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(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

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I checked out my other classmate’s assignments. I found out that websites are not always located in the country in which they are registered. The above screen capture is from the Anguilla tourism site. According to Neo Trace, it is located in Plano, Texas. The France Tourism site was located in New York.

ConnectionsThe IP address of the computer I am working with is 130.166.243.23At home, I have DSL

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My Connection Speed

Acceptable Use PolicyCalifornia Department of Educationhttp://www.cde.ca.gov/ls/et/rd/ntpgguidelines.asp

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Sample

NTPG: Guidelines for Acceptable Use PolicyNetwork Technology Planning Guide (NTPG) - Appendix E.     District Guidelines on the Acceptable Use of Electronic Information Resources

Information resources offer access to computers and people throughout the world. Students and staff will have access to electronic mail and college and university libraries, information and news from a variety of sources and research institutions, software of all types, and discussion groups on a wide variety of topics, and much more!

The following guidelines are intended to be helpful and provide a base from which district and school policies can be tailored. While the emphasis here is on appropriate use, there is no intent to diminish the vital nature of electronic information services. The concerns described here are real, but they should not discourage school officials from planning for the appropriate use of one of education's newest and most valuable tools.

We encourage the establishment of a district level electronic information resources committee. Whenever possible, the committee should be composed of school board members, administrators, teachers, library media personnel, students and parents. It should be chaired by the administrator who has overall responsibility for student use of electronic information resources. The committee should develop policies and provide all users and potential users and parents with a handbook that describes the policies related to the acceptable use of electronic information resources.

While electronic information resources offer tremendous opportunities of educational value, they also offer persons with illegal or unethical purposes avenues for reaching students, teachers, and others, including parents. The following represent some of the inappropriate uses that may occur:

using the network for commercial advertising using copyrighted material in reports without permission using the network to lobby for votes using the network to access a file that contains pornographic pictures, taking them

home, and telling parents, "I got them at school" using the network to send/receive messages that are racist using the network to send/receive inflammatory messages creating a computer virus and placing it on the network using the network to send/receive a message with someone else's name on it using the network to send/receive a message that is inconsistent with the school's

code of conduct using the network to send/receive messages that are sexist and contain obscenities using the network to request home phone numbers and, later, making obscene

phone calls to the numbers using the network to provide addresses or other personal information that others

may use inappropriately

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using the network for sending and receiving a large number of personal messages

The primary purposes of the committee are to devise ways to protect students, to develop processes for the reporting of abuses, and to design methods to prevent their recurrence.

All users should be aware that the inappropriate use of electronic information resources can be a violation of local, state, and federal laws. Violations can lead to prosecution.

User Contract

Electronic Information Resource Contract

We are pleased to announce that _________________electronic information services are now available to students and teachers in our district who qualify as a result of participation in an orientation or training course. The ________District strongly believes in the educational value of such electronic services and recognizes the potential of such to support our curriculum and student learning in our district. Our goal in providing this service is to promote educational excellence by facilitating resource sharing, innovation, and communication. _______________ District will make every effort to protect students and teachers from any misuses or abuses as a result of their experiences with an information service. All users must be continuously on guard to avoid inappropriate and illegal interaction with the information service.

Please read this document carefully. When signed by you and, if appropriate, your guardian/parent, it becomes a legally binding contract . We must have your initials where indicated and your signature and that of your guardian/parent (if you are under 18) before we can provide you with an access account.

Listed below are the provisions of this contract. If any user violates these provisions, access to the information service may be denied and you may be subject to disciplinary action.

Terms and Conditions of This Contract

1. Personal Responsibility. As a representative of this school, I will accept personal responsibility for reporting any misuse of the network to the system administrator. Misuse can come in many forms, but it is commonly viewed as any message(s) sent or received that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other issues described below. All the rules of conduct described in the District publication entitled "________________" apply when you are on the network.

I have read and understand this provision.

initial_______

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2. Acceptable Use. The use of my assigned account must be in support of education and research and with the educational goals and objectives of the ____________District (these may be found in the District document entitled "___________________"). I am personally responsible for this provision at all times when using the electronic information service.

a. Use of other organization's networks or computing resources must comply with rules appropriate to that network.

b. Transmission of any material in violation of any United States or other state organizations is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret.

c. Use of commercial activities by for-profit institutions is generally not acceptable. d. Use of product advertisement or political lobbying is also prohibited.

I am aware that the inappropriate use of electronic information resources can be a violation of local, state and federal laws and that I can be prosecuted for violating those laws.

