Research/Composition Group Project Unit Plan - World … · Research/Composition Group Project Unit...

Research/Composition Group Project Unit Plan

Summary: Over the course of the semester, students will work in small groups to research a composer

and piece of music. They will develop a presentation in a format of their choice on the biography of the

composer and the socio-historical context within which the music was written. The pieces and

composers will be selected from important historical and social events within European history. The

second component is a short, original composition that will try to emulate the style and characteristics

of the assigned work.

This unit will consist of many smaller lessons and class periods interspersed throughout the semester,

culminating with a presentation with rubrics for self-assessment, peer-assessment, and teacher

assessment.

Description of School, Classroom, and Students: Two orchestra classes with between 18 and 25

students will participate in this unit. The classes meet for 80 minutes every day. There are several EC and

ESL students in each class and appropriate accommodations are made to ensure a positive and

meaningful experience for all students. Students are in their second year of performance study in a class

that is primarily operated in a large group, performance setting. The purpose of this unit is to expand

the students’ understanding of musical performance and nurture the relationship between Western art

music and its rich cultural origins, as well as refine musical literacy skills in describing, writing about, and

consuming/creating music itself.

Student Learning Objectives: Student learning objectives are broken down into three main components:

Research, Composition, and Presentation. These are over-arching, long term objectives that each

individual lesson will help address over a period of time on a spiral curriculum model. By the end of the

unit, students will demonstrate evidence to what extent they have achieved proficiency/mastery.

Research Component

Students will work collaboratively to set goals, allocate responsibility, and self-assess their

individual and group project

Students will utilize a variety of sources, including primary source documents, to help gather

their information

Students will organize their findings in a coherent and logical fashion, drawing connections

between elements of the music, the composer’s life, and the socio-historical context.

Composition/Musical Literacy Component

Students will recognize and create traditional tonal harmonic patterns

Students will be able to describe style of music using appropriate musical terms

Students will be able to write coherently and thoughtfully about aural musical examples

Students will be able to write short melodic fragments that fit a stylistic criteria

Students will combine elements of harmony, melody, and rhythm in short 8-measure phrases

Students will demonstrate facility with music notation software

Students will create entire short works that emulate the style, form and compositional

techniques of a specific piece.

Presentation Component

Students will decide together a medium of presentation that fits with both their personal

comfort and the content of the presentation

Students will demonstrate an in-depth understanding of the material by providing a compelling

and sound argument and responding to audience questions

Students will reflect on their presentation

Alignment with the NC New Essential Standards for Music

SLO NC Standards/Objectives addressed Students will utilize a variety of sources,

including primary source documents, to help gather their information

I.MR.1.2; I.MR.1.3; I.CR.1.1; I.CR.1.2; 1.CR.1.3; 1.CR.1.5

Students will organize their findings in a coherent and logical fashion, drawing connections between elements of the music, the composer’s life, and the socio-historical context.

I.MR.1.2; I.MR.1.3; I.CR.1.1; I.CR.1.2; 1.CR.1.3; 1.CR.1.5

Students will recognize and create traditional tonal harmonic patterns

I.ML.1.1; I.ML.1.3; I.ML.2.2; I.ML.2.3; I.ML.3.2

Students will be able to describe style of music using appropriate musical terms

I.MR.1.2; I.MR.1.3; I.CR.1.1; I.CR.1.2;

Students will be able to write short melodic fragments that fit a stylistic criteria


Students will combine elements of harmony, melody, and rhythm in short 8-measure phrases


Students will demonstrate facility with music notation software

I.CR.1.3;

Students will create entire short works that emulate the style, form and compositional techniques of a specific piece.

