Web Quest Choosing A Musical Instrument

Student Page

Title

Introduction

Task

Process

Resources

Evaluation

Conclusion

Credits

[Teacher Page]

A WebQuest for 5th Graders about to go into band or orchestra

Designed by

Adam [email protected]

Based on a template from The WebQuest Page

Choosing your Musical Instrument

http://www.flickr.com/photos/allert/59229006/

http://www.flickr.com/photos/aussiegall/315603624/

Student Page

Credits

[Teacher Page]

Here in Fort Collins, when you go into the 6th grade, you will have a choice to learn to play a musical instrument. In band and orchestra,

there is a wide variety of instruments to choose from, so the choice can be a daunting one, especially if you don't know much about some of the instruments. Each instrument that you can choose from has their own unique features, so this quest will help you to make a decision about

what would be best suited for you. You will take into account your likes, dislikes, physical characteristics, personality type, and what you would

want to play.

We will now go on a Quest to discover all of the instruments available to you, and then help you figure out which one is the best one for you.

Choosing your Musical InstrumentTitle

Introduction

Task

Process

Resources

Evaluation

Conclusion

http://www.flickr.com/photos/mjoa/2164798461/

Student Page

Credits

[Teacher Page]

This Quest will help you to make an informed decision about what instrument you would like to play. By the end of the

quest, you should have a solid grasp on how all the instruments sound, what kind of role they play in the ensemble and what kinds of ensembles you will have available to play in, how they are played, some of the

challenges associated with playing each instrument. You will also decode how your personality, your strengths, your

weaknesses, your physical characteristics, and your previous abilities and musical aptitude can help you, your parents,

and your director, to be most successful in selecting the right instrument!

Your TaskTitle

Introduction

Task

Process

Resources

Evaluation

Conclusion

http://www.flickr.com/photos/karensandler/327149042/

Student Page

Credits

[Teacher Page]

PART ONE

Start by making a personal profile. This will have you take a look back at yourself and examine your strengths, weaknesses, physical characteristics, personality, and interests. This will help both you, your parents, and your band/orchestra director make a good decision about the instrument that you should play. At the end of this, you will take some tests on the internet to determine your strengths and areas to work on (don't worry they aren't for grades, they are just to find out where you are at, and some of them are very hard so don't expect a perfect score!)

You can download a blank profile formhere.

The Process

On to Part Two!!!

Title

Introduction

Task

ProcessPart OnePart TwoPart Two – cont.Part Three

Resources

Evaluation

Conclusion

http://www.flickr.com/photos/trevorparker/337004732/

Student Page

Credits

[Teacher Page]

PART TWO

Using the links on the Resources page, find sound clips and videos of each of the instruments being played. Using the instrument chart, fill out all the information about the instrument.

You can download the Instrument Chart here.

BASIC INSTRUMENT INFORMATIONInstrument Family: What group does this instrument fall into? Choices are Woodwind, Brass, Strings, or Percussion.Musical Groups: What types of ensembles would this instrument be found? Include all ensembles available at your school.Instrument Range: Determine where the instrument typically sounds, from very high to very low.Role of the Instrument: What kinds of parts does the instrument usually play? Do they often get the melody? The bass line? Background parts?How the sound is made: Do you buzz your lips into a mouthpiece? Do you hit the instrument with a stick? Lots of things to choose from.

The Process

More for Part 2!

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Introduction

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Resources

Evaluation

Conclusion

Student Page

Credits

[Teacher Page]

PART TWO - cont.

ADVANCED INSTRUMENT INFORMATIONCharacteristics typical of players of this instrument: What types of physical features help people to play this instrument? What personality types tend toward this instrument?Equipment: What types of things do you need to play this instrument? Does it require reeds? Sticks? A bow? Mutes?Famous Players/Groups with this Instrument: If you were to look for the greatest players of this instrument, who would you listen to?Interesting Facts/History/Place of Origin: This is open for you to put any additional information that you find about this instrument. Where did it come from? Who were revolutionary instrument makers that helped to design the instrument.

You can download the Instrument Chart here.You can access the Resources page here.

The Process

On to Part Three!!!

