Teacher Information
Early
Music Curriculum Project
Lisa
A. Sidley
Visual
and Performing Arts Pathway
Grade
Level: 9
Purpose
This unit and
corresponding web page are designed to introduce all ninth grade students
to the music of the early eras. This covers Ancient, Medieval, and
Renaissance genres. The web page is critical in comparing music and
the other arts. It is also necessary to look at social issues surrounding
the creations of these arts. The web page is meant only as a supplement
to daily readings (from primary sources when possible) and organized classroom
debate.
Content
Standards
The following
standards correspond to the National Standards for Arts Education as published
by the Music Educators’ National Conference in 1994. These standards
also parallel the Delaware State Standards for Performance Arts still in
draft form.
8. Understanding
relationships between music, the other arts, and disciplines outside the
arts.
a. compare in two or more arts (in this case illustration, architecture,
or music) how characteristic materials of each art (that is, sound in music,
visual stimuli in visual arts, movement in dance, human interrelationships
in theater) can be used to transform similar events, scenes, emotions,
or ideas into works of art.
b. Describe ways in which the principals and subject matters of other disciplines
taught in the school are interrelated to those in music.
9. Understanding
music in relation to history and culture.
a. describe distinguishing characteristics of representative music genres
and styles from a variety of cultures.
b. tell how certain historical events have changed the arts (specifically)
music during the time at which they occurred.
Intended
Use
Background:
The web page is
meant only as a supplement to daily readings (from primary sources when
possible) and organized classroom debate. It is suggested that the
teacher divide the class into teams and create a competitive atmosphere.
The lessons are indicative of the musical eras studied: Ancient, Medieval,
Renaissance, and Early Baroque.
Day One:
Each lesson will
consist of a primary reading (when possible), direct instruction, and open
discussion on the first day.
Day Two:
During the second
day of the lesson, each group will choose a debate item such as:
-
Music has
been significantly effected by social issues (vs.) Music would have
evolved in the same manner if it did not exist in a social context.
-
People of a culture
reflect the music that they listen to (vs.) Music of a culture reflects
the people who create it.
-
Music and Visual
arts are interrelated (vs.) Music and Visual arts are separate and distinct
reflections of society.
Groups must use
examples from the time period being discussed (and ONLY that time
period) to argue their side. They will use the second day to complete the
projects on the web according to availability of computers and prepare
for the debate the following day. I have only one computer in my
room, so I will find it useful to have print material available for those
preparing for the debate. One group will not be assigned a debate
topic for the next day and this group will complete the web projects.
If a lab is available, this and other web sites would be an EXCELLENT source
for debate preparation.
Day Three:
The actual debates
will occur on the third day. At the end of this day, all students
will complete a debate evaluation form to determine how strongly each group
argued and points will be awarded for each day's winners. A summate
prize will be awarded to the group with the highest score at the end of
the unit. Here is a good rubric for grading of oral presentations.
Let's go home!!
Please email me.
This page was created on 7/1/98 by:
Lisa Sidley, Visual and Performing Arts Teacher
Milford
High School; Milford, DE 19963
CLICK
HERE to view my sources.
