiveness |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
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Circle |
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2 minutes of student musical example |
yes |
no |
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2 minutes of adult musical example |
yes |
no |
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Question prepared |
yes |
no |
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Lead discussion of question |
yes |
no |
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Showed CD to class |
yes |
no |
Name________________________________________________________________
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Top Ten |
How might you learn this skill in music class? |
How might you learn this skill in another subject? _______________ (subject chosen) |
How might you apply this skill to your career of interest? _______________ (career chosen) |
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Armstrong, Roland and Sue Chambers. No. 17 Cotton Mill Shanghai Blues: Music in China. New York: A Harcourt Films Production for Channel Four, Shanachie Entertainment Corp, 1994. 60 minutes
Marre, Jeremy. The Nature of Music. New York: A Harcourt Films Production in association with RM Arts for Channel 4, 1988. 141 minutes
O’Dell, Paul. Rhythm of Resistance. Black South African Music. New York: A Harcourt Films Production, 1979. 60 minutes
Various artists. Celtic Tides. A Musical Odyssey. New York: Putumayo World Music, 1998. 50 minutes
Adzido. Siye Goli (dances from Africa). Great Britain: ARC Music, 1992. 60 min.
Hannibal/Rykodisc. The Best of Both Worlds. World Music Sampler – 2 CDs. Salem, MA: Rykodisc/Hannibal, 1994. 120 minutes
Padilla, Orlando Rincom. The Best of Mariachi Azteca. Great Britain: ARC Music. 43 minutes
Stanton, Phil. World Music: The Rough Guide. London, England: World Music Network, 1994. 71 minutes
Stanton, Phil. World Music Newwork World Wide Selection, Volume 2. London, England: World Wide Network, 1995. 64 minutes
Titon, J., ed. Worlds of Music, 3rd edition. New York: Maxwell Macmillan,1996. Cassette or CDs
Various composers. Phases of the Moon. Traditional Chinese Music. New York: CBS Records, 1981. 60 minutes
Wilkinson, Dieter and various artists. Greetings from Israel. Authentic Israeli Folksongs and Dances. St. Laurent, Quebec: Madacy Music Group Inc., 1994. 55 minutes