Title

Introduction

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Resources

Evaluation

Conclusion

Student Page

Credits

[Teacher Page]

PART THREE

Picking an instrument. Now that you have an idea of what each instrument is like, and what kinds of things would make an instrument ideal for you, you will want to try all of the instruments out that interest you. If you can, try out all of the instruments that you can, you might have a natural knack for one that maybe didn't interest you at first, and you might realize that it is a lot of fun! Write any thoughts you have after trying the instrument out in the comments column of your chart. Note though, this is a much larger process than just choosing. There are many factors that are going to be taken into account with your selection. For example, if there are 27 people all choosing percussion, and only 2 choosing clarinet, you won't have a very good sounding band, so your director will want you to make a second and third choice just in case this happens.

Some things to think about when making your choice is that there are some restrictions here in Fort Collins. Future Saxophonists, Oboists, Bassoonists, and Bass Clarinetists, will all start on Clarinet. Percussionists, since there are so many instruments to learn (we just barely scratched the surface here), are required to have at least a year of piano lessons under their belt so that they have a good chance at mastering the mallets. Your director will work with you and look closely at your Personal Profile to help you to determine what will be the best choice for you.

The Process

To Evaluation

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Task


Resources

Evaluation

Conclusion

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Credits

[Teacher Page]

Here are some good places to start when looking for instrument information:

http://datadragon.com/education/instruments/

http://library.music.indiana.edu/music_resources/instr.html

http://library.thinkquest.org/5116/

http://fcweb.fcasd.edu/~Dan_Traugh/imrp.html

http://www.wikipedia.org/

http://www.sfskids.org/templates/home.asp?pageid=1

http://www.paythepiper.co.uk/what.asp

On to Video/Sound Clips of the Different Instruments

Resources – General Information

Back To Processes

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Introduction

Task

Process

Resources•General Info•High Woodwinds•Low Woodwinds•Brass•Percussion

Evaluation

Conclusion

Student Page

Credits

[Teacher Page]

Flute:http://www.youtube.com/watch?v=guemBvyH0HU&feature=relatedhttp://www.youtube.com/watch?v=A_ZSSkMzS5Ehttp://www.youtube.com/watch?v=9PeIarkSQgg&feature=relatedhttp://www.youtube.com/watch?v=n25mDmcBC6E&feature=relatedhttp://www.youtube.com/watch?v=crfrKqFp0Zg

Piccolo:http://www.youtube.com/watch?v=TWKoBeh5Uvw&feature=relatedhttp://www.youtube.com/watch?v=wkfkZgEhH44&feature=relatedhttp://www.youtube.com/watch?v=sodS4cvEsfg&feature=related

Clarinet:http://www.youtube.com/watch?v=BxgmorK61YQhttp://www.youtube.com/watch?v=Kj6CfR58v-M&feature=relatedhttp://www.youtube.com/watch?v=JxtPNEuPOwY&feature=relatedhttp://www.youtube.com/watch?v=H6XF4Yf6qNI&feature=related

Oboe:http://www.youtube.com/watch?v=PGzOJBeig_khttp://www.youtube.com/watch?v=2MA2MSBEnsM&feature=relatedhttp://www.youtube.com/watch?v=RnwZoIHrfAY&feature=related

Resources – High Woodwinds

More InstrumentsBack

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[Teacher Page]

Bassoon:http://www.youtube.com/watch?v=CZ1Nz3UOOashttp://www.youtube.com/watch?v=Xfg9IIXhcPkhttp://www.youtube.com/watch?v=NA80GRoJEqI&feature=related

Bass Clarinet:http://www.youtube.com/watch?v=KqJTorUgSjEhttp://www.youtube.com/watch?v=OzbFM1Zef54http://www.youtube.com/watch?v=YuiIyDxa750&feature=related

Alto Saxophone:http://www.youtube.com/watch?v=j1bWqViY5F4&feature=relatedhttp://www.youtube.com/watch?v=wkvCDCOGzGchttp://www.youtube.com/watch?v=0MWfEJbtLRg

Tenor Saxophone:http://www.youtube.com/watch?v=2kotK9FNEYUhttp://www.youtube.com/watch?v=g6682C4WOxU

Baritone Saxophone:http://www.youtube.com/watch?v=egms7gHUBaU&feature=relatedhttp://www.youtube.com/watch?v=kXTpoNCuXcc

Resources – Low Woodwinds


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Student Page

Credits

[Teacher Page]

