Jeff's WebQuest

I LOVE THE ___________ PERIOD!!

A WebQuest and Reading-Learning Plan for 12th Grade Music History
Designed by Jeff Gilbreath
gilbrje@auburn.edu

|Evaluation | Conclusion | Credits | Teacher Information

Introduction:

The Twentieth Century has passed. What an incredible century it was! In music alone, we saw the development of everything from neo-classical to twelve-tone, from hillbilly-country to jazz, from rock and roll to hip hop; and from Gospel to Broadway. Music historians are frantically trying to find a name that fits the incredible variety of music invented during the century. Some historians say popular forms of music do not belong in music history. However, the Twentieth Century saw, for the first time, popular forms of music overpower and leave behind more "classical" forms. Do we include popular forms of music in the history of the Twentieth Century? Here’s your chance to make a mark on history! Here's your chance to let your opinion be heard!

Your quest is to explore the types of music developed in the Twentieth Century, to make your mark on history by finding a name that fits that period of music, and to produce an episode of “I Love the (insert the name here) Period!”

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The Task:

* You will be divided into groups of music historians who will research every type of music created in the Twentieth Century.

* Your group will then participate in a Reading-Learning Plan.

* When you have finished gathering your information, your group will come to a consensus as to the name that best describes the music of the Twentieth Century.

* Your group will then produce a video or PowerPoint presentation of an “I Love the 80s-type” television show. The title of your episode will be “I Love the (name you give the century) Period!”

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The Process:

1. You will be divided into groups of music historians by the teacher.

2. Your group will now participate in the Reading-Learning Plan so that you can learn about previous musical periods and what made each musical period unique.

3. You will then be assigned specific music historian roles. The historian role you are assigned will dictate which form of music you will research.

4. You will follow the links under your role to find out as much information as you can about your area of music.

5. Your group will then meet to exchange ideas for the name you will Twentieth Century music.

6. You will then begin work on your episode of “I Love the ___________ Period.”

· Your episode will count down what you consider to be the top ten composers, artists, or songs of the Twentieth Century.

· Your top ten list will need to be presented in chronological order and not in order of your personal preference.

· You will need to include some historical connection to your area of music. What was happening in the world when your musical area became popular? What were the fashions that were popular?

· If you choose a video format, you will want to interview “experts” for the camera. You might choose a real expert on a particular area of music, or you might decide to use actors to portray experts or the actual composer or artist.

· If you use a PowerPoint presentation, you will want to include pictures of composers, artists, and even pictures with historical connections to what was happening in the world at the time this music was being developed.

7. Your group will use the rubric to score yourselves. Use the comments area to clarify why you scored yourselves the way you did. A group score will be given for the completed project.

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Roles:

“Art” Music Historians (2 people)

“Broadway and Movie” Music Historians (1 or 2 people)

“Country and Folk” Music Historians (1 or 2 people)

“Cultural and Ethnic” Music Historians (1 or 2 people)

“Jazz and the Blues” Music Historians(2 people)

“Popular and Rock” Music Historians(4 people)
“Sacred Music” Historians (1 or 2 people)

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Evaluation:

You will be evaluated as a group and will evaluate yourselves using the following rubric: Music History WebQuest Rubric

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Conclusion:

At the end of this WebQuest, you will have:

a general overview of the history of music.
a detailed understanding of the development of Twentieth Century music.
an interesting and fun media project to show off your hard work.

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Credits & References:

Thanks to everyone who helped make this Music History WebQuest possible:

I found the animated clip art at the following two sites:

Songbird Graphics

Based on a template from The WebQuest Page Published using Netscape Communicator 4.75

War Eagle!

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Teacher Information:
This webquest is designed for Music History instruction, but also works well for Music Appreciation classes. I would suggest you divide the class into groups that will equal a cross section of the entire class. Try to place students of varying abilities in each group so that the groups are as equal as possible. Most students will want to be historians for an area of music that is their favorite. Try to stretch the students by allowing them the research areas of music that they do not know much about.

Teacher Information about Reading-Learning Plan: Here, you will find detailed information about how the Reading-Learning Plan works.

This webquest will meet some, but not all, of the following standards from Alabama Course of Study, Arts Education:
Optional Programs:
Music Appreciation

"A Music Appreciation class is an optional course available to all students and should stimulate a greater interest in music. Instruction should assist students in the acquisition of musical knowledge and skills essential to successful functioning within a musical environment. The Music Appreciation class is not performance-oriented but should provide varied experiences that will lead to an increased appreciation and understanding of music."
"Students who complete a course in Music Appreciation should have developed an enjoyment for hearing and studying music, a respect for the skilled performance of a variety of music, and an interest in musical performances in their community. They should be able to recognize various musical forms and genres; know the historical, musical, and cultural background of a representative sample of musical works; and be able to identify the musical styles of different historical periods. Students should also be able to describe music in correct terms and recognize compositions, composers, and performers of various periods and cultures." (Alabama Course of Study, Arts Education, 1998. Page 104).

Alabama Course of Study: Vocal, Choral Music 9th to 12th grades

19. Evaluate musical compositions in terms of aesthetic qualities.
20. Describe distinguishing characteristics of performance songs.

Historical period

Style

Language

Cultural genre

Composer

22. Discuss the importance and roles of vocal music in other cultures.
23. Analyze the role vocal music performers serve in our culture.
24. Examine the origins and development of American vocal music genres.

(Alabama Course of Study, pages 93-94).

(Alabama State Department of Education, 1998. Alabama course of study arts education, Montgomery, AL: Alabama State Department of Education.)

This webquest will meet some, but not all, of the following National Standards for Arts Education:
National Standards:

6. Content Standard: Listening to, analyzing, and describing music
Achievement Standard:
Students
a. identify simple music forms when presented aurally.
b. demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.
c. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
d. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.
e. respond through purposeful movement to selected prominent music characteristics or to specific musical events while listening to music.

7. Content Standard: Evaluating music and music performances
Achievement Standard:
Students
a. devise criteria for evaluating performances and compositions.
b. explain, using appropriate music technology, their personal preferences for specific musical works and styles.
9. Content Standard: Understanding music in relation to history and culture
Achievement Standard:
Students
a. identify by genre or style aural examples of music from various historical periods and cultures.
b. describe in simple terms how elements of music are used in music examples from various cultures of the world.
c. identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.
d. identify and describe roles of musicians in various music settings and cultures.
e. demonstrate audience behavior appropriate for the context and style of music performed.
(Music Educators National Conference, 1994. Dance, music, theatre, visual arts: What every young American should know and be able to do in the arts. National standards for arts education. [Reston, VA: MENC, p. 28-29]).