kelseyburchguide.weebly.com · Web viewMultimedia Design Project – Baroque Music History . Kelsey Burch. [email protected] or [email protected]. November 15, 2015. Need for Instruction

Multimedia Design Project – Baroque Music History

Kelsey Burch

[email protected] or [email protected]

November 15, 2015

1. Need for Instruction

Advanced band students, who are in 6th grade and their second year of playing their band instrument, are learning to be able to play their instrument, read music, understand connections to music history and cultural contexts, and analyze musical performances. The students read and play music on a daily basis in the band classroom as well as evaluate performances of themselves and others. The students would benefit most from an instructional program on music history since this is a topic that is not addressed in regular day to day activities while learning to play an instrument in band. The band Program of Studies states that second year students should be able to list at least two composers and their compositions from the various historical periods being studied and to classify characteristics of a specific time period using appropriate music terminology in the music literature being studied. The students have learned basic historical facts about a few major composers in their general music classes in previous years, however, they have not learned in band or general music class about the characteristics of the musical periods and how the composers contributed to those time periods. Much of musical instruction of band instruments occurs with the teacher presenting new concepts to students in a performance context and the students then practice that skill on their instrument. For the learning of intellectual skills and verbal information such as this project, a multimedia instructional program would allow for an alternative channel for learning new information in the band classroom setting. Motivation would be increased due to the novelty of the presentation mode as well as the ability for the students to use various multimedia, to include seeing video clips of professional orchestras playing music from the past and seeing pictures of composers to gain their interest. A self-paced instructional program that students can use in the computer lab will also allow the learners to move through the lesson at their own speed, which should increase learning and learning transfer.

mailto:[email protected]

mailto:[email protected]

2. Goal Statement

At any time in the future, advanced band students will be able to discuss various periods of music history.

3. Instructional Analysis

4. Learner Analysis

The target population consists of 6th grade band students, ages 11 and 12, who are in their second year of playing their band instrument. Twenty four of the thirty five students are in the gifted and talented program. One student has an IEP with the diagnosis of autism. Nineteen students are male while sixteen students are female. The population only has three students with low socioeconomic status, while the rest of the students come from families who are well off. All of these students should be able to read and write at an appropriate 6th grade level and be comfortable working with technology equipment. They have intrinsic motivation and should be able to learn in a self-paced environment. The students have taken general music classes since Kindergarten. These classes have given them a general background of music, including being able to sing, move to music, and relate music to other subjects and disciplines. The general music teacher has taught the students about the lives of several major composers and the students have listened to some of the music written by the composer, although they have not had the chance to go in depth with these topics. The students also know that there are different musical periods, but they have not explored what makes each musical period unique. The students have also taken band class for one previous year. While learning how to play their instrument, they learned the definitions of important musical terminology, like melody and dynamics.

The students have a positive attitude towards learning about music since they chose to be in band class. The students always seem eager to learn a new musical concept, so the students should be open to learning about music history too. The majority of band class is composed of instructor led teaching followed by student practice. Since this lesson will be taught through a self-paced multimedia presentation using a laptop, the type of delivery system will offer variety and novelty to band class. Before we play a song in class, the students will often listen to a recording of the song to get an idea of how it should be played. They are engrossed into the listening and it really captures their attention. In this lesson, students will be listening to parts of famous pieces of music; therefore the students will be drawn into the content. They sometimes ask me about why a certain piece of music is written that way and why the composer chose to make that musical choice and these questions will motivate the students to delve into the ins and outs of musical history.

The students have all learned and been assessed on musical terminology in band class in 5th grade and the students all passed their reading SOL’s, therefore they should be able to understand the content of music history that they will be learning in this lesson. The

students have been using laptops and other means of technology for individual and group learning for several years now in school, especially since they have access to classroom laptop carts. Because of this previous use, the students will be able and willing to learn through a multimedia program. Playing an instrument requires students to both be team players when playing in an ensemble, but it also requires students to put in individual effort when they practice at home. Because of this dynamic, the students are used to learning in different ways in band class. They have also been excited for me to use the new interactive whiteboard more in class, which shows they are open to learning through technology.

I will be providing the instruction for this lesson in band class at school. The students seem to have a positive attitude towards me and are eager to make me proud by showing off their hard work. The students understand the give and take between a teacher and students and I believe we have a mutual respect in the classroom, especially since this is our second year together. The students understand that being in band is a team effort. The advanced band is split up into four different classes, based on what instrument they play. The smallest class is 5 students, the next class has 8 students, and the largest two classes are both 11 students. Every class has almost an even split of general education students and gifted and talented students. The two smaller groups have a similar numbers of males and females, while one large group is mostly female and the final large group is composed of mostly males. The mostly male group tends to be more rowdy and talkative in class, but they are eager to play and learn. The mostly female group is very quiet and follows directions well, but they do not outwardly show their enthusiasm. I taught all of these students last year when they were in fifth grade, therefore I have worked with and observed these students. I understand from previous experience what motivates them and how they learn best.