Trumpet:http://www.youtube.com/watch?v=DEC8nqT6Rrkhttp://www.youtube.com/watch?v=y2Fc2i0lYd4http://www.youtube.com/watch?v=e-glx9TqYYQ&feature=relatedhttp://www.youtube.com/watch?v=UDEI-M9Ljcw&feature=related

French Horn:http://www.youtube.com/watch?v=_MkMdlfl8Hghttp://www.youtube.com/watch?v=-rKdVGQ0yWw&feature=relatedhttp://www.youtube.com/user/Hornsolos

Trombone:http://www.youtube.com/watch?v=9GnJ-xL7n3k&feature=relatedhttp://www.youtube.com/watch?v=Lt5xN0xJVXshttp://www.youtube.com/watch?v=ZSBH0IGpK7Mhttp://www.youtube.com/watch?v=HLa1XPQGg7w&feature=related

Baritone/Euphonium:http://www.youtube.com/watch?v=4YVF2LvQehE

Tuba:http://www.youtube.com/watch?v=_fGLxvp0VsY&feature=relatedhttp://www.youtube.com/watch?v=MK43VbP0-fs

Resources - Brass


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Credits

[Teacher Page]Timpani:http://www.youtube.com/watch?v=wQW7sfh-X_o&feature=relatedhttp://www.youtube.com/watch?v=pszvXBthsWw&feature=relatedhttp://www.youtube.com/watch?v=uNMu5X8uJYA&feature=related

Snare Drum:http://www.youtube.com/watch?v=GmZ45zM2pT8&feature=relatedhttp://www.youtube.com/watch?v=7JFkNtRdVbU

Bass Drum:http://www.youtube.com/watch?v=01_ExmYIzu8&feature=relatedhttp://www.youtube.com/watch?v=ck-yNKqYCNU

Cymbals:http://www.youtube.com/watch?v=WdqzgMVGRvM&feature=relatedhttp://www.youtube.com/watch?v=K1CSEq5NQeU&feature=related

Tambourine:http://www.youtube.com/watch?v=NdtadaKxvdI

Marimba:http://www.youtube.com/watch?v=48hmxS7JUmohttp://www.youtube.com/watch?v=84jpLXMjVLohttp://www.youtube.com/watch?v=oPFLePtqFGo

Vibraphone:http://www.youtube.com/watch?v=gZt7VySrAEE&feature=relatedhttp://www.youtube.com/watch?v=-zHuZ5B0Pus&feature=related

Resources - Percussion

Back

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Introduction

Task

Process


Evaluation

Conclusion

Student Page

Credits

[Teacher Page]Beginning

1Developing

2Accomplished

3Exemplary

4Score

Personality Profile

Information provided by the student is vague and incomplete. Hand tracing is poor quality or non-existent. Very few conclusions can be drawn based on given info.

Information is somewhat vague, however some conclusions can be drawn. Hand-tracing is of adequate quality.

Answers to most questions are understandable and have meaningful information. Hand-tracing is clear and accurate.

Answers to all questions are insightful and evoke great depth to the students workings. Hand-tracing is immaculate and perfect.

Instrument Chart – Basic Instrument Information

Instrument information is incorrect or incomplete. Little effort is displayed to learn about the instruments.

Some information presented is accurate. Some answers are somewhat vague or incorrect.

Most information presented is accurate and relevant. It is clear that research was undertaken effectively.

All information is completely accurate. Research is presented in a well-thought out manner and is thorough.

Instrument Chart – Advanced Instrument Information

Instrument information is incorrect or incomplete. Little effort is displayed to learn about the instruments. No effort was put into collecting additional information.

Some information presented is accurate. Some answers are somewhat vague or incorrect. Critical thinking is partially recognized.

Most information presented is accurate and relevant. It is clear that research was undertaken effectively. Additional research is somewhat present.

All information is completely accurate. Research is presented in a well-thought out manner and is thorough. Research goes above and beyond expectations.

Instrument Testing and Attempting

Student made little effort to try any instrument. There is clear evidence that the student is set on one instrument and won't even attempt others, or not even interested in any at all.

Student put some effort into trying some of the instruments, but disregarded others and make poor or little attempt on those instruments.

Student made a good effort on most instruments. There was a lack of motivation to put forth much effort on instruments where the student did not show initial success.

Student exhibits solid motivation to try all instruments. On instruments where the student didn't have initial success, the student showed significant effort to try to make It work.

