Collaboration+Project+CIRG+644_CI+345

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This is the page where Linda Pittman and Robert Kelley will collaborate on the semester "Content Exploration Project".

So that we fulfill all the requirements of this assignment I have included the assignment rubric to guide us! Content Exploration Rubric: 1 - Collaboration visible through discussions and edits between CIRG 644 and CI 345 students using wikispaces.com 2 - Product includes assessment rubric 3 - Product includes a content area vocabulary strategy 4 - Product includes two forms of technology in addition to the wiki 5 - Relection of the collaborative process

Hello Robert! If you have a nickname I will be happy to address you by that name! I am Linda Pittman. My area of concentration is business. Although business and music do not have that much in common, I think we will have a great time learning from each other non-the-less. To tell you a little about myself, I am a nontraditional student, meaning that I have already had a career and am embarking on a new one! It can be daunting at times, but I have enjoyed the stretch in my brain after many years of doing the same thing.

I do not want you to be stressed thinking that I am going to make you learn business lingo. On the contrary, I would love to learn more about music vocabulary strategies! And if we can add in some business aspects that will make it all the better!! Don't you think? We shall see how it goes!

Since we just went over vocabulary strategies last night in class, I am going to take a few days to go over them again and see what I can come up with. In the mean time, could you let me know what you know of vocab. strategies, how you apply them to music, and what might be the best way for us to tackle this project?

I am going to send you an email through the campus mail to let you know that I am contacting you from your class, although I have a feeling you are expecting this! I really look forward to working with you and I know that we can blow the socks off this assignment!!!! Talk to you soon!

Music Lesson Collaboration


 * || ==Percussion Instruments and Pitch==
 * Part of the Unit: [|Acoustical Science]** ||  ||   ||

Lesson Overview:
This lesson provides students with an opportunity to create percussion instruments. Students will make predictions and explore how pitch changes based on the materials used in instrument construction.

Length of Lesson:
Two 45-minute periods

Notes:
This lesson is particularly suitable for students in grades 3-4.

Instructional Objectives:
Students will:
 * design investigations that determine what factors affect the pitch of percussion instruments based on materials used.
 * explore the factors that determine pitch fluctuation of percussion instruments.
 * create and record a meaningful hypothesis as well as accurate data sets reflecting knowledge gained through their investigation.

Supplies:

 * Several bottles or glasses that are the same size
 * Water
 * Spoon
 * Food coloring
 * The following musical excerpts:
 * "Capriccio Espagnde" by Rimsky-Korsakov
 * "Wipe Out" by The Sufaris
 * "Rhythm of the Saints" by Paul Simon
 * "Up from the Roots" by Mongo Santa Monica

Warm Up
Using the [|Instrument Families of the Orchestra] handout, review the various percussion instruments. Play one or more of the following listening selections: Ask students to describe the music they are hearing, and if possible, to identify the instruments performing. (After reading the Instrument Families of the Orchestra, have students use Vocabulary Self-Collection to identify vocabulary words that the student is unfamiliar with. From this exercise, the class can formulate their own vocabulary list.) After this exercise, the teacher can distribute the [|Vocabulary] handout and review the relevant terms, and in particular, the following:
 * "Capriccio Espagnde" || Rimsky-Korsakov ||
 * "Wipe Out" || The Sufaris ||
 * "Rhythm of the Saints" || Paul Simon ||
 * "Up from the Roots" || Mongo Santa Monica ||

//Air column:// space within the percussion instrument that determines the pitch. //Percussion:// sounds produced by striking the instrument with a mallet or stick, or striking one instrument against another.

Introductory Activity
Have students explore the folowing sites to learn more about percussion instruments:
 * ArtsAlive.ca Music: Instrument Lab: Percussion: here, students can learn more about string instruments and play clips
 * ArtsAlive.ca Music: Percussion Interviews: students can read interviews with musicians and view demonstration videos
 * DSO Kids: Families of the Orchestra: students can hear a variety of instruments played in isolation, performing familiar tunes, and playing with the full orchestra

When students have had a chance to explore the websites, refer back to the [|Instrument Families of the Orchestra] handout. As a class, share any information discovered in the course of the research, and review the relevant information in the "Percussion" column of the Instrument Trivia chart.