5. Context Analysis

Performance Context

The students will be supported by me, the general music teachers, the classroom teachers, and family at home. The students will be able to converse about music history topics at any place and any time in the future, whether it be in the general education classroom relating music history to other historical events, in general music classes, or at home when listening to music on the radio. As noted, the students will use their new skills in a variety of settings and with a variety of other people instead of just a certain place and time. No tools are needed unless, for example, the student is discussing certain aspects of a piece of

music and they want to have a sampling of the music to refer to. The students will have gained the knowledge independently but they will use their skills in a discussion with others. In general music class for example, they may work as a group to answer questions about a musical period or give a small group presentation with their peers, while at home they may have a conversation with only a parent present. While sharing these musical history skills, no physical or social constraints exist. I spent two year in college studying music history as part of my music education degree, therefore I consider myself well-trained in the field of music history and able to make decisions regarding the performance context.

Learning Context

The students currently have band class in the band room, which is set up with only chairs and music stands. For this lesson we will go to the computer lab which has a classroom set of about thirty laptops prepared on tables. This is a more conducive work environment for students using laptops since the band classroom has no tables or desks. The students also have access to individual sets of earphones in the computer lab, which will allow them to listen to the audio and video clips in the multimedia presentation. Before the lesson, I will work with the school-based technology specialist to load the multimedia presentation on all of the computers that will be used. If scheduling permits, I will also ask for the technology specialist to be present during the lesson in case there are any issues. Time constraints do exist when working with a self-paced instructional program. Band class only meets one time per week for an hour, so the students will need to pace themselves accordingly. The computer lab is located just down the hallway from the band room, so moving class to the computer lab should not take away any class time. I will just need to make sure I have the computer lab reserved for the days I will be teaching this lesson. The biggest advanced band class is eleven students, and the computer lab usually has about thirty laptops set up, so there should be no equipment issues for the students. After the lessons, the students will be able to discuss composers and music history with others, which does not require a certain work environment. The environment may be a discussion at school in band or general music class, but it may also be at home with a family member. This lesson will give the students the tools and information to discuss music history topics at any time in the future. I work in the school on a daily basis and have access to both my classroom and the computer lab, so I am able to accurately describe the functionality of those rooms and the technology that is available for instruction.

6. Objectives 7. Assessment Items

Goal Step/Skill Objective Assessment ItemStep 1.0 –Describe and classify the characteristics of a musical period.

Objective 1.0 –Students will correctly identify five important events, goals, and musical characteristics of a musical period.

1. Baroque music, art, and architecture were very elaborate with ornamentation. True or False?___ True___ False

2. Improvisation was often used by the performer of Baroque music. True or False?___ True___ False

3. Baroque music was written to evoke intense emotions. True or False?___ True___ False

4. Opera flourished during the Baroque musical period. True or False?___ True___ False

5. Global trade was increased during the Baroque musical period. True or False?___ True___ False

Step 1.1.3 –List the span of years of the musical period.

Objective 1.1.3 –Given four sets of dates, students will correctly identify the span of musical years that makes up the length of the musical period.

6. Select the span of years that correctly identifies the length of the Baroque musical period.

a. 1500-1600b. 1600-1750c. 1750-1820d. 1820-1900

Step 1.1.4 –Identify the

Objective 1.1.4 –Students will correctly identify

7. In the Baroque musical period new technological discoveries

historical events/issues occurring in the musical period.

three non-musical historical events or issues that occurred in the musical period.

were being made like the invention of the telescope. True or False?___ True___ False

8. In the Baroque musical period European countries were uninterested in travel and colonization. True or False?___ True___ False

9. In the Baroque musical period there was an increased growth of the middle class. True or False?___ True___ False

Step 1.1.5 –Describe the overall style/goal of the musical period.

Objective 1.1.5 –Students will accurately identify the overarching style or goal for that musical period.

10. Select the overarching goal for the Baroque musical period.a. Simplicity in musicb. Music as a tool for

communicationc. Increased emotion in musicd. Music written for fun

Step 1.1.6 –Identify the patronage of musicians in the musical period.

Objective 1.1.6 –Students will correctly identify at least one person or group who provided the financial support of musicians in the musical period.

11. Select the patronage of musicians in the Baroque musical period.a. The churchb. The middle classc. Aristocratic familiesd. Both b and ce. Both a and c

Step 1.1 –List an overview of the issues and events of a musical period.

Objective 1.1 –Students will correctly identify three musical or non-musical facts about the history of the musical period.

Cluster of the assessment items for Objectives 1.1.3 through 1.1.6.

Step 1.2.4 –Describe the characteristics of melody used in the music in a musical

Objective 1.2.4 –Students will correctly identify at least two characteristics of melody used in a musical period.

12. Select the grouping of two characteristics of melody used in the Baroque musical period.

a. Symmetrical phrases and easy to sing/play the melodies

period. b. Long, irregular phrases and easy to sing/play the melodies

c. Several independent melodies and melody included chromatic notes

d. Several independent melodies and melodies were elaborate with ornamentation

Step 1.2.5 –Describe the characteristics of harmony used in the music in a musical period.

Objective 1.2.5 –Students will correctly identify at least one characteristic of harmony used in a musical period.

13. Select the characteristic of harmony used in the Baroque musical period.

a. Basso continuo was often written for the harmony parts

b. Harmony was simple with very little dissonance

c. Harmony involved common use of intervals such as parallel fifths and octaves

d. Harmony had a lack of a tonal center with many dissonances

Step 1.2.6 –Describe the mood/dynamic characteristics of the music in a musical period.

Objective 1.2.6 –Students will correctly identify at least two characteristics of mood and dynamics used in a musical period.

14. One consistent mood was used in the music in the Baroque musical period. True or False?___ True___ False

15. Sudden shifts of dynamics were commonly used in music in the Baroque musical period. True or False?___ True___ False

Step 1.2.7 –Identify common instruments used the music in a musical period.