Instrument Decision and Justification

Instrument selection is incomplete or completely unjustified. There is evidence that the student put very little thought into instrument choice, and was influenced by outside sources.

Instrument selection is clear, but showed little reason for justification. There is some regard for factors involved.

Student shows that they have a clear choice and for good reason. They have acknowledged a variety of factors and made a decision based on those factors.

Student provides a very strong case as to why they should play that instrument. They take into account a wide variety of factors, and present this information effectively.

Evaluation

Title

Introduction

Task

Process

Resources

Evaluation

Conclusion

Student Page

Credits

[Teacher Page]

By now, you should have made your top choices for your future instrument. You have acquired knowledge about what all the instruments do and what they sound like, as well as a little bit about how to play them. You should have attempted to play most of the instruments, and you are probably very excited to start band or orchestra next year!

Conclusion Title

Introduction

Task

Process

Resources

Evaluation

Conclusion

http://www.flickr.com/photos/kilps/172789990/

Student Page

Credits

[Teacher Page]

IMAGES:http://www.flickr.com/photos/allert/59229006/http://www.flickr.com/photos/aussiegall/315603624/http://www.flickr.com/photos/mjoa/2164798461/http://www.flickr.com/photos/karensandler/327149042/http://www.flickr.com/photos/trevorparker/337004732/http://www.flickr.com/photos/kilps/172789990/

TEMPLATE THANKS TO: The WebQuest Page and The WebQuest Slideshare Group

Credits & ReferencesTitle

Introduction

Task

Process

Resources

Evaluation

Conclusion

[Student Page]

Credits

Teacher Page

A WebQuest for 5th Graders about to go into band or orchestra

Designed by

Based on a template from The WebQuest Page

Choosing your Musical Instrument (Teacher)

Adam [email protected]

Title

Introduction

Learners

Standards

Process

Resources

Evaluation

Conclusion

http://www.flickr.com/photos/allert/59229006/

http://www.flickr.com/photos/aussiegall/315603624/

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Evaluation

Conclusion

Credits

Teacher Page

This lesson is designed for teachers all around the country that struggle with the placement of new students to instruments that are a good fit for them. Any teacher who has faced this dilemma before recognizes the many problems, which include un-knowledgeable students that are unfamiliar with instruments, parents who want their kids to play the same instrument as they did (maybe because they still have their old horn up in the attic or just want to make a musical legacy), or the inevitable band of 22 saxophones and no clarinets, oboes, or french horns.

This lesson is designed to familiarize the students with each of the instruments, as well as provide examples with how they look and sound. It also opens the students up to the idea that just because an instrument is “cool” might not mean that it is the best instrument for them, based on their physical features, personality, and their pre-existing musical abilities.

Introduction (Teacher)

[Student Page]

Credits

Teacher Page

This lesson is intended for students about to enter a band or orchestra program. In most school districts, this is somewhere between fourth and sixth grade.

The students need some familiarity with Microsoft Word, Excel, and Internet explorer. They need to be able to access YouTube, as many of the audio and video examples are through YouTube. This lesson is designed with students that have little or no instrumental music training, and this should be an introduction to such.

Learners (Teacher)Title

Introduction

Learners

Standards

Process

Resources

Evaluation

Conclusion

[Student Page]

Credits

Teacher Page

In Colorado, this meet several of the Standards from the Colorado Model Content Standards for Music Education:

STANDARD 1: Students sing or play on instruments a varied repertoire of music, alone or with othersThis is touched on in the third part of the Quest. Each student gets an opportunity to try all of the various instruments available in a Instrument Petting Zoo type of situation.

STANDARD 4: Students will listen to, analyze, evaluate, and describe music.This is done during the research phase of the Quest, when the students are to listen to recordings of all the instruments so that they can describe the sound of each instrument. There are a wide variety of recordings that they can choose from, so many of the students will have varied experiences with the music they listen to.

STANDARD 5: Students will relate music to various historical and cultural traditions.Also during the research, the students are to find a few of the “greats” on each instrument, as well as other miscellanious information regarding each instrument. This information can and should include the origin of the instrument, any innovators in the instruments development, and important roles that the instrument has played in the musical world.

