CTSE 130 FINAL PROJECT

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CTSE 130 FINAL PROJECT

• By Peter Brown

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Standard Music Grade 9-12 Proficient 1.3
Objective Sight-read music accurately and
expressively

• Motivation learn to be more proficient at
  reading music one has never seen before.
• Quicker and more detailed rehearsals
• Become an overall better musician
• Input of Information Explain in words what it
  means to sight-read and share some tips on
  sight-reading.
• let them sight-read to let them experience it.
  After the experience, discuss methods they have
  found that work and do not work.
• Checking Comprehension Continue to sight-read
  music at the same level of difficulty to see if
  the sight-reading improves.
• Practice Sight-read music
• Practice Try to sight-read more difficult music
  after they have grasped the easier level of
  music.
• Closure Ask the students to explain what was
  learned and the relevance. If at first there is
  no answer, throw in some suggestions, hopefully
  to get the conversation started. If there is no
  discussion, sum up what they learned and how it
  applies to other aspects of music.

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Standard Music Grade 9-12 Proficient 2.10
Objective Understand what improvisation is,
what chord progressions are, and how they are
interrelated.

• Motivation Play some jazz music with solos,
  gospel spirituals, freestyle rap).
• Ask what it is they hear and if they have
  anything in common.
• After they have thought about it, tell them it is
  improvising and that is what they are going to
  learn or be introduced to that day.
• Input of Information Explain what chord
  progressions are. Then explain what
  improvisation is (including jazz solos gospel
  spirituals, freestyle rap, etc.). Then explain
  how they are interrelated.
• Checking Comprehension
• Have a discussion about what chord progressions
  and soloing are and how they are interrelated.
• Practice Try soloing over a 1-4-5 progression
  as well as playing chord progressions
• Practice If all goes well, put students in
  groups and have one play the progression and the
  others solo over the progression.
• Closure End with another recording of a jazz
  improvisation solo and ask the students to listen
  for the chord progression and the expression
  within the solo itself. Have them relate in
  discussion what they learned in class to what
  they heard on the recording.

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Standard Music Grade 9-12 Proficient 4.4
Objective Come to a realization that feelings
are evoked through music.

• Motivation Ask if the students have ever heard
  a song that gave them the chills, gave them a
  certain feeling, or just to think about songs the
  like and songs they dislike. Then tell them what
  they are going to learn that day will help them
  assess their feelings and help shed some light on
  why they are stimulated.
• Input of Information Play songs in different
  keys and ask for different emotional responses
  (how does the music sound? Sad, Happy, etc.).
  Point out the trends in responses (songs in major
  keys often give a happy feeling, songs in minor
  keys often give a sad feeling, etc.)
• Checking Comprehension Play chords for them on
  the piano. Ask them to explain the feeling
  associated with the sound. Then ask them to
  associated a chord with the feeling if they have
  learned it (Majorhappy, Minorsad, etc.)
• Practice Listen to major and minor songs and
  ask them to describe their feelings
• Practice Listen to a song with no clear major
  or minor prevalence, then have them try to
  explain their emotional response.
• Closure Ask how this can be applied to other
  aspects of music. For example, when playing
  music, it is important to keep in mind the
  intended evocation of feelings by the composer so
  that the musician can help to portray that kind
  of music. Tell them that the next time they
  listen to music, they should think about what
  feelings are evoked and why they do or do not
  like that song.

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Justification

• Standard 1.3 Sight-read music accurately and
  expressively (level of difficulty3 scale 1-6
• In order to learn how to sight-read, one must
  know what sight-reading is. This lesson
  introduces sight-reading to the students and
  allows them to have a hands-on experience with
  sight-reading.
• Standard 2.10 Improvise original melodies over
  given chord progressions.
• In order to improvise over given chord
  progressions, one must know what it means to
  improvise and what chord progressions are. This
  lesson helps the students to learn a chord
  progression and allows them to try improvising
  over one.
• Standard 4.4 Describe the means used to create
  images or evoke feelings and emotions in musical
  works from various cultures.
• This lesson gets the students thinking about
  music and attempting to figure out why they get
  the feeling they get from listening to music.
  This lesson will help the students to think about
  the aesthetic value of music on a deeper level.
• All of the Lessons reflect the music framework in
  that they allow for students to look in depth at
  music, they allow students to play in a group,
  they teach students about creative expression,
  and they help to stimulate and develop aesthetic
  value.

