Grade Level: 9-12
Subject: Arts Education/Fine Arts: Music History
Time Frame: One to three class periods

Summary

Learn about impressionism and one composer associated with the style. Students will research a major music period using TEL databases. They will research that period and a composer representative of the period, finding an article and one other resource which enables them to discuss the history and characteristics of the period.

Databases/Other Resources

General Reference Center Gold

Procedures

Librarian and teacher will collaborate on the research project related to music, history, and culture. Teacher will place assignment in context of standards and librarian will focus on research strategies of assignment.

Steps

Steps for Teacher

• Before introducing this topic to the class, explore the Tennessee Electronic Library and perform test seraches, using General Reference Center Gold, and save searches using the Bookmark Feature.
  

• Before starting this exercise with the class, explain the arrangement of the articles and that the most current article is listed first in each category (encyclopedia,newspaper, periodical).  Remind the students that the databases require accurate spelling in the search process and that a person’s last name is typed in first in the subject search. Also, the students may find different articles on the same topic in different databases.
  

Steps for Librarian

• Introduce the Tennessee Electronic Library to students.

• Demonstrate search strategies and explain the limiting check list--full text, peer reviewed, with images.

• Demonstrate various media formats available.

• Assist students in  evaluating  findings for appropriate, useful articles.

• Assist students with correct MLA citation for bibliography.

Steps for Student

1. Access the Tennessee Electronic Library.
2. Select General Reference Center Gold.
3. Choose one of the following composers and type their last name first in the search entry box: Frederick Delius, Manuel de Falla, Charles Tomlinson Griffes, Maurice Ravel, or Claude Debussy.
4. Select one article and one other media source for research on topic.
5. Evaluate resources found for appropriateness to research topic and assignment.
6. Create an annotated bibliography of the two resources found with an introductory paragraph about the composer and the time period.

Related Activities

1. Attend a classical music concert.

2. Listen to impressionist music by any of the composers mentioned.

3. Prepare a classical music CD review.

4. Use other TEL databases to gather information for comparison and contrast with other music genres/styles.

Content Standards

Arts Education/Fine Arts: Music History

Content Standard(s) 9.0: Historical and Cultural Relationships

Students will understand music in relation to history and culture.

           

           

Learning Expectations/Grade Level Expectations

Content Standard(s) 9.0 Historical and Cultural Relationships

Learning Expectations:

      9.1  Compare and contrast selected literature by genre or style and
             historical periods or cultures.      

      9.2  Appraise the historical and/or cultural significance of a given
            musical work.

 

Performance Indicators State

 Content Standard(s) 9.0 Historical and Cultural Relationships

Performance Indicators:

As documented through teacher observation -

At level 1, the student is able to:

• Identify characteristics of musical genres/styles and historical periods/cultures.

At level 2:

• Correlate the characteristics of musical genres/styles and historical periods/cultures.

At level 3:

• Assess selected musical literature by genre/style and historical periods/cultures.

Assessment

The librarian will create a quiz related to the use of Tennessee Electronic Library databases and research strategies to be given as a pretest and posttest.  A rubric would be developed by the teacher and librarian to assess the product of the research project.

ISTE Computer Literacy and Usage Standards

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.

 

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.

 

AASL Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge.

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.