Guided Practice
Distribute the the [|Scientific Process Guidelines for Percussion]. As a class, have students review the process for creating a prediction and hypothesis. Review the format for prediction making, using vocabulary appropriate when speaking about percussion instruments:

If our hypothesis is true then the pitch created should be: higher —or— lower when the air column, within the bottle is: larger —or— smaller

Independent Practice
Have students independently complete, in their own words, the "hypothesis" and "prediction" sections of the [|Scientific Process Guidelines for Percussion]. Divide students into cooperative groups of four. Assign duties and rotate them for the other lessons in this unit:

Recorder: note taker Group leader: decision maker, dispute settler, teacher liaison Equipment adjuster: makes adjustments to test equipment Tester: performs the test

Within the group, students should discuss their individual hypotheses and predictions. Groups should choose one of each to use as they proceed with the experiment. Have students work in small groups to complete the experiment, following the [|Procedural Guidelines for Creating Percussion Instruments]. Experiment: Test the chosen hypothesis and prediction using the glass xylophones created. Within small groups, have students fill in the data section of the Scientific Process Outline based on this experiment. When needed, remind students of their roles within the cooperative group. Monitor student participation and accuracy in achieving results. When the group experiment is completed, have students copy the experiment data on the Scientific Process Guidelines for Percussion handout. Each student must complete the analysis section and the conclusion section independently.

Conclusion
Discuss the following questions:
 * What is the relationship between pitch and the size of the air column?
 * What is the science called that we have studied?

Assessment:
Use the [|Assessment Rubric] to assess your students' works.

Extensions:
The remaining lessons in the Acoustical Science unit, [|String Instruments and Pitch], [|Brass Instruments and Pitch], and [|Woodwind Instruments and Pitch], may be taught in any order.

Sources:
Print:
 * Adler, Naomi. //Play Me a Story: Nine Tales About Musical Instruments//. Brookfield, Conn.: Millbrook Press, 1998.
 * Hasday, Judy L. //Musical Instruments from Around the World//. Philadelphia: Chelsea House Publishers, 1999.
 * Kalman, Bobbie. //Musical Instruments from A to Z//. New York: Crabtree Press, 1998.
 * Lithgow, John. //The Remarkable Farkle McBride//. New York: Simon and Schuster Books for Young Readers, 2000.

Media:
 * The Pied Piper of Hamlyn (German)
 * The horse head fiddle (Mongolian)
 * Fairy music (Irish)
 * The Dancing Corn Maidens (Hopi)
 * The Singing Drum (African)
 * The Singer and the Dolphin (Greek)
 * The Bewitched Snake Charmer (Indian)
 * Didgeridoo Magic (Australian Aboriginal)
 * The Painted Balalaika (Russian)

Authors:
> Thomas Pullen Arts Magnet School > Landover, MD
 * Leslie Thomas, Teacher

=//Info Sheet//= Instrument Families of the Orchestra Unit Connection: Acoustical Science Copyright The Kennedy Center. All rights reserved. ARTSEDGE materials may be reproduced for educational purposes. Instrument Trivia of wood that is held together with glue. String instruments come in many sizes, but all of them have four strings. ||= Woodwind instruments are made of metal, wood, and sometimes plastic. ||= Brass instruments are made of brass. ||= Percussion instruments are created from materials such as metal, wood, plastic, and animal skins. || of these instruments? ||= strings, bridge, hollow box ||= mouthpiece, reed (double or single) metal keys, tube ||= mouthpiece, tubing, bell ||= There are a wide variety of percussion instruments. All that is required is one object that can strike another to produce a sound. || produce sound? ||= By playing the string with the bow or fingers, the string vibrates and produces a musical tone. ||= To make a musical tone, the player blows on a thin piece of wood, called a reed, that he/she holds in his/her mouth. ||= A musical tone is produced when the player blows a mouthpiece that is shaped like a tiny cup. ||= Percussion instruments are hit or struck with sticks, mallets, hammers, an instrument part, or the player’s hand. || produced by these instruments ||= Pitch fluctuation occurs when the player shortens the string with his fingers, while the player draws a bow over the strings. ||= Pitch fluctuation occurs when the player opens or closes keys on the instrument, altering the length of the air column. ||= Pitch fluctuation occurs when the player pushes a valve, shortening or lengthening the tube or air column. ||= Not all percussion instruments have the ability to produce a variety of pitches. Those that are “pitched” have a variety of surfaces or the ability to alter the striking surface. ||
 * =  ||= Strings ||= Woodwinds ||= Brass ||= Percussion ||
 * = What are these instruments made of? ||= String instruments are made
 * = What are the basic parts
 * = How do these instruments
 * = What affects the pitch