I.ML.1.1; I.ML.1.3; I.ML.2.2; I.ML.2.3; I.ML.3.2; I.MR.1.2; I.MR.1.3; I.CR.1.1;

I.CR.1.2; 1.CR.1.3; 1.CR.1.5

Students will decide together a medium of presentation that fits with both their personal comfort and the content of the presentation

I.CR.1.4

Overview of Pacing

Lessons 1-2 Introduce project, make group assignments, begin reviewing basic tertian harmony

Lesson 3 Listening journal, rhythm dictation, review tertian harmony

Lesson 4 Listening journal, composer/piece assignments, harmonic progression, students compose harmonic progressions

Lesson 5 Listening journal, hand out rubrics, students compose harmonic progressions

Lesson 6 Listening Journal, Research Day

Lesson 7 Listening Journal, stylistic emulation Lesson 8 Listening Journal, Research Day

Lesson 9 Harmonic/Melodic Composition Lesson 10 Form and Phrase Structure

Lesson 11 Composition in small groups Lesson 12 Small Group Time

Lesson 13 Small Group Time

Lesson 14 Small Group Time Lesson 15 Music Notation Software

Lesson 16 Small group time Lesson 17 Small group time/Presentations

Lesson 1—Pre-Assessment on Aural Writing Skills

10 Minutes: Listen to an excerpt/example of music relevant to the

performance aspect of class and have students free-write their thoughts.

Give them guided questions such as:

o What are the different instruments you hear?

o If this piece were describing an event, what kind of event would it

be?

o How do the different instruments work together?

o What is the emotional quality of the piece?

Lesson 2—Pre-Assessment on Tonal Melodic Patterns

8 Minutes: Students create their own call and response patterns for the

class in simple and duple meter. Patterns are to be either in Major or Minor

and students must recognize and replicate each one.

o Students should already be prepared in this type of activity from

teacher modelling first in order to ensure students understand

directions.

Students are informally assessed and feedback is given based on accuracy

of pitch, rhythm, and intonation

Lesson 3—Pre-Assessment on Compositional Skills-80 minutes

Prep students with review of previous composition assignments

o Review Diatonic Harmony-7 minutes

o Students create/share short, 4 beat melodic fragments-5 minutes

o Students break into groups to compose a piece of music that fits the

following criteria:

8 Measures long

Same style/key as one of the pieces we are playing in class

Must include a Melody and a Harmony line based on the

diatonic harmonies we reviewed today

Can include a rhythmic ostinato

o Last 10 Minutes- Students share what they have done and provide

feedback

Lesson 4

Harmonic Progression Composition

Prerequisite Concepts/Skills: Students must already be able to identify tertian harmony chords and

decide how they should be scored.

Primary Concept: Harmony

Materials Needed: Instruments, Bows, Whiteboard, marker

Time: 25 minutes

Student Learning Objectives:

Students will be able to work in groups to decide on a harmonic progression

Students will be able to perform their harmonic progression with rhythmic accuracy and precise

intonation

Assessment Strategies:

Walk around and see if the groups have all members engaged

Are the students able to properly identify the notes in a given chord?

Are the students following the given guidelines?

Procedure:

Review the tertian chords in D and G major – 2 minutes

Give students their guidelines – 2 minutes

o 4 or 5 chords

o Must end on I or vi

o Must be in D or G Major

o There should be a rhythmic ostinato on which each chord is repeated, except the last

one

Send students to their groups. Monitor student progress, provide feedback, and give

suggestions – 16 minutes

Students share progressions and give feedback on the order of the chords – 5 minutes

Lesson 5

Harmonic Progression Composition

Prerequisite Concepts/Skills: Students must already be able to identify tertian harmony chords and

decide how they should be scored.

Primary Concept: Harmony

Materials Needed: Instruments, Bows, Whiteboard, marker

Time: 30 minutes


Students will be able to work in groups to decide on a key and harmonic progression

Students will be able to transpose Harmonic Progression in D Major to another key

Students will be able to perform their harmonic progression with rhythmic accuracy and precise

intonation



Are the students able to properly identify the notes in a given chord?


Procedure:

Call on students to build the tertian chords in D Major on the white board – 3 minutes

Give students their guidelines – 2 minutes

o Up to 5 chords

o Must not be in D Major

o Students will write down all the chords in their chosen key signature on a sheet of paper

o Students will write down their chosen progression

o Students will write down their rhythm

Send students to their groups. Monitor student progress, provide feedback, and give

suggestions – 20 minutes

Students share progressions and give feedback on the order of the chords – 5 minutes

Lesson 6

Research

Prerequisite knowledge/skills: Students must be able to write about musical style, identify elements of

music, and have basic online research skills.