Objective 1.2.7 –Given four options of different groupings of instruments, students will correctly identify the grouping of instruments that are most commonly used in the musical period.

16. Select the grouping of instruments that were commonly used in music in the Baroque musical period.

a. Piano, brass, percussionb. Piano, piccolo, bass clarinetc. Harpsichord, recorder, stringsd. Harpsichord, flute, percussion

Step 1.2 –Describe musical characteristics of compositions in a

Objective 1.2 –Given a list of characteristics, students will correctly identify three characteristics of


musical period. compositions in a musical period.

Step 1.3.4-Identify the genres of music written in a musical period.

Objective 1.3.4 –Given a list of four genres, students will correctly identify two genres of music that were written in that musical period.

17. Select the genre of music that was written in the Baroque musical period.

a. Dance suiteb. Operac. Symphonyd. Madrigale. Both a and bf. Both b and c

Step 1.3.5 –Classify the music of the musical period as secular or sacred.

Objective 1.3.5 –Students will identify the music of the musical period as secular or sacred 100% of the time.

18. In general, the music written during the Baroque period was mostly secular. True or False?

___ True ___ False

Step 1.3.6 –Identify the types of musical form that were written in a musical period.

Objective 1.3.6 –Given a list of four musical forms, students will correctly identify the one form of music that was written in that musical period.

19. Select the musical form that was used in music in the Baroque musical period.

a. Ternary formb. Rondoc. Sonata Allegrod. Fugue

Step 1.3 –Describe the types of music written in a musical period.

Objective 1.3 –Students will correctly identify three types of music written in that musical period.


Step 2.0 –Describe the contributions of two composers in the musical period.

Objective 2.0 –Students will identify similarities and differences in the contributions and life of two composers in the musical period. Criteria: Students will correctly address the similarities and differences of the two composers 3 out of 4 times.

20. Both J.S. Bach and Vivaldi were very proficient on an instrument in addition to being a composer. True or False?

___ True ___ False

21. Vivaldi composed many more pieces than J.S. Bach in his lifetime. True or False?___ True___ False

22. J.S. Bach and Vivaldi both composed sacred music. True or False?

___ True___ False

23. J.S. Bach and Vivaldi were both born in Italy. True or False?___ True___ False

Step 2.1.2 –Outline an overview of the life of the composer.

Objective 2.1.2 –Students will identify different aspects of the life of the composer. Criteria: Students will correctly identify aspects of the composer’s childhood, middle years, and late years.

24. J.S. Bach grew up in a family full of musicians. True or False?

___ True ___ False

25. J.S. Bach worked strictly for the Church his entire career. True or False?

___ True ___ False

26. J.S. Bach died of a stroke. True or False?

___ True ___ False

27. Vivaldi worked as a priest before he became a professional musician and composer. True or False?

___ True ___ False

28. Vivaldi’s patronage included both a school for orphans and royalty. True or False?

___ True ___ False

29. Vivaldi died with abundant personal wealth. True or False?

___ True ___ False

Step 2.1.3 –Describe the composer's musical influence.

Objective 2.1.3 –Students will correctly identify one way the composer had an influence on the musical period.

30. Select the one major influence J.S. Bach had on the Baroque musical period.

a. He was a master at writing rich

melodies and fugues.b. He was a master at playing the

recorder.c. He created the sonata allegro

form.d. He incorporated the piano into

his compositions.

31. Select the one major influence Vivaldi had on the Baroque musical period.

a. He was a master at writing symphonies.

b. He was renowned for writing concertos for violin and other instruments.

c. He was a virtuoso at the harpsichord.

d. He incorporated new dissonances into harmony.

Step 2.1.4 –Identify the types of music written by the composer.

Objective 2.1.4 –Given a list of musical genres, students will correctly identify two types of music written by the composer.

32. Select the grouping of musical genres that J.S. Bach composed.

a. Madrigal, massb. Fugue, cantatac. Symphony, operad. Sonata, tone poem

33. Select the grouping of musical genres that Vivaldi composed.

a. Fugue, oratoriob. Madrigal, massc. Cantata, symphonyd. Concerto, opera

Step 2.1.5 –Identify specific compositions written by the composer.

Objective 2.1.5 –Students will correctly identify the title of two compositions written by the composer.

34. Select the grouping of titles of compositions written by J.S. Bach.

a. Brandenburg Concertos, Toccata and Fugue in D Minor

b. Symphony No.9, Messiahc. Four Seasons, Orfeo and

Euridiced. Water Music Suite, Sinfonia in

D

35. Select the groupings of titles of compositions written by Vivaldi.

a. St. Matthews Passion, Messiahb. Four Seasons, Gloriac. Music for the Royal Fireworks,

Concerto in F Major for Trumpet

d. Dido and Aeneas, Water Music Suite

Step 2.1 –Describe the musical contributions of the composer.

Objective 2.1 –Students will correctly identify two reasons why the composer was famous during the musical period.


Goal Statement –At any time in the future, advanced band students will be able to discuss the various periods of music history.

Terminal Objective –Students will identify characteristics of a musical period in history. Criteria: Students will use correct musical terminology to identify at least two famous composers and their musical works, as well as a total of at least six non-musical and musical issues and characteristics of the musical period.

Cluster of the assessment items for Objectives 1.0 and 2.0.