= = = //Vocabulary// = Acoustical ScienceLesson Connection: Acoustical Science Copyright The Kennedy Center. All rights reserved. ARTSEDGE materials may be reproduced for educational purposes. science: a methodical approach to the acquisition of knowledge acoustics: the science of sound pitch: how low or high the sound is; the frequency of a sound wave determines the pitch: the higher the frequency, the higher the pitch control: an individual or group used as a standard of comparison for checking or verifying the results of an experiment variable: something that is prone to variation or change instrument family: the orchestra is divided into different instrument families with each family of instruments having specific characteristics in common; the instrument families are string, brass, woodwind, and percussion

vibration: a periodic motion of the particles of an elastic body or medium in alternating opposite directions from the position of equilibrium when the equilibrium has been disturbed as when a stretched cord produces musical tone or particles of air transmit sounds to the ear

frequency: the number of complete waves per unit of time. The higher the frequency, the higher the pitch hertz: a unit of frequency equal to one cycle per second resonance: the ability of an object to vibrate by absorbing energy of its own natural frequency. Every medium has its own natural vibration frequency

music: sound with a pleasing quality, a identifiable pitch, and a definite repeated rhythm noise: sound with no pleasing quality, definite identifiable pitch, or definite repeated rhythm hypothesis: an educated guess; an answer to the question prediction: Example: If my hypothesis is true then * should happen when * is manipulted. pizzicato: a note or passage played by plucking strings

=//Worksheet//= Scientific Process Guidelines for Percussion Lesson Connection: Percussion Instruments and Pitch Copyright The Kennedy Center. All rights reserved. ARTSEDGE materials may be reproduced for educational purposes. Student Name: _ Group Members: _ Question: How does air column evident within a percussion instrument determine the pitch? Hypotheses: 1. 2. Predictions: 1. 2. Please complete each column with by labeling pitch, numbering from low to high. (Blue) ||= Glass / Bottle 2 (Green) ||= Glass / Bottle 3 (Red) ||= Glass / Bottle 4 (Yellow) ||
 * = Water level ||= Glass / Bottle 1
 * = 1” ||=  ||=   ||=   ||=   ||
 * = 1 ½” ||=  ||=   ||=   ||=   ||
 * = 2” ||=  ||=   ||=   ||=   ||
 * = 2 ½” ||=  ||=   ||=   ||=   ||
 * = 3” ||=  ||=   ||=   ||=   ||
 * = 3 ½” ||=  ||=   ||=   ||=   ||
 * = 3 ½” ||=  ||=   ||=   ||=   ||

Analysis:

Conclusion:

= //Student Guide// = Procedural Guidelines for Creating Percussion Instruments Lesson Connection: Percussion Instruments and Pitch Copyright The Kennedy Center. All rights reserved. ARTSEDGE materials may be reproduced for educational purposes. Read all directions before beginning this project. Materials Needed: 1. Several bottles or glasses that are the same size 2. Water 3. Spoon 4. Food coloring Step 1: Planning phase 1. Lay out your materials. 2. Within your group, discuss how you will safely handle the glass objects used in this experiment. Step 2: Setting up your instrument 1. Using a ruler, fill each glass or bottle to the height designated in the Scientific Process Guidelines 2. Add one drop of food coloring to each glass, making the water the appropriate color. Stir with spoon if necessary. 3. Line up the glasses or bottles from lowest level of water to highest. Step 3: Playing your instrument 1. Carefully tap each glass or bottle with a spoon, striking the xylophone where the air column is evident (not where there is water.)

