WebQuest+for+Intro+to+Music

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Ok, now for the WebQuest:

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=You Can Be the Next= =IRON [|MUSICOLOGIST]=

=Introduction= Every era in music we study – Middle Ages, Renaissance, Baroque, Classical, Romantic, Impressionism, and Contemporary – had its own rules about use of the five elements of music: melody, harmony, rhythm, form, and texture. How each era used these elements helps to define its overall [|aesthetic], or sense of what is beautiful in the arts/music. While we may not agree on an aesthetic, we can determine whether or not an era has crafted its culture to the highest degree according to its manipulation of the five elements. Your job in this web quest will be to bring together class information and your own knowledge- gained through website investigations- in order to present your best argument for an era’s aesthetic. If you can do this well, you are the next musicologist!

=Task= Your task is to present an argument defending your assigned era as the most aesthetic, best crafted music of all eras. If your group of musicologists presents the best argument for this case, you will be the next Iron-Musicologists! The judges have the right to make this award to more than one group, or to no group at all!

=Process= · Assign groups: You will be assigned to one of seven groups representing the seven eras of music that are covered in our class: Middle Ages, Renaissance, Baroque, Classical, Romantic, Impressionism, and Contemporary. · Each group has the right to expel member(s) who offer zero input – I suggest you have each member in you group given a specific task so that if you make this call for dismissal you have “documentation.” That member receives a zero without affecting the overall grade of the other members of the group. · Be sure to follow the rubric (see evaluation section) to make sure you are meeting all necessary requirements. · I am here to act as a facilitator; if you have any questions, you may reach me by phone (570-422-3953, ext. 1) or, preferably, by email: jcollins@po-box.esu.edu · All groups will present “arguments” during two class meetings; time will be available to ask questions, or to question the logic of the argument for best aesthetic of the centuries, i.e., the extent to which you can explain – with appropriate examples – how your era manipulated the five elements of music. Presentations will take place during the last two weeks of classes, as will be assigned.

=Steps= · Each group may want to assign a specific element of music to each member · Use **class notes** (not textbook) as your definitions of each of the five elements: melody, harmony, rhythm, form, and texture. Use **class notes** for your adjectives used in connection to each of the five elements. Further explanations of the five elements can be found in the links below. · You may use your class textbook as a starting point for listening examples: you may not use more than one listening example from your text/CD set. The following websites will help you gather data for your arguments: Listening Examples: [] The Five Elements: [] [|http://www.sfskids.org] [] Video sources: [] [] (YouTube video by Disney productions about melody) [|http://www.youtube.com] [] [] Source for information as well as music videos Music History: []
 * Step 1: Data Gathering:**

· Synthesize your information: 1. How have the five elements of music been used in your assigned era? 2. What musical examples can you present to illustrate your answer(s) to question one? 3. What is your opinion about how well crafted the music was of your era? In other words, what is your opinion about your era’s musical aesthetic?
 * Step 2:**

· Give your group presentation: this may be a PPT presentation, panel discussion, whatever format you feel will best convey your argument. Be sure to include **musical examples.**


 * Step 3:** ** (This is a group activity) **

· As each group presents, we, as a class, will construct a **concept map** in order to connect: 1) the evolutionary process of music from one era to the next; and 2) to compare and contrast the five elements among the seven eras. This activity will synthesize all the information presented by all groups so that the interconnectedness of all eras can be understood visually. We will have a peer assessment of this assignment upon its completion: how did this web quest add to your understanding of your group’s era as well as others? In 3-5 paragraphs submit a discussion about your reflections on how this webquest added to your understanding of your group's era as well as music history in general. Please submit to my email at jcollins@po-box.esu.edu or you may submit through the discussion tab.

=Evaluation (rubric):=


 * || Criteria || Points ||  ||
 * ||  || 1 || 2 || 3 ||   ||   ||
 * MELODY || Group does not use accurate descriptors (adjectives); does not accurately define; poor argument for aesthetic with no examples || Group uses some but not all accurate definitions and descriptors; argument for aesthetic is weak with one example || Group uses accurate definitions and descriptors; argument for aesthetic is average with two examples || Group uses accurate definitions and descriptors; argument for aesthetic is above average with numerous excellent examples. ||  ||
 * HARMONY || Group does not use accurate descriptors (adjectives); does not accurately define; poor argument for aesthetic with no examples || Group uses some but not all accurate definitions and descriptors; argument for aesthetic is weak with one example || Group uses accurate definitions and descriptors; argument for aesthetic is average with two examples || Group uses accurate definitions and descriptors; argument for aesthetic is above average with numerous excellent examples ||  ||
 * RHYTHM || Group uses accurate definitions and descriptors; argument for aesthetic is above average with numerous excellent examples || Group uses some but not all accurate definitions and descriptors; argument for aesthetic is weak with one example || Group uses accurate definitions and descriptors; argument for aesthetic is average with two examples || Group uses accurate definitions and descriptors; argument for aesthetic is above average with numerous excellent examples ||  ||
 * FORM || Group uses accurate definitions and descriptors; argument for aesthetic is above average with numerous excellent examples || Group uses some but not all accurate definitions and descriptors; argument for aesthetic is weak with one example || Group uses accurate definitions and descriptors; argument for aesthetic is average with two examples || Group uses accurate definitions and descriptors; argument for aesthetic is above average with numerous excellent examples ||  ||
 * TEXTURE || Group uses accurate definitions and descriptors; argument for aesthetic is above average with numerous excellent examples || Group uses some but not all accurate definitions and descriptors; argument for aesthetic is weak with one example || Group uses accurate definitions and descriptors; argument for aesthetic is average with two examples || Group uses accurate definitions and descriptors; argument for aesthetic is above average with numerous excellent examples ||  ||
 * ||  ||   ||   || Total> ||   ||   ||

=Conclusion= This critical thinking lesson will help you to understand the inter-connectedness of the various eras in music as well as each era’s overall musical aesthetic. This inter-connectedness occurs throughout the evolution of music, and is best explained through the five elements of music. Through this exercise, you can truly become an Iron Musicologist!