Primary Concept: Music’s relationship to Historical context

Materials Needed: Composer/Composition worksheet, computers

Time: 45 minutes


Students will be able to work effectively in a research groups

Students will describe the musical style and elements of their assigned piece

Students will describe the historical context in which the composer lived and wrote that piece


Informally observe student groups and check in on their progress

Ask students questions about both their findings and their process

Students will share with the class what they have found so far

Procedure:

Explain worksheet topics and expectations for group work – 2 minutes

o Everyone is involved and discusses the findings

o The task of writing is shared for everyone

o Use of technology responsibly for research only

o Keep a reasonable volume level

Give worksheet to one student in each group, students split into their groups– 1 minutes

Walk around and ask questions, provide leads, and monitor student progress – 30 minutes

Students share their findings with the rest of the class – 12 minutes

Copy of worksheet is included below

Name of Composer:__________________________________________________________

Name of Piece:______________________________________________________________

Composer Year of Birth/Death:_________________________________________________

Age of composer when piece was written:_____________________

Country Composer was Born:________________________________

Country(ies) in which Composer

worked:______________________________________________________________________________

_____________________________________________________________________________________

Describe the Style and emotional quality of the music, i.e. lyrical, aggressive, song-like, march, slow, fast,

frantic, etc. in exactly four sentences:______________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Describe the historical time period in which the composer lived/the piece was composed. What was

happening in the world? The composer’s home country/country of residence?

____________________________________________________________________________________

____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Why did the composer write this piece? Was he commissioned? If so, who commissioned it? If not, what

was the inspiration behind the piece?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Does this piece exist in any other form? E.g. has it been re-written fora different instrument/groups of

instruments? If so, who arranged it and when? What is different about the arrangement? Does it affect

the overall feeling of the piece?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

In the space below, list any other information about the piece, composer, time period, or events in

history that you think are interested and related to this composition. Finding out more about the

composer’s life can give us a deeper insight and understanding of the music.

Lesson 7

Listening Journal/Composition: Melodic Style Emulation

Prerequisite Concepts/Skills: Students must already be able to perform their instruments proficiently

enough to learn a new melody quickly. Students must be able to discuss the elements of a melody

Primary Concept: melody, style

Materials Needed: Instruments, Bows, Whiteboard, marker, computer, paper, pencil

Time: 45 minutes


Students will be able to work in groups to describe the primary aspects of a melody

Students will be able to create/perform a melody in a similar style

Students will be able to effectively delegate tasks and cooperate in meaningful ways



Are the students able to describe the elements of melody?


Do the melodies match the same style as the given one? How?

Procedure:

Listening Journal – 10 minutes

o Students describe the melody for Gustav Holst Jupiter middle section

Small group composition – 30 minutes

o Students work together to discuss what they wrote down, brainstorming ideas for how

to recreate the style

o Students will create the melody and practice it in preparation of performance

o Guidelines – 8 measures, shares stylistic elements such as repeated rhythmic/melodic

motives, legato, in 3, etc.

Performance/feedback – 5 minutes

Lesson 8

Research—continuation of lesson 6

Prerequisite knowledge/skills: Students must be able to write about musical style, identify elements of

music, and have basic online research skills.

Primary Concept: Music’s relationship to Historical context

Materials Needed: Composer/Composition worksheet, computers

Time: 80 minutes


Students will be able to work effectively in a research groups

Students will describe the musical style and elements of their assigned piece

Students will describe the historical context in which the composer lived and wrote that piece



Ask students questions about both their findings and their process


Procedure:

Students continue work on their research in their groups: 75 minutes

o Monitor student progress and answer questions

Students write a small reflection on individual/group progress

Lesson 9

Harmonic/Melodic Composition

Prerequisite knowledge/skills: Students must be able to write/voice chord progressions and fit them

with a melody

Primary Concept: Melody and Harmony

Materials Needed: Composer/Composition worksheet, Instruments, paper/staff paper, pencils

Time: 50 minutes


Students will be able to work effectively in small groups

Students will begin to create a harmony/melody in the same style as their composition

Students will evaluate their own work and how it compares to the original



Listen to student progress and make suggestions for improvement


Procedure:

Students work in their groups and begin the planning stages of their composition

o Broad goals include harmonic progression and melody

Students set their own individual/group goals

Students write reflection on their progress

Lesson 10

Form/Structure and Composition

Prerequisite knowledge/skills: students must be able to sight read simple melodies in unison accurately

in order to be effective with use of time and ensure student success

Primary Concept: Form

Materials needed: Instruments, stands, chairs, whiteboard, dry erase markers, paper, pencil, Twinkle,

Twinkle, Little Star melody, and Au Claire de la Lune melody

Time: 35 minutes


Students will be able to work effectively and communicate efficiently with small groups

Students will compose a simple melody with the form ABA, ABAB, AABB, or AABA


Have students verbally identify the form

Students write the form on the board

Students perform their own composition

Procedure:

Analogy of rhyme patterns, labeling each section with a letter

Ask students to identify how many different sections there are in the following song,

Play Twinkle, Twinkle, Little Star

o Students must defend their answer

Teach by rote the melody to Au Claire de la Lune, have students write what they think about the

form on the board

Students have 3 minutes to create their own simple melody. They have to say the form, play the

melody

o Each section will be just 3 notes

o A few students will be called on to share

Students have the remainder of time to work in their small groups to come with a slightly more

complicated, but still a simple melody and form

Lessons 11 – 16

Composition/Small Group Time

The number of lessons/where I introduced the software throughout this project was a personal

choice I made based on the individual needs/progress of my students, our concert schedule,

and our school’s academic calendar. The number of days spent in this stage can vary greatly

depending on what the teacher’s goals for the class and unique situation with scheduling allow.

It is finding the right balance between enough time to accomplish the task at hand and not

enough time for students to be wasteful and off task.

Procedure:

Each Session, give the students specific parameters as to how much time they have and

what the expectation is for the end of that time.

o My classes meet 80 minutes every day, so I gave them 30 minutes to work with

their groups and we spent 10 minutes sharing our progress. I believe that sharing

is important throughout all stages of the project because it promotes students to

develop a definitive, concrete, and achievable goal. Additionally, it demonstrates

the successes and troubles of all groups, promoting an open, honest, and

collaborative environment within the structure of the entire class, helping to

affirm the whole class culture throughout the small group process.

Students should be allowed to develop their own goals as a group within specific

guidelines.

o My students had clear expectations about how much of the total composition

should be completed, whether it was the melody, harmony, some of both, part

of the transcription, or even aspects of their presentation. Within that, they had

the freedom to choose what they should do. Their choices were guided by the

desire to have something strong and coherent to share with the class.

Incorporation of NoteFlight:

o I delayed the incorporation of NoteFlight because I believe that it could easily

become a distraction to my students for two reasons. First, being immersed in

technology has shown to be a key opportunity for off task behavior. Second, I

wanted the creative process of music making and creating to have precedent

over the tradition of written music. I wanted to keep the focus on the creating

until it was nearly complete and avoid the probability of entering in notes and

hoping for the best.

o My students had a brief introduction to it previously, so I allotted one whole 80

minute class period with computers. You may choose to use another software

program, transcribe with pencil, or avoid writing it all together. I chose

NoteFlight because it was free, collaborative, and fairly easy to use. We went

through a brief 10 minute tutorial to help jumpstart the notating process.

Presentations

o I allowed my students 20 minutes before presentations to gather their thoughts,

set up, and rehearse if necessary. My students had the freedom to choose their

own format of presentation and I had results ranging from power points, prezis,

speeches, “informance” (concert performance/lecture intertwined), and pre-

recorded videos. This allows students to have more ownership and control over

the presentation, creating more buy-in, as well as providing avenues for students

who are very shy or timid to still have a compelling presentation and a safe

experience.

Grading

o 4 categories weighted 25% each

Student’s peer evaluation of their group members

Teacher’s evaluation of their daily group work

Teacher’s evaluation of their presentation

Secondary Teacher’s evaluation of their presentation

o I believe in the process just as much as the product, so that is why I weighted

them evenly. This format also encourages students to work together as a group

because of the peer evaluation, helping even out the allocation of work.

Research/Composition Group Project Unit Plan - World … · Research/Composition Group Project Unit...

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