8. Instructional Strategy

Sequence and Clustering of Objectives

CLUSTER OBJECTIVES TIME

1 Cluster of Step 1.1:Objective 1.1.3Given four sets of dates, students will correctly identify the span of musical years that makes up the length of the musical period.

Objective 1.1.4Students will correctly identify three non-musical historical events or issues that occurred in the musical period.

10 minutes

Objective 1.1.5Students will accurately identify the overarching style or goal for that musical period.

Objective 1.1.6Students will correctly identify at least one person or group who provided the financial support of musicians in the musical period.

Objective 1.1Students will correctly identify three musical or non-musical facts about the history of the musical period.

2 Cluster of Step 1.2:Objective 1.2.4Students will correctly identify at least two characteristics of melody used in a musical period.

Objective 1.2.5Students will correctly identify at least one characteristic of harmony used in a musical period.

Objective 1.2.6Students will correctly identify at least two characteristics of mood and dynamics used in a musical period.

Objective 1.2.7Given four options of different groupings of instruments, students will correctly identify the grouping of instruments that are most commonly used in the musical period.

Objective 1.2Given a list of characteristics, students will correctly identify three characteristics of compositions in a musical period.

10 minutes

3 Cluster of Step 1.3 and Step 1.0:Objective 1.3.4Given a list of four genres, students will correctly identify two genres of music that were written in that musical period.

10 minutes

Objective 1.3.5Students will identify the music of the musical period as secular or sacred 100% of the time.

Objective 1.3.6Given a list of four musical forms, students will correctly identify the one form of music that was written in that musical period.

Objective 1.3Students will correctly identify three types of music written in that musical period.

Objective 1.0Students will correctly identify five important events, goals, and musical characteristics of a musical period.

4 Cluster of Step 2.1 (J.S. Bach):Objective 2.1.2Students will identify different aspects of the life of the composer. Criteria: Students will correctly identify aspects of the composer’s childhood, middle years, and late years.

Objective 2.1.3Students will correctly identify one way the composer had an influence on the musical period.

Objective 2.1.4Given a list of musical genres, students will correctly identify two types of music written by the composer.

Objective 2.1.5Students will correctly identify the title of two compositions written by the composer.

Objective 2.1Students will correctly identify two reasons why the composer was famous during the musical period.

8 minutes

5 Cluster of Step 2.1 (Antonio Vivaldi), Step 2.0, and Terminal Objective:Objective 2.1.2Students will identify different aspects of the life of the composer. Criteria: Students will correctly identify aspects of the composer’s childhood, middle years, and late years.

Objective 2.1.3Students will correctly identify one way the composer had an influence on the musical period.

Objective 2.1.4Given a list of musical genres, students will correctly identify two types of music written by the composer.

Objective 2.1.5Students will correctly identify the title of two compositions written by the composer.

Objective 2.1Students will correctly identify two reasons why the composer was famous during the musical period.

Objective 2.0Students will identify similarities and differences in the contributions and life of two composers in the musical period. Criteria: Students will correctly address the similarities and differences of the two composers 3 out of 4 times.

Terminal ObjectiveStudents will identify characteristics of a musical period in history. Criteria: Students will use correct musical terminology to identify at least two famous composers and their musical works, as well as a total of at least six non-musical and musical issues and characteristics of the musical period.

12 minutes

Preinstructional, Assessment, and Follow-Through Activities

PREINSTRUCTIONAL ACTIVITIES

Motivation:

First, students will be motivated to use a multimedia presentation in band class because it is a medium they do not usually use in music. Students will also be motivated by listening to a recording of Baroque music. This will gain their attention, which is the first step in Gagne’s conditions of learning. Students will be motivated by relevance to know that they will be learning about how music is different from the music we mostly play and listen to now. Students will be informed of the objectives and regular feedback will be given, which will give confidence to the students going into the multimedia program. Students will also be able to move through the program at their own pace, which will also allow for more self-assurance. Satisfaction will be gained when students can immediately apply their new knowledge to making a brochure or newsletter in the posttest activities.

Objectives:

Students will be informed that the lesson will be about music history and why music history is important. The lesson will tell students that they are learning about the evolution of music through history. This lesson will focus on the students being able to discuss the Baroque musical period, the different styles of music used in this era, and the characteristics of the music. Finally, students will be informed that they will be able to discuss the lives of composers and be able to better connect to the composers and their music. Informing the students of the objectives fulfills Gagne’s second condition of learning.

ASSESSMENT

Pretest:

A short paper and pencil assessment to test the students on their knowledge of the musical terms (entry skills) they need to know for the lesson. The pretest will also ask what facts they remember from general music class about composers or musical styles they have learned about previously. The pretest will help stimulate prior learning, which is the next step in Gagne’s conditions of learning.

Posttest:

Students will make a travel brochure or write a newsletter article to encourage others to “visit”

the Baroque era. Students will use their creativity to present the facts they learned from the lesson in a way that is engaging and appealing to others. Students will use correct grammar and musical terms to address historical issues, musical characteristics, and biographies on composers. Students should also include at least two pictures or timelines in their brochure or article. The posttest will be a form of assessment of student knowledge as well as way to enhance transfer and retention, which are the final steps of Gagne’s learning conditions.

FOLLOW-THROUGH ACTIVITIES

Memory Aids:

Ideally, students will memorize the facts in the lesson. The students will be given several questions to answer at the end of each cluster of objectives in the multimedia program, which will help the students reinforce their learning. This will elicit a performance from the student as well as give them immediate feedback of their performance. Since the lesson is introducing many new concepts, students will be able to take notes on their own and organize the facts and skills they have learned in an outline or table.