Curriculum Standards (Teacher)Title

Introduction

Learners

Standards

Process

Resources

Evaluation

Conclusion

[Student Page]

Credits

Teacher Page

PART ONEStart by making a personal profile. This will have you take a look back at yourself and examine your strengths, weaknesses, physical characteristics, personality, and interests. This will help both you, your parents, and your band/orchestra director make a good decision about the instrument that you should play. At the end of this, you will take some tests on the internet to determine your strengths and areas to work on (don't worry they aren't for grades, they are just to find out where you are at, and some of them are very hard so don't expect a perfect score!)You can download a blank profile form here.PART TWO Using the links on the Resources page, find sound clips and videos of each of the instruments being played. Using the instrument chart, fill out all the information about the instrument. BASIC INSTRUMENT INFORMATIONInstrument Family: What group does this instrument fall into? Choices are Woodwind, Brass, Strings, or Percussion.Musical Groups: What types of ensembles would this instrument be found? Include all ensembles available at your school.Instrument Range: Determine where the instrument typically sounds, from very high to very low.Role of the Instrument: What kinds of parts does the instrument usually play? Do they often get the melody? The bass line? Background parts?How the sound is made: Do you buzz your lips into a mouthpiece? Do you hit the instrument with a stick? Lots of things to choose from.ADVANCED INSTRUMENT INFORMATIONCharacteristics typical of players of this instrument: What types of physical features help people to play this instrument? What personality types tend toward this instrument?Equipment: What types of things do you need to play this instrument? Does it require reeds? Sticks? A bow? Mutes?Famous Players/Groups with this Instrument: If you were to look for the greatest players of this instrument, who would you listen to?Interesting Facts/History/Place of Origin: This is open for you to put any additional information that you find about this instrument. Where did it come from? Who were revolutionary instrument makers that helped to design the instrument.

The Process (Teacher)

To The Process Part 2 (Teacher)

Title

Introduction

Learners

Standards

Process•Part 1•Part 2

Resources

Evaluation

Conclusion

[Student Page]

Credits

Teacher Page PART THREE Picking an instrument. Now that you have an idea of what each instrument is like, and what kinds of things would make an instrument ideal for you, you will want to try all of the instruments out that interest you. If you can, try out all of the instruments that you can, you might have a natural knack for one that maybe didn't interest you at first, and you might realize that it is a lot of fun! Write any thoughts you have after trying the instrument out in the comments column of your chart. Note though, this is a much larger process than just choosing. There are many factors that are going to be taken into account with your selection. For example, if there are 27 people all choosing percussion, and only 2 choosing clarinet, you won't have a very good sounding band, so your director will want you to make a second and third choice just in case this happens.

Some things to think about when making your choice is that there are some restrictions here in Fort Collins. Future Saxophonists, Oboists, Bassoonists, and Bass Clarinetists, will all start on Clarinet. Percussionists, since there are so many instruments to learn (we just barely scratched the surface here), are required to have at least a year of piano lessons under their belt so that they have a good chance at mastering the mallets. Your director will work with you and look closely at your Personal Profile to help you to determine what will be the best choice for you.

THE LESSONThis WebQuest is designed to span four periods. The first day is the Personal Profile. The tests at the end take approximately 2-5 minutes each and there are 5 of them, and the rest of the profile can be filled out in approximately 20-30 minutes, so this will take an entire class period to complete. Day two will consist of the web surfing, researching and filling out the chart of instruments. To get through all of the instruments will likely take a whole class period. Day three will be the listening day, and students will be encouraged to listen to at least one clip from every instrument. By this point they will likely be leaning toward a certain instrument, and they will be encouraged to listen to multiple clips of that instrument. The fourth and final day is the most important, and is done partially off line This is an “Instrument petting zoo” day, where either the middle school band director, or a local music store representative, comes to the school and sets up “stations” for each student to try out as many instruments as possible. I recommend doing the stations in small groups with maybe 5 minutes at each station, and a staff member or volunteer knowledgeable in the instrument(s), as well as an sufficient number of actual instruments, at their station to give each student ample opportunity to at least make a basic sound. They students will then give that station staff member their Instrument Testing Sheet in which the staff member rates the student for that instrument based on physical characteristics, motivation, and their ability to successfully make a proper sound on that instrument. Have the staff member then put all these forms in a closed envelope to be sent to the next station's staff member.

The Process (Teacher)

Title

Introduction

Learners

Standards

Process•Part 1•Part 2

Resources

Evaluation

Conclusion

[Student Page]

Credits

Teacher Page

There is quite a bit of planning ahead required for this WebQuest. The following arrangements will be need to be made in advance.