__Coffee Can Drum__
Materials Needed 2. Coffee can 3. Construction paper 4. Scissors 5. Tape / glue 6. Crayons, markers, or colored pencils Step 1: Planning Phase 1. Make decisions regarding how you want to decorate your coffee can drum. 2. Illustrate your plans or write a short paragraph detailing how your drum will look. Step 2: Setting up your instrument 1. Cut the construction paper so that it will wrap around the coffee can and cover all sides. 2. Following the plans you made, decorate the paper that will wrap your drum. If your plans change, please note this on the planning paper. 3. Remove the lid from the can, and tape or glue your cover on the can. 4. Place lid on the can. Step 3: Playing your instrument 1. The lid of the can becomes the “drum head” or “drum pad.” 2. The drumhead or drum pad can be struck with the hand. 3. Drumsticks or mallets can be constructed from the following materials: A. Pencil with an eraser B. Dowel rod with a wooden bead on the end C. Chop stick with a rubber band around the end

__Maracas__
Materials Needed 1. Any type of small container A. Empty pill bottle B. Film canister C. Soda can D. Frozen juice can 2. Shaking materials A. Popcorn kernels B. Dried beans C. Rice 3 . Tape / glue 4. Construction paper 5. Scissors 6. Crayons, markers, or colored pencils Step 1: Planning Phase 1. Make decisions regarding how you want to decorate your maracas. 2. Illustrate your plans or write a short paragraph detailing how your maracas will look. Step 2: Setting up your instrument 1. Cut the construction paper so that it will wrap around the small container and cover all sides. 2. Following the plans you made, decorate the paper that will wrap your maracas. If your plans change, please note this on the planning paper. 3. Remove the lid from the container, and tape or glue your cover on the container. 4. Place lid on the container. If no lid is available, cover the top with paper. If there is small hole, like a soda can, cover the hole with masking tape. Step 3: Playing your instrument 1. Shake away!

__Paper Plate Tambourine__
Materials Needed 1. Two Paper plates 2. Shaking materials A. Popcorn kernels B. Dried beans C. Rice 3. Crayons, markers, or colored pencils 4. Stapler 5. Tape Step 1: Planning Phase 1. Make decisions regarding how you want to decorate your tambourine. 2. Illustrate your plans or write a short paragraph detailing how your tambourine will look. Step 2: Setting up your instrument 1. Following the plans you made, decorate the outside of the two paper plates. If your plans change, please note this on the planning paper. 2. Place the chose “shaking materials" on the inside of one plate. 3. Place the second plate on top. 4. Staple around the plate edges. 5. Cover the rough edges of the staples with tape to protect your fingers. Step 3: Playing your instrument 1. Shake away! = //Assessment Rubric// =

Percussion Instruments and Pitch Lesson Connection: Percussion Instruments and Pitch Copyright The Kennedy Center. All rights reserved. ARTSEDGE materials may be reproduced for educational purposes. Student Name: participation in classroom discussions || Demonstrated high level of positive participation in group discussions and activities. || Highly Effective: Student independently completed the task, following the directions as they were written. || Highly Effective: Analysis and Conclusion demonstrate understanding and are written in a manner that is clear, precise, and grammatically flawless. || high level of participation in classroom discussions. || Demonstrated a moderately high level of positive participation in group discussions and activities. || Effective: Student independently completed the majority of the task, following the majority of the directions as they were written. || Effective: Analysis and Conclusion demonstrate a moderately high level of understanding and are written in a manner that is clear, precise, and portrays few grammatical flaws. || level of participation in classroom discussions. || Demonstrated a moderate level of positive participation in group discussions and activities. || Moderately Effective: Student completed more than half of the task independently, and had moderate success following the directions as they were written. || Moderately Effective: Analysis and Conclusion demonstrate a moderate level of understanding and are written in a manner that lacks clarity, precision, and portrays many grammatical flaws. || participation in classroom discussions. || Demonstrated very little participation in small group discussions and activities. || Ineffective: Students completed less than half of the task independently, and had trouble following the directions as they were written. || Ineffective: Analysis and Conclusion demonstrate very little understanding and are written in a manner that lacks clarity, precision, and portrays an abundance of grammatical flaws. || classroom discussions. || Did not participate in small group discussions and activities. || Did not complete the task. || Did not complete the Analysis and Conclusion. || I was very excited to work with this lesson plan. Not only does it reflect Robert's area of emphasis, it incorporates a lot of other topic areas. I liked the way it added the science element which allowed the instructor to do some hands-on activities for the kinesthetic learner. There was also the creation of musical instruments for the students as well (aural learners). Although I thought the vocabulary was a bit difficult for third and fourth grades, there were many instances presented in the lesson where the students could apply these words to learn the meanings. From the worksheet (read-write) to the computer sites (visual), the repetition and emphasis of the information should help the students to make the lesson relevant to their lives. Individual and cooperative learning is incorporated as well. Linda, very good lesson plan. I have some really good lesson plans that I plan on posting on here as soon as I figure out how to scan them and actually get them on here. They mostly focus on younger children but have use of vocabulary and other things. The hardest thing about doing music in a literacy sense is that we typically don't read words that often unless they're expression markings (tempo, volume, etc.) or lyrics (for choir). I would however use those words in a vocabulary sense and in a general music appreciation class you could do that as well using historical names, musical works, etc. I will post some examples soon...
 * || **Student Participation** || **Group Participation** || **Ability to Perform the Task** || **Analysis and Conclusion** ||
 * **=**4**=** || Demonstrated high level of
 * **=**3**=** || Demonstrated a moderately
 * **=**2**=** || Demonstrated a moderate
 * **=**1**=** || Demonstrated very little
 * **=**0**=** || Did not participate in