I have read and understand this provision.

initial_______

3. Privileges. The use of the information system is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. Each person who receives an account will participate in an orientation or training course with a ______________ faculty member as to proper behavior and use of the network. The ________________system administrator (operating under the aegis of the school board and the district office) will decide what is appropriate use and their decision is final. The system administrator(s) may close an account at any time deemed necessary. The administration, staff, or faculty of _________________ District may request that the system administrator deny, revoke, or suspend specific user accounts.

I have read and understand this provision.

initial_______

4. Network Etiquette and Privacy. You are expected to abide by the generally accepted rules of network etiquette. These rules include (but are not limited to) the following:

a. BE POLITE. Never send, or encourage others to send, abusive messages. b. USE APPROPRIATE LANGUAGE. Remember that you are a representative of

our school and district on a non-private system. You may be alone with your computer, but what you say and do can be viewed globally! Never swear, use vulgarities, or any other inappropriate language. Illegal activities of any kind are strictly forbidden.

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c. PRIVACY. Do not reveal your home address or personal phone number or the addresses and phone numbers of students or colleagues.

d. ELECTRONIC MAIL. Electronic mail (e-mail) is not guaranteed to be private. Messages relating to or in support of illegal activities must be reported to the authorities.

e. DISRUPTIONS. Do not use the network in any way that would disrupt use of the network by others.

f. OTHER CONSIDERATIONS: o Do be brief. Fewer people will bother to read a long messageo Do minimize spelling errors and make sure your message is easy to

understand and reado Do use accurate and descriptive titles for your articles. Tell people what it

is about before they read it o Do get the most appropriate audience for your message, not the widest o Do remember that humor and satire is very often misinterpreted o Do remember that if you post to multiple groups, specify all groups in a

single message o Do cite references for any facts you present o Do forgive the spelling and grammar errors of others o Do keep signatures brief o Do remember that all network users are human beings. Don't "attack"

correspondents; persuade them with factso Do post only to groups you know

I have read and understand this provision.

initial_______

5. Services. The _________________ District makes no warranties of any kind, whether expressed or implied, for the service it is providing. _______________ District will not be responsible for any damages suffered while on this system. These damages include loss of data as a result of delays, non-deliveries, mis-deliveries, or service interruptions caused by the system or your errors or omissions. Use of any information obtained via the information system is at your own risk. ______________District specifically disclaims any responsibility for the accuracy of information obtained through its services.

I have read and understand this provision. initial_______

6. Security. Security on any computer system is a high priority because there are so many users. If you identify a security problem, notify the system administrator at once. Never demonstrate the problem to other users. Never use another individual's account without written permission from that person. All use of the system must be under your own account. Any user identified as a security risk will be denied access to the information system.

I have read and understand this provision.

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initial_______

7. Vandalism. Vandalism is defined as any malicious attempt to harm or destroy data of another user or any other agencies or networks that are connected to the system. This includes, but is not limited to, the uploading or creation of computer viruses. Any vandalism will result in the loss of computer services, disciplinary action, and legal referral.

I have read and understand this provision.

initial_______

8. UPDATING. The information service may occasionally require new registration and account information from you to continue the service. You must notify the information system of any changes in your account information.

I have read and understand this provision.

initial_______

_______________________________________________________________

Required Signatures

I understand and will abide by the provisions and conditions of this contract. I understand that any violations of the above provisions may result in disciplinary action, the revoking of my user account, and appropriate legal action. I also agree to report any misuse of the information system to the ___________District system administrator. Misuse can come in many forms, but can be viewed as any messages sent or received that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other issues described above. All the rules of conduct described in the District publication entitled "_____________________________" apply when I am on the network.

Student Signature___________________________________Date _____/__/___

PARENT OR GUARDIAN

Students under the age of 18 must also have the signature of a parent or guardian who has read this contract.

As the parent or guardian of this student, I have read this contract and understand that it is designed for educational purposes. I understand that it is impossible for ____________ District to restrict access to all controversial materials, and I will not hold the District responsible for materials acquired on the network. I also agree to report any misuse of the information system to the ___________District system administrator. Misuse can come

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in many forms, but can be viewed as any messages sent or received that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other issues described above.

I accept full responsibility for supervision if and when my child's use is not in a school setting. I hereby give my permission to issue an account for my child and certify that the information contained on this form is correct.

Parent or Guardian Name (please print):_________________________________

Signature ________________________________________ Date _____/__/___

SPONSORING TEACHER

I have read this contract and agree to promote this agreement with the student. As the sponsoring teacher, I agree to instruct the student on acceptable use of the network and proper network etiquette. I also agree to report any misuse of the information system to the ___________District system administrator. Misuse can come in many forms, but can be viewed as any messages sent or received that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other issues described above.