Transfer:

Students will apply their new skills to creating the brochure or newsletter in the posttest. The multimedia program will provide all of the information the students will need in order to make the brochure or newsletter. Students will also reinforce their learning in general music class where musical styles and composers are also studied. These activities relate to Gagne’s learning condition of enhancing transfer.

Content Presentation and Student Participation

OBJECTIVE: Objective 1.1.3 –

Given four sets of dates, students will correctly identify the span of musical years that makes up the length of the musical period.

1

CONTENT PRESENTATION

Content:

This slide will explain that there are different musical periods throughout time. The term “Baroque” will be defined and the years of the Baroque musical period will be listed. The Gagne learning condition is presenting the stimulus.

Examples:

Video defining the term Baroque and its years. The Gagne learning condition is providing learner guidance.

Media Selection:

Written text about the different periods. Video defining the term Baroque and its years.

STUDENT PARTICIPATION

Practice Items: The Gagne learning condition is eliciting performance.

1. Select the span of years that correctly identifies the length of the Baroque musical period.

a. 1500-1600b. 1600-1750c. 1750-1820d. 1820-1900

Feedback:

The student will be directed to a new slide indicating if their answer to the practice item was correct or incorrect. If the answer was incorrect, students will be directed back to the practice item to try again. The Gagne condition of learning is providing feedback.

Media Selection:

Individual multimedia program.


Students will correctly identify three non-musical historical events or issues that occurred in the musical period.

2


Content:

First slide: The first slide will explain that many new technological discoveries and inventions were made during the Baroque period. For example, Hans Lippershey invented the telescope in 1608, Christian Huygans patented the pocket watch in 1675, and Gabriel Fahrenheit invented the first mercury thermometer in 1724. Religious issues between Catholics and Protestants were a big issue, especially with the Thirty Year’s War in Europe. Descartes and Locke were popular philosophers at the time and Rembrandt was famous for his art.

Second slide: The second slide will show that Europe was interested in colonization of Americas, slave trade, and trading goods around the world, especially interested in getting goods and raw materials from their colonies. This lead to consumerism and the emergence of the middle class, many of whom became merchants and shopkeepers with more people moving to cities instead of farming the open land. The Gagne learning condition is presenting the stimulus.

Examples:

Audio recording explaining the different innovations.

Picture of Rembrandt painting “The Night Watch”:

Audio recording explaining world trade issues.

Picture of world trade:

The Gagne learning condition is providing learner guidance.

Media Selection:

First slide: Picture of Rembrandt painting, audio explaining the different technological

innovations, written text listing the other issues

Second slide: Picture of trade routes, audio explaining world trade and colonization



1. In the Baroque musical period new technological discoveries were being made like the invention of the telescope. True or False?___ True___ False

1. In the Baroque musical period European countries were uninterested in travel and colonization. True or False?___ True___ False

2. In the Baroque musical period there was an increased growth of the middle class. True or False?___ True

___ False

Feedback:


Media Selection:



Students will accurately identify the overarching style or goal for that musical period.

3


Content:

This slide (combined with objective 1.1.6) will explain that art, music, and architecture all included excessive ornamentation. Music was used as a tool for communication to the masses, especially from the church who emphasized religious themes in the music. The Gagne learning condition is presenting the stimulus.

Examples:

Picture of Baroque church- St. Paul’s Cathedral in London to show ornate architecture:


Media Selection:

Picture of Baroque church, written text



1. Select the overarching goal for the Baroque musical period.a. Simplicity in musicb. Music as a tool for communicationc. Increased emotion in musicd. Music written for fun

Feedback:

https://upload.wikimedia.org/wikipedia/commons/6/60/St_Paul's_Cathedral_Choir_looking_east,_London,_UK_-_Diliff.jpg


Media Selection:



Students will correctly identify at least one person or group who provided the financial support of musicians in the musical period.

4


Content:

This slide (combined with objective 1.1.5) will explain that the patronage in the previous musical period (Renaissance period) was mainly the church, who used music to promote their religion. This church patronage also occurred in the Baroque period, but patronage also expanded to include the aristocracy (well-off families) and royalty. However, the patronage and power still mostly lay with the Roman Catholic church. The Gagne learning condition is presenting the stimulus.

Examples:

Picture of Baroque church- St. Paul’s Cathedral in London to show ornate architecture:


Media Selection:

Picture of Baroque church, written text



1. Select the patronage of musicians in the Baroque musical period.a. The churchb. The middle classc. Aristocratic familiesd. Both b and ce. Both a and c

Feedback:


Media Selection:


https://upload.wikimedia.org/wikipedia/commons/6/60/St_Paul's_Cathedral_Choir_looking_east,_London,_UK_-_Diliff.jpg

OBJECTIVE: Objective 1.1 –Students will correctly identify three musical or non-musical facts about the history of the musical period.

5


Content:

The content for this was presented in objectives 1.1.3 through 1.1.6.

Examples:


Media Selection:



Practice Items:

Practice items were used for objectives 1.1.3 through 1.1.6 at the end of this cluster.

Feedback:

Practice items were used for objectives 1.1.3 through 1.1.6 at the end of this cluster.

Media Selection:



Students will correctly identify at least two characteristics of melody used in a musical period.