•A computer with internet access for each student. YouTube cannot be a blocked website, as many of the musical video and audio samples are hosted there.•A copy of Microsoft Word and Excel for each student•A prearranged “Instrument Petting Zoo” day with either a middle school/junior high/high school band program and several staff members or volunteers to run each station on this day. Each of these staff members will ideally play the instrument they are showing, or have a very strong familiarity with its idiosyncrasies They will essentially be providing a brief mini-lesson to each group of students, so they have to be able to execute what they will be teaching them. They also will be evaluating the students propensity toward the instrument, and it is essential that their feedback is backed up with reasons.

Resources (Teacher)Title

Introduction

Learners

Standards

Process

Resources

Evaluation

Conclusion

[Student Page]

Credits

Teacher PageEvaluation (Teacher)

Title

Introduction

Learners

Standards

Process

Resources

Evaluation

Conclusion

Beginning1

Developing2

Accomplished3

Exemplary4

Score

Personality Profile

Information provided by the student is vague and incomplete. Hand tracing is poor quality or non-existent. Very few conclusions can be drawn based on given info.

Information is somewhat vague, however some conclusions can be drawn. Hand-tracing is of adequate quality.

Answers to most questions are understandable and have meaningful information. Hand-tracing is clear and accurate.

Answers to all questions are insightful and evoke great depth to the students workings. Hand-tracing is immaculate and perfect.

Instrument Chart – Basic Instrument Information

Instrument information is incorrect or incomplete. Little effort is displayed to learn about the instruments.

Some information presented is accurate. Some answers are somewhat vague or incorrect.

Most information presented is accurate and relevant. It is clear that research was undertaken effectively.

All information is completely accurate. Research is presented in a well-thought out manner and is thorough.

Instrument Chart – Advanced Instrument Information

Instrument information is incorrect or incomplete. Little effort is displayed to learn about the instruments. No effort was put into collecting additional information.

Some information presented is accurate. Some answers are somewhat vague or incorrect. Critical thinking is partially recognized.

Most information presented is accurate and relevant. It is clear that research was undertaken effectively. Additional research is somewhat present.

All information is completely accurate. Research is presented in a well-thought out manner and is thorough. Research goes above and beyond expectations.

Instrument Testing and Attempting

Student made little effort to try any instrument. There is clear evidence that the student is set on one instrument and won't even attempt others, or not even interested in any at all.

Student put some effort into trying some of the instruments, but disregarded others and make poor or little attempt on those instruments.

Student made a good effort on most instruments. There was a lack of motivation to put forth much effort on instruments where the student did not show initial success.

Student exhibits solid motivation to try all instruments. On instruments where the student didn't have initial success, the student showed significant effort to try to make It work.

Instrument Decision and Justification

Instrument selection is incomplete or completely unjustified. There is evidence that the student put very little thought into instrument choice, and was influenced by outside sources.

Instrument selection is clear, but showed little reason for justification. There is some regard for factors involved.

Student shows that they have a clear choice and for good reason. They have acknowledged a variety of factors and made a decision based on those factors.

Student provides a very strong case as to why they should play that instrument. They take into account a wide variety of factors, and present this information effectively.

[Student Page]

Credits

Teacher Page

By now, your students should have made up their minds on their top choices for their future instrument. They have acquired knowledge about what all the instruments do and what they sound like, as well as a little bit about how to play them. They should have attempted to play most of the instruments, and are probably very excited to start band or orchestra next year!

Conclusion (Teacher)Title

Introduction

Learners

Standards

Process

Resources

Evaluation

Conclusion

[Student Page]

Credits

Teacher Page Credits & References (Teacher)Title

Introduction

Learners

Standards

Process

Resources

Evaluation

Teacher Script

Conclusion

IMAGES:http://www.flickr.com/photos/allert/59229006/http://www.flickr.com/photos/aussiegall/315603624/http://www.flickr.com/photos/mjoa/2164798461/http://www.flickr.com/photos/karensandler/327149042/http://www.flickr.com/photos/trevorparker/337004732/http://www.flickr.com/photos/kilps/172789990/

TEMPLATE THANKS TO: The WebQuest Page and The WebQuest Slideshare Group

Web Quest Choosing A Musical Instrument

Education

Transcript of Web Quest Choosing A Musical Instrument