Okay, sorry for being late with this I truly apologize... I've got a lesson plan to teach jazz musicians and jazz concepts with the students.

Music History: Jazz Vocabulary This lesson will help the students learn jazz vocabulary and jazz artists. Grade levels: 7-12 Materials needed: Jazz music (cd player to play it), text book or text with concepts to be learned it it, chalk/white board, Procedure: 1. In class we will listen to different jazz artists and discuss things about these artists, interesting facts about those composers/artists, what instruments they played, etc. We would also go over elements of jazz music, like tempo, “swinging,” blues, the cultural impact that jazz had and cultural aspects that created jazz. I would have the students take notes on this. 2. After doing the notes and lecture I will hand out a crossword puzzle that would be relevant to the topics we just discussed, I would have the students complete the crossword in class without using their notes. I will not take them up until the end of class (they will use it for the next part of the assignment). 3. After completing the crossword I would break up the students into groups of 3-4 and give them graph paper and explain that they will create their own crossword similar to the one I just gave them. Format for this would be: Minimum of 10 across problems and 10 down problems (they can use more if they want) They cannot re-use the questions I had on my puzzle but they can re-use an artist or element. 4. I would have the students create a key of their puzzle and they would hand it in with their puzzles at the end of class, along with their completed puzzle I gave them. One the next class period. 5. I would have made copies of each groups crossword puzzles and would pass them out to each student to complete in class. 6. After a few minutes of time to complete I would then go over each puzzle giving them the answers so they could have completed puzzles to use a study guides for the test over that chapter/section on Jazz History. Example of a crossword: _Ellington 7. ___Holiday 8. Wynton Marsalis's instrument Down 1. Thelonius__ 2. ___Brubeck 3.__ __Basie 4.__ Fitzgerald 5. ___Davis 6.__ _Armstrong Across 2. _Ellington 7. ___Holiday 8. Wynton Marsalis's instrument Down 1. Thelonius__ 2. ___Brubeck 3.__ __Basie 4.__ Fitzgerald 5. ___Davis 6.__ _Armstrong Answers: Across 2. Duke Ellington 7. Billie Holiday 8. Wynton Marsalis's instrument Down 1. Thelonius Monk 2. Dave Brubeck 3. Count Basie 4. Ella Fitzgerald 5. Miles Davis 6. Louis Armstrong Rubric:
 * grade || My crossword Puzzle || Group Work || Study guide puzzles ||
 * 4(A) || Completed it on time and without any wrong answers || Participated in the group || Worked on the puzzles during the time allotted ||
 * 3(B) || Completed on time with a some wrong answers || n/a || n/a ||
 * 2(C) || Completed on time with a few wrong answers || n/a || n/a ||
 * 1(D) || Completed late or did not complete but turned it in || n/a || n/a ||
 * 0(F) || Did not complete the puzzle, did not participate at all || Did not participate || Did not participate ||

For the group work and study guide puzzles: as long as the students participate they get full credit. I would grade my crossword I handed out like any other assignment, but I would average the three grades together to get a whole grade for the entire lesson so If a student got a 3, 4, 4 they would average a 3.6 for that entire lesson.