6


Content:

Melodies were difficult to play with elaborate ornamentation and often involved improvisation which decorated the melody even further. The melody in Baroque music was often polyphonic, where two or more melodies were played independently. Musical sequences that were repeated were often used as well. The Gagne learning condition is presenting the stimulus.

Examples:

Audio recording of Telemann Oboe Sonata in A Minor, 2nd movement to show ornamentation. The Gagne learning condition is providing learner guidance.

Media Selection:

Audio recording of Telemann Oboe Sonata in A Minor, 2nd movement, written text



1. Select the grouping of two characteristics of melody used in the Baroque musical period.a. Symmetrical phrases and easy to sing/play the melodiesb. Long, irregular phrases and easy to sing/play the melodiesc. Several independent melodies and melody included chromatic notesd. Several independent melodies and melodies were elaborate with ornamentation

Feedback:


Media Selection:



Students will correctly identify at least one characteristic of harmony used in a musical period.

7


Content:

Basso continuo was often used where a couple of instruments played the bass line and improvised the harmonies above the bass line. The basso continuo was usually played by one melodic instrument, like the cello, and one keyboard instrument, like the harpsichord. Music was not fully written out and only numbers, or figured bass, were written into help the performer. Harmony also resulted from the combination of different melodies. Major and minor keys were developed in the Baroque era. The Gagne learning condition is presenting the stimulus.

Examples:

Picture of bass continuo music from the opera Dido and Aeneas:


Media Selection:

Picture of basso continuo music, audio explaining bass continuo.



1. Select the characteristic of harmony used in the Baroque musical period.a. Basso continuo was often written for the harmony partsb. Harmony was simple with very little dissonancec. Common use of intervals such as parallel fifths and octavesd. Lack of a tonal center with many dissonances

Feedback:


Media Selection:



Students will correctly identify at least two characteristics of mood and dynamics used in a musical period.

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Content:

In the Baroque era, it was the first time dynamics were part of the composition plan of a piece. Terraced dynamics were used where the volume shifts were sudden, not gradual. The mood of the piece was generally consistent throughout the piece. The Gagne learning condition is presenting the stimulus.

Examples:

Audio recording of Vivaldi’s Four Seasons, Autumn Allegro to demonstrate dynamic shifts. The Gagne learning condition is providing learner guidance.

Media Selection:

Audio recording of dynamics: Vivaldi’s Four Seasons, Autumn Allegro, written text.



1. One consistent mood was used in the music in the Baroque musical period. True or False?___ True___ False

2. Sudden shifts of dynamics were commonly used in music in the Baroque musical period. True or False?___ True

___ FalseFeedback:


Media Selection:



Given four options of different groupings of instruments, students will correctly identify the grouping of instruments that are most commonly used in the musical period.

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Content:

In the Baroque era, instrumental music became much more prevalent in addition to the already popular vocal music. The Baroque orchestra, which was small compared to the large symphony orchestra, was beginning to take shape. The instrumentation often included strings, woodwinds (oboes, and bassoons), brass (trumpets and horns), and keyboard instruments (harpsichord). Other popular instruments included the lute, organ, and recorder. Very little percussion was used in the Baroque period. The Gagne learning condition is presenting the stimulus.

Examples:

Picture of Venice Baroque Orchestra to show instrumentation:


Media Selection:

Picture of Venice Baroque Orchestra, written text.



1. Select the grouping of instruments that were commonly used in music in the Baroque musical period.

a. Piano, brass, percussionb. Piano, piccolo, bass clarinetc. Harpsichord, recorder, stringsd. Harpsichord, flute, percussion

Feedback:


Media Selection:


OBJECTIVE: Objective 1.2 –Given a list of characteristics, students will correctly identify three characteristics of compositions in a musical period.

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Content:


Examples:


Media Selection:



Practice Items:

Practice items were used after objectives 1.2.4 through 1.2.7 at the end of this cluster.

Feedback:


Media Selection:



Given a list of four genres, students will correctly identify two genres of music that were written in that musical period.

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Content:

First slide: The first slide will explain the genres of secular music in the Baroque era. The dance suite is a multi-movement work made up of a series of contrasting dances. The concerto is a several movement work for a solo instrument and orchestra. Opera is a musical drama that is sung throughout combining instrumental music, vocal music, acting, costume, and scenery.

Second slide: The second slide will explain the genres of sacred music as well as explain that most of the music in the Baroque era is sacred, even though secular music is becoming more widespread (combined with objective 1.3.5). The oratorio is a large-scale dramatic genre that is a narrative based on a religious theme and is sung or played by solo voices, chorus, and orchestra. There is no scenery, costumes, or action like in an opera. The cantata is a genre for a vocal soloist, chorus, and instrumentalists based on a lyric or dramatic poetic narrative. It is usually several movements long and can include arias, recitatives, and ensemble parts. The mass is a sacred choral composition that sets liturgy (words of worship) to music. Parts of the mass include the Kyrie, Gloria, Credo, Sanctus, and Agnus Dei. The Gagne learning condition is presenting the stimulus.

Examples:

First slide: Video with definitions of secular music.

Second slide: Audio about music being mostly sacred during the Baroque era.


Media Selection:

First slide: Video of definitions of secular music

Second Slide: Written text with definitions of genres of sacred music, audio about music being mostly sacred during the Baroque era



1. Select the genre of music that was written in the Baroque musical period.a. Dance suiteb. Operac. Symphonyd. Madrigale. Both a and bf. Both b and c

Feedback:


Media Selection:



Students will identify the music of the musical period as secular or sacred 100% of the time.