Teacher's Name (please print):_______________________________________

Signature ________________________________________ Date _____/__/___

The guidance in this advisory on the use of electronic information services is not binding on local education agencies or other persons or entities. This advisory is exemplary, and compliance with it is not mandatory (see Education Code Section 33308.5).

(2) Knowing your School: Teachers should have a good understanding of their school, students, and the communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following: School distinctive: Study your school website and discuss school history,

distinctive and goals. Geography: Describe your campus and its community using satellite photos

and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more

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prominent SES characteristics of the school population. School performance: Include test scores and the Academic Performance Index

of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

School Distinctive:Middleton Elementary 5301Principal Miranda, Javier Address 6537 Malabar St, Huntington Park, Ca 90255 Phone 323-582-6387Fax 323-587-7006Number of Tracks4 Year Opened1932

School Performance:

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Here are some of the demographics of the school:This is the link to the :School Report - Demographics Characteristics California Department of Education 2005 Academic Performance Index (API) Base Report

http://ayp.cde.ca.gov/reports/APIBase2006/2005BaseSchDC.aspx?allcds=19-64733-6018162&c=R

Here is just part of the API base report

Ethnic/Racial (STAR) Percent    African American (not of Hispanic origin) 0    American Indian or Alaska Native 0   Asian 0    Filipino 0    Hispanic or Latino 99   Pacific Islander 0    White (not of Hispanic origin) 0   These percentages may not sum to 100 due to responses of: other, multiple, declined to state, or non-response.

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Participants in Free or  Reduced-Price Lunch (STAR) 100

Participants in Full Day Reduced  Class Size Program (STAR) 47

Participants in Gifted and Talented  Education Program  

(STAR) 2 Participants in Migrant Education Program (STAR) 1

English Learners (STAR) 75

Reclassified Fluent-English-Proficient  (RFEP) Students (STAR) 13

Students with Disabilities (STAR) 11

The following represents the parent education level (which correlates with the geography section and socio-economic status)Parent Education Level (STAR)      Percentage with a response* 91      Of those with a response:        Not a high school graduate 66        High school graduate 22        Some college 8        College graduate 3        Graduate school 1   *This number is the percentage of student answer documents with stated parent education level information.  Students with free or reduced-price lunch is 100%, which tells you the socio-economic status of this community is below the poverty line.Average Parent Education Level (STAR) 1.53   The average of all responses where "1" represents "Not a high school graduate" and "5" represents "Graduate school."

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Geography

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 The Nature of the community is mostly apartment buildings.

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(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals that students know who have been to college.

Describe a real or hypothetical student (interests, family SES, and personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

I have had the opportunity to get to know my students and their families on a personal level, and therefore have a good idea on the information I am about to share. This particular girl’s name is Julie (I am not using her real name). She is twelve years old and is in 7th grade at Gage Middle School. Although I don’t teach at Gage Middle School, I have known her since she was in 4th grade at Middleton Street Elementary, and kept her as my violin student ever since. She wants to pursue a career in Music Education, and wants to attend college one day. Her parents are not very knowledgeable about the programs that are out there to help Julie attend college, and like most parents in this community, are not educated themselves. The average income for this community is about $18,000 a year for a family of six. (As part of a scholarship that we received for our music program, I had to survey each of my student’s families and find out their income, so I know).

Recommendation:Boston CollegeMusic Education

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The pictures should speak for themselves!!! It is a beautiful community and campus life. Julie will not get the opportunity to discover new surroundings than by taking the chanceand attending college out of her current community.

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Here is a sample of their four-year course schedule:Music Education

First Year 1st 2ndOrientation, Concert Music 0 0Applied Music, Level 1,2 3 3Music Theory I,II 3 3Ear-Training & Sight-Singing I,II

1 1

Class Instrument / Voice 2 —Music Education I — 2Musical Organization 1 1Freshman Writing 4 —Liberal Arts Elective 4 8TOTAL CREDITS 18 18

As far as financial aid goes, they offer the following links to aid in that process: Financial Aid

Scholarships Assistantships Work Study Stipends Loans

I would explain to the parents of the different options they would have (based on their income) for applying to scholarships. I would even personally help them fill out the FAFSA.

Link to Boston College through college board.com

http://apps.collegeboard.com/search/CollegeDetail.jsp?collegeId=39&profileId=7

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(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

Conn-Selmer Institute

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I had the pleasure of attending the Conn-Selmer conference held in the University of Notre Dame this past June. Lauralynn and I had a great time! I have never seen such motivational music educators in my life! I will definitely go again and recommend thatmy colleagues attend as well.

