High school students participate in an online music composition project and learn about music history in the process.
Scenario:
High school students work with their music and history teachers to learn about the Jazz Age. Through this process, they grow in their understanding of music theory, music history and create an original music composition using technology.
In their history class, students study the period of time following WWI often referred to as the Jazz Age. The teacher and students use resources such as http://www.pbs.org/jazz/
and http://www.smithsonianjazz.org/ to learn about the history behind the music.
Students use Twitter during and outside of class to describe what they are learning about the Jazz Age. They Skype or use the Learning Network of Vermont (LNV) to speak with historians and university professors about this significant time period in the history of jazz. Small groups of students work collaboratively with an interactive whiteboard or laptop lab to develop a multimedia timeline for jazz history, or design an interactive graphic organizer with links that allow the user to listen to jazz, read about jazz greats, and view images and historic video clips.
During music class, students examine jazz through the eyes of a composer. Notation software such as Sibelius and Finale are used by the music teacher to write or adapt music for students, or create exercises to help students learn particular concepts about jazz. Just as the notation software helps reinforce some concepts, music theory software is used by the teacher to focus on the how and why of music composition. Some
programs are simply a tutorial, some include games to drill concepts, and some even include tests designed to measure student progress (1c). Using the Internet, students visit teoria.com or musictheory.net to learn more about theory and become stronger
composers.
The teacher uses an interactive whiteboard to show the scores of listening assignments so that students can see, hear and interact with complex materials or scoring techniques. In small groups, students use the interactive whiteboard to work on notation and
collaboratively generate new compositions (1a, 1b, 2d). Students also learn to use notation software such as Sibelius to take their knowledge and extend their thinking beyond paper and pencil music composition. In some cases, they orchestrate for a small ensemble or even a large group such as a full concert band or orchestra (1a, 1b, 6c).
Some students choose to download open source music notation software at home, so that they can continue developing their composition outside the classroom.
The opportunity for reflection and critique is a powerful tool in music composition, as well as in writing. Students share their work in the music classroom using a classroom Wiki and through online mentoring by experts and professional composers. High school students upload their in-progress compositions to an online discussion. Here they are asked probing questions and receive suggestions and encouragement. This process helps the student reflect on their work to better understand their intent and revise their
composition (1a, 1b). This mentoring experience is provided by the Vermont MIDI project. As part of MIDI project, students and teachers can participate in workshop sessions provided by professional composers and musicians (2a). These topics are specialized to address different areas of interest that young people may display. This opportunity is provided through the use if the LNV. In the history classroom, student share their multimedia timelines and graphic organizers through the teacher’s webpage.
They use Twitter to write snippets about their jazz discoveries and to direct their audience to primary resources and other interesting historical and modern jazz information.
Final products are presented in a public forum:
• Student work is made available on the web for both listening and to view the original work (2a, 2b).
• Live performances of the student’s composition are posted to YouTube and other online locations.
• The school’s music fan page on Facebook posts information about the composition with links to the live performances.
• A virtual ensemble performs the student compositions using the LNV or webcams (2d).
• Groups of students share their graphic organizers and timelines on the web.
• Students tweet on Twitter about jazz history and composition.
Student Standards:
The following NETS-S are noted in this scenario:1. Creativity and Innovation – A,B,C
2. Communication and Collaboration – A,B,C 6. Technology Operations and Concepts –C
Teacher Standards:
Teachers who teach this unit address the following:1. Facilitate and Inspire Student Learning and Creativity – A,B
2. Design and Develop Digital-Age Learning Experiences and Assessments -A
Content Grade Expectations
The scenario writer has identified the following content grade expectations that s/he felt might be assessed in this scenario. In most of these scenarios, there may well be
opportunities to assess other or additional content grade expectations across a variety of disciplines. If you are interested in developing a unit or lessons based on the following scenario, and you don’t see any grade expectations in your content area, we encourage you to capture the ideas presented in the scenario and make it your own by adding components that address the grade expectations you are most interested in assessing.
APHS: 4 Students show skill development when CREATING music by…
• Improvising short songs and instrumental pieces using a variety of techniques, (e.g., changes in tone color, dynamics, and pitch bending).
• Composing and arranging for voices and various acoustic and electronic instruments, demonstrating
APHS: 16 Students make connections between/among the arts and disciplines outside the
arts by…
• Creating art work to show understandings of a discipline (e.g., show
understanding of music through history, show understanding of dance through anatomy, show understanding of theatre through literature).
APHS: 18 - Students show understanding of how the arts shape and reflect various cultures and times by…
• Creating or performing a work of art that communicates a cross cultural or universal theme.
• Classifying art works by style, genre, historical period, and explaining why each is representative.