Unit Title: Baroque Exploration


Lesson # and Title:
 Lesson 2--Crusing Music of the 1600's


Grade(s):
 9, 10, 11, 12  


Subject(s):
 Fine Arts
Language Arts
History


Learner Outcomes:
  • Students will listen to Baroque music examples by major composers and aurally recognize Baroque music forms. 
  • Students will view teacher prepared PowerPoint presentation, overview of Baroque highlights. 
  • Students will individually view Baroque music sites and chose two composers to write a one page report and give to teacher.
  • Students will listen to symphonies by early and late Baroque composers and orally describe the elements of music and expressive devices that make each unique. 


Time Frame:
 Two Ninety (90) minute sessions


Materials:
  • Notebook Paper
  • Pencil or Pen 


Technology Tools/Courseware:
  • Computers with speakers (and /or headphones) 
  •  Internet access 
  •  Stereo with CD and Tape player. 


Teacher Notes:
 g clef and notes          		 The purpose of this lesson is to offer students  an interactive learning experience using music and literature composed during 1600--1750.  The students will actively participate in class discussions, internet exploration and directed listening experiences led by the teacher.
Check to be sure that each student has a signed "acceptable use policy" on file with the "school technology contact" before starting this unit. 
At least one week prior to lesson,  sign-up to use the school computer lab, allow approximately two days for this lesson.


Procedures:

blue g clef                                             
1.  Each student will view PowerPoint presentation, either teacher created or chosen from Internet.
2.  Each student will be given a handout listing  web sites to explore and answer the following questions for each site.
3..  Open Internet Explorer.
a.  Go to each site listed below and complete the following projects for each in turn.
b.  Give the author , title and web address (for each site).
c.  List whether the site information is copyrighted or not and give date.
d.  Write a (at least half of a page) summary of information learned through exploring each site.
 
4.   From a search, using a search engine of your choice, give at least two "new" sites and list why you think these may be valuable for the class to view
5.  A student may submit an original PowerPoint presentation and oral report for the class as an alternative assignment that may be
substituted for the written paper, (listed in 3-d above) with permission from teacher.  The presentation project must contain a bibliography and be approved by teacher before presenting to the class.  


Modifications:
 Modifications will be made according to the county inclusion policy and the student's  "Individual Educational Plan"


Enrichment Activities:
 Students bring in (or look for on Internet) favorite music CD's or tapes that are in the Baroque style. Listen to and give teacher a list of likes and dislikes of music  titles heard. 


Evaluation/Assessment:
 The assessment for this lesson is that the student will keep all notes, activities,  questions, completed assignments, etc. in a notebook This information should be in the same sequence as the material presented and ready for teacher review upon request and class discussion and turn in written summary of exploration as specified in the handout. 


WV Instructional Goals and Objectives: Fine Arts:
SI.2.11, SI.2.12 , SI.4.1, SI.4.3,
CMIII.4.5,
SIV.4.1, SIV.4.2,
SV.2.4,
WV.4.2, WVI.2.6, WVII.4.3, WVIII.2.6, WIII.4.1, WVIII.2.7, 

English/Language Arts:
RLA.9.1.1, RLA.10.1.1, RLA.11.1.1, RLA.12.1.1, RLA.9.1.2, RLA.10.1.2,
RLA.11.1.2, RLA.12.1.2, RLA.9.3.4, RLA.10.3.4, RLA.11.3.4, RLA.12.3.4

Social Studies:
SS.9.1.1, SS.11.5.22, SS.10.5.1, SS.10.1.4, SS.10.1.2, SS.9.1.4, SS.9.1.1


National Standards:
arch bridge
Fine Arts:
1. Classifies unfamiliar but representative aural examples of music (e.g., by genre, style, historical period, culture)
2.  Knows sources of American music genres (e.g., swing, Broadway musical, blues), the evolution of these genres, and musicians associated with them.  
Language Arts:  
5. Uses the general skills and strategies of the reading process  
7. Uses reading skills and strategies to understand and interpret a variety of  informational texts
8. Uses listening and speaking strategies for different purposes
9. Uses viewing skills and strategies to understand and interpret visual media
Social Studies:
15. Understands the political, social, and cultural redefinitions in Europe from 500 to 1000 CE
20. Understands the redefinition of European society and culture from 1000 to 1300 CE
25. Understands major global trends from 1000 to 1500 CE


References:
 Center for Research Early English Drama. 2002. Records of Early English Drama. 17 June 2003 <http://www.chass.utoronto.ca/~reed/stage.html>.

Mautz, Nancy B. NM's Creative Impulse Renaissance. 20 Sept. 2000. Evansville. 17 June 2003 <http://history.evansville.net/renaissa.html>.

Sartorius, Michael. Arton Baroque Pages.  17 june 2003 http://www.baroquemusic.org.html.


Authors:
  Marilyn K. Wilson
Valley High School
P.O. Box 459, Greyhound Lane
Smithers, WV 25186
mail to: mrkwilso@access.k12.wv.us


Overview Lesson 1
 		Lesson 2
 		Lesson 3
 		Lesson 4
 		Lesson 5
 		Lesson 6