This was the schedule for the 2006 Conn-Selmer conference:

The Event Join over 300 music educators as they explore what it means to teach music. Recommit yourself to your profession through continuing education with some of the brightest minds in music education today.

In its ninth year, Conn-Selmer Institute offers today’s music educators a place to learn, share and recharge in an atmosphere specifically designed to reflect on and renew your commitment to music education.

The Topics Topics offered are specifically selected to provide a wide perspective on the music education profession. The 2007 schedule is in development. Past workshop topics have included:

• 10 Things You Can Do Monday To Advocate Music • Things I've Learned About Administrators

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• Keys To Self Evaluation: How Can I Help Myself Become A Better Teacher? • Developing Your Instrumental Program For The 21st Century • The Business Of Music Education • Getting The Job. Keeping The Job• Percussion Perspectives • Music And Politics: What You Don't Know WILL Hurt You • Brass Perspectives• Blueprint For A Successful High School Band Program • Partnering For Success• Woodwind Perspectives • Success Through Professionalism• Nuts And Bolts For Successful Teachers • If I Only Knew Then…• Recruiting And Retention Realities• And more!

The FacultyLed by world-renown music education expert, Dr. Tim Lautzenheiser, the 2007 Conn-Selmer Institute Workshop also features nationally respected music education experts.

• Mr. Bryan Ames, Director of Bands, Knox Community High School• Dr. Peter Boonshaft, Professor of Music and Director of Bands, Hofstra University• Dr. Lynn Brinckmeyer, President of MENC; Director of Choral Music Texas State University-San Marcos• Dr. Robert Gillespie, String Instrument Education, The Ohio State University• Mr. William Gourley, Educational Coordinator, Marshall Music Company, Lansing, Michigan• Mr. Jim Catalano, Director of Marketing – Percussion, Conn-Selmer, Inc.• Dr. Richard Cox, President Emeritus, Forest Institute of Professional Psychology• Professor Paula Crider, Professor Emeritus, University of Texas; Past President of The National Band Association.• Dr. Ken Dye, Director of Bands and Director of Undergraduate Studies, University of Notre Dame • Mr. John Fulton- Director of Marketing – Strings, Conn-Selmer, Inc.• Mr. Stan Garber Director of Marketing – Woodwinds, Conn-Selmer, Inc.• Dr. Robert Gillespie, Professor of Music, The Ohio State University; American String Teachers Association National President• Mr. Bill Gourley, Senior Program Development Executive and Education Consultant, Marshall Music• Mrs. Marcia Neel, Coordinator of Secondary Fine Arts, Clark County School District• Mr. Tedd Waggoner Director of Marketing – Brass, Conn-Selmer, Inc.• Mr. Alfred Watkins, Director of Bands, Lassiter High School

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(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

Link: http://jobsearch.monster.com/getjob.asp?JobID=50952182&AVSDM=2006%2D11%2D29+19%3A23%3A12&Logo=1&JobTitle=Preschool+Music+o%2E%2E%2E&q=music+teacher&sort=rv&vw=b&cy=US&brd=1,128,1862,1863&JSYESREG=1&JSNONREG=1&dcjvlid=350

This advertisement is for a Preschool music teacher in Newport Beach, CA. It is a state-of-the art school.

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(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

Audio Link:Jascha Heifetzhttp://www.bbc.co.uk/music/classical/release/rams/gheifetz_rediscovered1.ram Heifetz was the greatest violinist of the 20th century. His influence is still with us in countless violinists who are in awe of that flawless technique. The remarkable recorded legacy makes sure that he will continue to reach out to and inspire new generations of players and listeners, and 'Heifetz Rediscovered' only adds to the legend. This audio recording will give students an auditory example of how a virtuoso violinist sounds like.

Video Link:Stradivarius violinLink to Stradivarius video

** Stradivarius tops auction record **A Stradivarius violin has broken the record for the amount paid for a musical instrument at auction, selling for $3.5m.http://www.bbc.co.uk/mediaselector/check/nolavconsole/ifs_news/hi?redirect=st.stm&news=1&bbram=1&bbwm=1&nbram=1&nbwm=1&nol_storyid=4990296 During one of my lessons, I would like to introduce the history of the violin. I will like students to discover the history of the Stradivarius violin and have them gain better understanding of what factors contribute to the sound of a violin.

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(7) Interactive/Linked Unit Plan: Many application programs (including word processors, presentation managers, and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Incorporate two or better third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

Provide links to other relevant documents or resources you have developed.