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Content:

This slide (combined with objective 1.3.4) will explain the genres of sacred music as well as explain that most of the music in the Baroque era is sacred, even though secular music is becoming more widespread. The Gagne learning condition is presenting the stimulus.

Examples:

Audio recording about music being mostly sacred during the Baroque era. The Gagne learning condition is providing learner guidance.

Media Selection:

Written text with definitions of genres of sacred music, audio recording about music being mostly sacred during the Baroque era.



1. In general, the music written during the Baroque period was mostly secular. True or False?

___ True ___ FalseFeedback:


Media Selection:



Given a list of four musical forms, students will correctly identify the one form of music that was written in that musical period.

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Content:

Musical form is how a piece is organized. Two main forms were used in the Baroque period, the fugue and binary form. Fugues are compositions in which a short melody is introduced by one part and then successively played by others and developed by interweaving parts. Binary form is when a piece or movement is divided into two sections, the A section and the B section, and the melody is different in each section. The Gagne learning condition is presenting the stimulus.

Examples:

Video recording of Bach’s Little Fugue in G Minor to show an example of a fugue. The Gagne learning condition is providing learner guidance.

Media Selection:

Video recording of Bach’s Little Fugue in G Minor, written text.



1. Select the musical form that was used in music in the Baroque musical period.a. Ternary formb. Rondoc. Sonata Allegrod. Fugue

Feedback:

The student will be directed to a new slide indicating if their answer to the practice item was correct or incorrect. If the answer was incorrect, students will be directed back to the practice

item to try again. The Gagne condition of learning is providing feedback.

Media Selection:


OBJECTIVE: Objective 1.3 –Students will correctly identify three types of music written in that musical period.

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Content:


Examples:


Media Selection:



Practice Items:


Feedback:


Media Selection:


OBJECTIVE: Objective 1.0 –

Students will correctly identify five important events, goals, and musical characteristics of a musical period.

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Content:

The content for this was presented in objectives 1.1, 1.2, and 1.3.

Examples:

The content for this was presented in in objectives 1.1, 1.2, and 1.3.

Media Selection:

The content for this was presented in in objectives 1.1, 1.2, and 1.3.


Practice Items:

Practice items were used after each cluster.

Feedback:


Media Selection:


OBJECTIVE: Objective 2.1.2 – (Bach)

Students will identify different aspects of the life of the composer. Criteria: Students will correctly identify aspects of the composer’s childhood, middle years, and late years.

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Content:

This slide will present an overall picture of J.S. Bach’s life. He was born in Germany and came from a very musical family. He played violin, harpsichord, and organ from an early age. He had a religious education and was a very religious person. He was a court musician and organist where he composed church cantatas. He was also director of music for the 4 main churches in Germany and royal court composer for the King of Poland. He created the fugue and was a very prolific composer. The Gagne learning condition is presenting the stimulus.

Examples:

Video of Bach biography. The Gagne learning condition is providing learner guidance.

Media Selection:

Video of Bach biography.



1. J.S. Bach grew up in a family full of musicians. True or False? ___ True ___ False

2. J.S. Bach worked strictly for the Church his entire career. True or False? ___ True ___ False

3. J.S. Bach died of a stroke. True or False? ___ True ___ FalseFeedback:


Media Selection:



Students will correctly identify one way the composer had an influence on the musical period.

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Content:

This slide will describe Bach’s influences on Baroque music in that he was a master at writing elaborate melodies and fugues and he was an extremely prolific composer. (Combined with objectives 2.1.4 and 2.1.5). The Gagne learning condition is presenting the stimulus.

Examples:

Audio of Toccata and Fugue in D Minor as an example of his compositions.

Picture of J.S. Bach:


Media Selection:

Picture of Bach, Audio of Toccata and Fugue in D Minor (start on the slide change), written text.



1. Select the one major influence J.S. Bach had on the Baroque musical period.a. He was a master at writing rich melodies and fugues.b. He was a master at playing the recorder.c. He created the sonata allegro form.d. He incorporated the piano into his compositions.

Feedback:


Media Selection:



Given a list of musical genres, students will correctly identify two types of music written by the composer.

18


Content:

Bach wrote both sacred and secular music. In secular music, he wrote fugues and concertos for instruments and vocal chorales. In sacred music, Bach wrote oratorios, cantatas, and masses, which involved both vocal and instrumental parts. (Combined with objectives 2.1.3 and 2.1.5). The Gagne learning condition is presenting the stimulus.

Examples:




Media Selection:




1. Select the grouping of musical genres that J.S. Bach composed.a. Madrigal, massb. Fugue, cantatac. Symphony, operad. Sonata, tone poem

Feedback:


Media Selection:



Students will correctly identify the title of two compositions written by the composer.

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Content:

This slide will list two famous works by J.S. Bach: the Brandenburg Concertos for violin and Toccata and Fugue in D Minor. (Combined with objectives 2.1.3 and 2.1.4). The Gagne learning condition is presenting the stimulus.

Examples:




Media Selection:




1. Select the grouping of titles of compositions written by J.S. Bach.a. Brandenburg Concertos, Toccata and Fugue in D Minorb. Symphony No.9, Messiahc. Four Seasons, Orfeo and Euridiced. Water Music Suite, Sinfonia in D

Feedback:


Media Selection:


OBJECTIVE: Objective 2.1.2 – (Vivaldi) 20

Students will identify different aspects of the life of the composer. Criteria: Students will correctly identify aspects of the composer’s childhood, middle years, and late years.


