You Could Be A Music Producer Music History and How it Relates to You

1
You Could Be A Music ProducerMusic History and
How it Relates to You!

• Mrs. Sowerby
• Band

2
Introduction

• You have been hired at a major record production
  company. Congratulations! Your first job as a
  production assistant is to help compile a
  classical CD. Though it may not be your favorite
  type of music, this has the potential to create
  much revenue for company, thus ensuring your
  position within the company. After research and
  development, you must present your proposal to
  the record company executive (Mrs. Sowerby). The
  best CD will be evaluated and chosen as the
  companys pick.

TASK PROCESS 1 PROCESS 2 PROCESS
3 EVALUATION CONCLUSION TEACHER PAGE
3
Task Description

• Your task is to research the 4 major musical
  periods Baroque, Classical, Romantic and 20th
  Century. While accessing different web sites,
  you will use the musical period guiding questions
  to take notes on each of the different eras. You
  will be paying attention to the musical styles,
  composers and specific compositions. After
  choosing 2 composers from each era, your team
  will be picking 1 piece from each composer to be
  put on the groups CD. Each of the 2 pieces much
  be of different styles, for example, slow
  (largo), fast (allegro), soft (piano), forte
  (loud). Each team will design a CD cover and
  complete a play list. Accompanying the play
  list will be the rationale worksheet.

Click on notes to go back to the main page
4
Process 1

• You will need to begin with the musical period
  assessment questions.
• Each team member must be responsible for a
  different musical period.
• Use the web links listed below to complete your
  questions.
• Music History 102 - A guide to music history
• ThinkQuest Music History
• Dr. Estrella's List of Composers
• Open Directory Program

If you need help with vocabulary or need
an appropriate word.check out this music
dictionary! ThinkQuest
Click on notes to go back to the main page
5
Process 2

• Pick 2 composers from each musical period.
• Listen to classical compositions with your
  headphones.
• Use the listening questions to write some
  comments on each composition. Each team member
  must listen and write about 2 compositions.
• Listening Clips 1
• Listening Clips 2

If you need help with vocabulary or need
an appropriate word.check out this music
dictionary! ThinkQuest
Click on notes to go back to the main page
6
Process 3

• Choose 2 different compositions from each musical
  time period to be included on your CD.
• Complete the rationale questions for each
  different composition.
• Design the CD cover
• Complete the Play List

If you need help with vocabulary or need
an appropriate word.check out this music
dictionary! ThinkQuest
Click on notes to go back to the main page
7
Evaluation

• You will be expected to complete all of the
  required elements shown on the rubric.

Click on the notes to go back to the main page.
8
Conclusion

• Congratulations on your successful CD! I am sure
  that your CD will sell and make profits for your
  company.
• You have learned about the different musical
  periods and how they relate to the music we
  listen to and perform. I bet you even enjoyed
  listening to some of the classical music!

Click on the note to go back to the beginning.
9
Rubric
Musical Periods _________ All 4 musical
periods are represented (2 points) ________
Dates for each period are stated (2
points) ________ Major Composers are listed
with their birth and death dates (2
points) ________ Major musical characteristics
of each musical period are outlined (2
points) ________ Proper musical terminology is
used (2 points) Listening __________ Listened
to 10 music clips (5 points) __________ Brief
description of each piece in music terms (5
points) CD Cover __________ Cover is an
original design (5 points) __________ Cover
incorporates content of CD (5 points) Final Play
List __________ Organized and clearly written
with composition and composers name (10
points) __________ Rationale for usage of each
piece of music (10 points) __________ TOTAL (50
points) BACK TO PREVIOUS PAGE
10
Teacher Page

• This lesson is best suited for 7th or 8th Grade
  Music Students. Students will need to have a
  previous background of music skills and
  terminology in order to effectively complete this
  WebQuest. Beginning music students will not have
  the skills to complete this project.
• This lesson will take 2-3 weeks. It is intended
  to supplement the performance-based music
  classroom with the instruction in music history.
  This will meet the National Content Benchmark 9
  and the State Content Standard 3, benchmarks s
  1 and 2. This project also takes into
  consideration different learning styles.
  Listening, interpersonal, literacy and musical
  skills are intertwined within this project. The
  guiding questions will help students think deeply
  about music, not just answer simple questions.
• Students with special needs should be grouped
  with students that are strong in the areas that
  the special needs students are lacking skills.
  Care should be taken to make sure that special
  needs students are included and have a role in
  the project. The various activities research,
  listening, designing and compiling information
  provide diverse learning activities for different
  types of students. The listening objective could
  be adapted for non-writing students so that they
  may draw or express verbally their feelings about
  the music.
• Students will need modeling to write effectively
  about music. They should be encouraged to use
  appropriate music terminology whenever possible.
  This will help the students to put in writing the
  terms that we use, verbally, every day. It is
  suggested that the teacher listen to a piece of
  music with the students and help them generate
  the guiding questions, as an example.
• There are 3 pages of guiding questions that
  students should use to take notes and write their
  opinions on the history and music they are
  hearing.
• Guiding Questions
• Music Periods
• Listening
• Rationale

11
Musical Periods

• 1. List the 4 major musical periods.
• 2. List many of the major composers and their
  compositions for each musical period.
• 3. List many of the musical techniques that are
  used for each period. Such as chromaticism,
  dynamics, tempos, etc.

BACK TO THE TEACHER PAGE
12
Listening

• 1. What, specifically, do you like or dislike
  about this piece of music?
• 2. What types of musical terms can you hear
  within the music? For example tempo changes,
  dynamics, instrumentation, etc.
• 3. Would this be a good piece for your
  compilation CD? If yes, why?

BACK TO THE TEACHER PAGE
13
Rationale

• What made you pick this piece for your CD?
  Please give specific, musical reasons.
• What makes this piece different from the other
  piece in the same musical period on your CD?
  Please use music terminology.

BACK TO THE TEACHER PAGE