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Ms. Claudia ZunigaUnit Plan

Unit 3- Popular Classical Music & Composers

This week will consist of: Gaining student knowledge Frontloading before introducing popular classical composers Introduction of Popular Classical Music and composers Listening Activities Short biographical essay on one of the composers introduced Group analysis on one composition Group Assessment Activity Approximate duration: 2.5-3 weeks

Introduction: Gain upfront student knowledge about popular classical music and composersMusical Concepts: Mozart, Beethoven, and Bach will be introduced. Discussion of their life, accomplishments, historical connections (events occurring in the world during their life), important pieces composed, and their significance.

Materials: Harvard Dictionary of Music, DSO Kids website, (http://dsokids.com/2001/rooms/musicroom.asp) Classical Music CD

Listening Activities: Students will each receive a copy of classical music containing important compositions by Mozart, Beethoven, Bach, and others.

Flight of the Bumblebee Carmen Waldteufel William Tell Overture Theme from Romeo and Juliet Carnival of Venice Funiculi Funicula Edelweiss Symphony No. 5 Eine Kleine Nachtmusik Toccata and Fugue in D minor

Projects: 1-2 page essay on Mozart, Beethoven, or Bach. They will include in their essay the following:

The composer’s life Accomplishments Historical Connections

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Important Pieces Composed Their significance then and now (Is their music still listened to, where?) Conclusion A list of references used (2-3) Note: They will be given a list of approved references

Group Analysis: Students will be split in groups of three. Each will be assigned one of the above songs in which they will do a short analysis that includes the following:

Composer’s Name Historical Period (Baroque, Classical, Romantic) Title of the Piece chosen Background information of the piece Importance of the piece then (was it a controversial piece, or did the audience

love it?) Importance of the piece now (Is it still heard, where?) Conclusion

Group Assessment Activity: Students will be split into groups of six. This activity will be based solely on the classical music CD handed out earlier and a study guide. There will be answers on the board (the names of all pieces) and some facts. One member from each group will go to the board (each with a different color post-it to represent their team). A short clip will be played from each listening selection and the first team to place their post-it on the correct answer wins.

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Third Party Lesson PlansLesson plan for 8th grade general music classThis lesson is made possible through MENC (Music Educator’s National Conference

http://www.thenationalanthemproject.org/teachermaterial/naptm_lesson02.html Lesson Plan for High School Band and OrchestraThis lesson plan is made possible through MENC (Music Educator’s National Conference)

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http://www.thenationalanthemproject.org/teachermaterial/naptm_lesson09.html

Relevant Documents & Resources

Important Composers in the History of Music

Vivaldi, Antonio

Born: 1678 VeniceDied: 1741 ViennaHistorical Period: Late BaroqueNotable Works: The Four Seasons (Spring, Summer, Fall, Winter)

Beethoven, Ludwig van

Born: 1770 GermanyDied: 1827 Vienna

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Historical Period: ClassicalImportance: One of the most important composers in the history

of music. Despite gradual hearing loss and eventual complete deafness, he composed until his death.

Notable Works: Symphony No.5, Moonlight Sonata, Fur Elise

Mozart, Wolfgang Amadeus

Born: 1756 AustriaDied: 1791 ViennaHistorical Period: Classical

Importance: One of the most important composers of the Classical period

Wrote over six hundred pieces during his lifetimeNotable Works: Magic Flute, Don Giovanni, Eine Kleine

Nachtmusik

Brahms, Johannes

Born: 1833 GermanyDied: 1897 ViennaHistorical Period: RomanticNotable Works: Academic Festival Overture, Double Violin

ConcertoStrauss, Sr., Johann

Born: 1804 ViennaDied: 1849 Vienna

Historical Period: RomanticImportance: Composer of numerous waltzesNotable Works: Blue Danube Waltz, Emperor’s Waltz

Bach, Johann Sebastian

Born: 1685 Eisenach, GermanyDied: 1750 Leipzig, GermanyHistorical Period: BaroqueNotable Works: Sacred cantatas, BMinor Mass, Well Tempered

Clavier, Brandenburg Concertos, Toccata and

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Fugue in D

Waldteufel, Emil

Born: 1837- FranceDied: 1915- FranceHistorical Period: RomanticImportant Items: Composers of numerous waltzes and other dancesNotable Works: Waldteufel Waltz

Rimsky-Korsakov, NicolayBorn: 1844 RussiaDied: 1908 RussiaHistorical Period: Romantic

Important Works: Flight of the Bumblebee

Vienna is known for its long tradition in art and culture. That is where most of the composers would go to pursue their careers. That is where the first Viennese school was created (Mozart, Beethoven Brahms).

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