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Justification (continued)

• My lessons include a great amount of discussion
  because when I was observing at Foshay, I found
  that the students responded best to discussions.
  It made them get out side of what they were
  learning and think of why they were learning it
  and how it could be applied to anything else.
  Moreover, discussion fostered critical thinking
  and analysis.

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Technology to support lessons

• A stereo or some sort (record, tape, or CD) would
  be required to play the sample recordings of
  improvisation.
• Could use Microsoft Encarta Encyclopedia to show
  some of the early jazz clips. It could also be
  used to compare the different forms of
  improvisation.
• Could use Microsoft PowerPoint to deliver the
  didactic part of the lesson.
• Could use a digital or tape recorder to record
  the students playing so they could hear
  themselves while not playing at the same time,
  hopefully to catch something they could not hear
  while playing.

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Technology to organize and assess student learning

• Could use Microsoft Excel to keep track of
  student grades and attendance.
• Could use a midi program to help the students
  develop their improvisation solos and unique
  melodies.
• Would require Synthesizer/electronic keyboard
• Could use a video camera to record myself and
  class to look for any patterns and behaviors that
  need to be changed

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References

• Electronic Toolkit CD set, Teaching and Learning
  with Microsoft
• California Frameworks and Standards. Nov. 2002
  lthttp//www.ctc.ca.gov gt
• How to use cite a source. Nov. 2002
  lthttp//www.bedfordstmartins.com/online/citex.html
  gt
• Personal Observation at Foshay Learning Center

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Appendix containing all threaded discussions

• Current Forum 12/3 Presentation
• Date Sun Dec 1 2002 737 pm
• Author Brown, Peter ltpjb_at_usc.edugt
• Subject Question
  
  
• I was just wondering if lesson plans are
  supposed to cover an entire standard or just be
  related in order to partially fulfill the
  standard so by the end of the year the standard
  will be fully completed?
• Current Forum 12/3 Presentation
• Date Sun Dec 1 2002 1018 pm
• Author Tran, Nguyen Tu ltntran_at_usc.edugt
• Subject Re Question
• Peter,
• The lesson plans can partially cover a standard
  and be a part of a series for the term.

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Appendix containing all threaded discussions

• Current Forum 12/3 Presentation
• Date Sun Dec 1 2002 1101 pm
• Author Brown, Peter ltpjb_at_usc.edugt
• Attachment presentation1.ppt (59392 bytes)
• Subject Presentation
  
  
• Here is my presentation, after reviewing, could
  you please give me some feedback so I can change
  it before presenting on Tuesday?
• thanks
• Current Forum 12/3 Presentation
• Date Mon Dec 2 2002 509 pm
• Author Tran, Nguyen Tu ltntran_at_usc.edugt
• Subject Re Presentation
• are some suggestions to better improve it
• Hi Peter,
• 1. Reduce the number of items/points in each
  slide to 3-4 max under each objective. Unless you
  plan to provide handouts, keeping each slide
• brief will allow your audience to follow. This
  will also allow you to increase the size of the
  fonts to make them more readable for the people
  in the

• back.
• Overall, your final project looks good. Here
• 2. Use different colors and font types to
  differentiate the various parts of each slide.
• 3. Under technology, what type of computers
  will be required to run those programs youve
  mentioned (MAC/PC, minimum system
• requirements)? Any peripherals needed
  (keyboard/synthesizer, speaker systems, LCD
  projector, etc.)?
• 4. Since your lessons rely heavily on student
  participation, do you have a systemic way to keep
  track of who participates for grading purposes?
• Is there a rubric to evaluate both the
  quantitative and qualitative aspects of the
  discussions?
• Margo, please add anything else you think Peter
  can use.
• Regards,
• Tu