Content:

This slide will present an overall picture of Vivaldi’s life. He was born in Italy, the oldest of 9 children, and learned to play violin from his father. Vivaldi was ordained as a priest at the age of 25. He was appointed the staff violinist at a girl’s orphanage, where he was also a priest. He composed most of his main works while teaching at the orphanage. His fame there also let him to be patronized by royalty. He died a poor man. The Gagne learning condition is presenting the stimulus.

Examples:

Video of Vivaldi biography. The Gagne learning condition is providing learner guidance.

Media Selection:

Video of Vivaldi biography.



1. Vivaldi worked as a priest before he became a professional musician and composer. True or False?

___ True ___ False

2. Vivaldi’s patronage included both a school for orphans and royalty. True or False? ___ True ___ False

3. Vivaldi died with abundant personal wealth. True or False? ___ True ___ FalseFeedback:


Media Selection:


OBJECTIVE: Objective 2.1.3 – (Vivaldi)

Students will correctly identify one way the composer had an influence on the musical period.

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Content:

This slide will describe Vivaldi’s influences on Baroque music. Vivaldi was a violinist who wrote many violin concertos and was a teacher as well. (Combined with objectives 2.1.4 and 2.1.5). The Gagne learning condition is presenting the stimulus.

Examples:

Audio about Vivaldi’s operas.

Picture of Vivaldi:


Media Selection:

Audio of vocal recording about Vivaldi’s operas, picture of Vivaldi, written text.



1. Select one major influence Vivaldi had on the Baroque musical period.a. He was a master at writing symphonies.b. He was renowned for writing concertos for violin and other instruments.c. He was a virtuoso at the harpsichord.d. He incorporated new dissonances into harmony.

Feedback:


Media Selection:



Given a list of musical genres, students will correctly identify two types of music written by the composer.

22


Content:

Vivaldi wrote both sacred and secular music. In secular music, he wrote concertos, operas, and 5 finger exercises for his students. In sacred music, Vivaldi wrote cantatas and masses. (Combined with objectives 2.1.3 and 2.1.5). The Gagne learning condition is presenting the stimulus.

Examples:


Picture of Vivaldi:


Media Selection:




1. Select the grouping of musical genres that Vivaldi composed.a. Fugue, oratoriob. Madrigal, massc. Cantata, symphonyd. Concerto, opera

Feedback:


Media Selection:



Students will correctly identify the title of two compositions written by the composer.

23


Content:

This slide will list two famous works by Vivaldi: Four Seasons and Gloria. (Combined with objectives 2.1.3 and 2.1.4). The Gagne learning condition is presenting the stimulus.

Examples:


Picture of Vivaldi:


Media Selection:




1. Select the groupings of titles of compositions written by Vivaldi.a. St. Matthews Passion, Messiahb. Four Seasons, Gloriac. Music for the Royal Fireworks, Concerto in F Major for Trumpetd. Dido and Aeneas, Water Music Suite

Feedback:


Media Selection:


OBJECTIVE: Objective 2.1 –

Students will correctly identify two reasons why the composer was famous during the musical period.

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Content:


Examples:


Media Selection:



Practice Items:

Practice items were used after each cluster.Feedback:


Media Selection:


OBJECTIVE: Objective 2.0 –Students will identify similarities and differences in the contributions and life of two composers in the musical period. Criteria: Students will correctly address the similarities and differences of the two composers 3 out of 4 times.

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Content:

The content for this was presented in objectives 2.1 (Bach) and 2.1 (Vivaldi).

Examples:

The content for this was presented in objectives 2.1 (Bach) and 2.1 (Vivaldi).

Media Selection:

The content for this was presented in all objectives 2.1 (Bach) and 2.1 (Vivaldi).



1. Both J.S. Bach and Vivaldi were very proficient on an instrument in addition to being a composer. True or False?

___ True ___ False

2. Vivaldi composed many more pieces than J.S. Bach in his lifetime. True or False?___ True___ False

3. J.S. Bach and Vivaldi both composed sacred music. True or False?___ True___ False

4. J.S. Bach and Vivaldi were both born in Italy. True or False?___ True

___ FalseFeedback:


Media Selection:


OBJECTIVE: Terminal Objective -Students will identify characteristics of a musical period in history. Criteria: Students will use correct musical terminology to identify at least two famous composers and their musical works, as well as a total of at least six non-musical and musical issues and characteristics of the musical period.

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Content:

The content for this was presented in all of the objectives.

Examples:


Media Selection:



Practice Items:


Feedback:


Media Selection:


Choice of Authoring Program and Delivery System

AUTHORING PROGRAM

DELIVERY SYSTEM POTENTIAL LIMITATIONS

Microsoft PowerPoint The program will be downloaded onto a set of school laptops.

The school owns several set of laptops; therefore I need to keep track of which set of laptops I download the program onto. I also need to make sure this set of laptops is available when I want to use them for class and not already reserved by another class. Another potential limitation is the possible deletion of the file on the laptop by another person; therefore the program would not be accessible when I need it to be.

Documents

kelseyburchguide.weebly.com · Web viewMultimedia Design Project – Baroque Music History . Kelsey Burch. [email protected] or [email protected]. November 15, 2015. Need for Instruction