Reflection activity for a eighth (8) grade choral music
class for “Bach vs. Beethoven” biography lesson.
by
Christopher A. Redd
Audience: This reflection activity is designed
for an eighth-grade choral/general music class. The class is considered normal size in relation to the
schools student-teacher ratio. The
class consists of 20-25 advanced reading level students. These students have been labeled as a
result of the reading level test taken at the conclusion of their seventh grade
school year. Some of the
students (around 40%) have been consistently reading materials above the eighth
grade level. The students in
this class are very enthusiastic about learning about the traditional classical
composers. They love to make
references between the classical period composers and the modern day composers. All of the students in this class have
had the opportunity to select general music/choir instead of being placed in
the classroom by a guidance counselor.
The students have shown interest in general music/choir. The lesson design requires it to be
taught by an instructor who is proficient in music appreciation. (General
Music/Choir Director
Purpose: The purpose of
this reflection activity will be to give the students an opportunity to explore
the knowledge and ideas already acquired about the similarities and differences
between the two composers Johann Sebastian Bach and Ludwig van Beethoven. This reflection activity will also
review the students reading comprehensions on the biographical (background)
information on each of the composers.
Last, this reflection activity will prepare the students for the
upcoming test that will be taken in the classroom.
Objectives:
Activity:
The students have been reading
about and studying the lives of the two composers (Bach & Beethoven). They have been able to read the
textbook section “Getting to know the composers” during classroom
time. I have handed them a
biography brief on the composers that has been read for homework and also used
during a classroom discussion prior to this activity. The readability is not that difficult for this group of
students. As mentioned earlier,
the most of the students are reading on a higher level. Yes, there were some vocabulary words
and annunciations that were difficult but they just looked them up in the
vocabulary. (most of the words
were musically based like cantata, mass, symphony, art song, and chamber
music.) The activity will
consist of the students filling out the worksheets that have been provided as
well as scanning the classroom for the resources provided on the classroom
“Composer cards”.
Within the packet of worksheets is also a “Critical Thinking
Guide” on the similarities and differences of the two composers Bach
& Beethoven. The students
should also fill this sheet out.
The students will be given approximately the entire classroom time to
find the answers and complete the guide.
Whatever is not finished may be finished as homework. The papers must be brought back on the
following day to be used for the classroom discussion. The students will come together as a
whole class and review answers the questions. Any wrong answers may be corrected at the time of class
discussion. They will do the same
for the critical thinking guides.
At the conclusion of the class, the instructor will allow for any
questions or comments related to the answers that were given. The activity should take 1-2 classroom
periods but this really is determined on how fast the students fill out the
worksheets the first day. After
the first day, the instructor will be able to determine how quickly the
students work.
Procedures:
This activity is used as a reflection activity. This reflection activity is an ideal
project that allows the students a chance of reflecting on the knowledge that
they have acquired from the reading of the biographies. The reflection activity is a perfect
way for the students to engage in oral discussions during class time
hours. The reflection activity
will give the instructor an idea of how much the students have learned about
the composers. This reflection
activity will also allow the students to gather all information accurately in
order to effectively study for the upcoming test on this material. The procedure will be conducted as
such:
l. First
the students will receive a packet of worksheets containing the biographies of
the composers, clues sheet for the answers, and a critical thinking guide. A bio will be supplied to any student
that has forgotten to bring his/ hers to class. Next, go over the instructions/directions with the
students. After reading through
the directions, make sure the students understand every part. Reiterate to the students that if they
have any question to just ask the instructor. The instructor could actually go over the first question
with the students to see explain some “easier and faster” ways of
finding the answers to the questions.
Make sure the students understand the questions.
m. This
activity should be worked on individually. The students should use the papers provided as a
resource. The students can use any
notes taken on the composers. If
any vocabulary is needed, they can use the “Vocabulary List” in the
back of the textbook.
n. I
have provided a clues list for the students to follow in the packet of
worksheets. The students should
use this worksheet to help them answer the questions.
o. Make
sure to walk around the classroom answering any questions that might be asked,
please give help where help is needed but don’t give out answers.
p. If the
students are not able to finish the worksheets during class, they should finish
it as homework. They must bring
the sheets back the next day for correcting. If the worksheets aren’t returned, the students will
get a zero the next day for class participation. When class resumes the next day, I will give the
students a chance to answer each question correcting any wrong answers
given. They will also have an
opportunity to discuss the critical guides. While they are answering the questions, I will invite them
to tell the others where they found the answer, how fast it took them to find
the answer and what questions were the hardest to find. This information will help determine
how fast they comprehend the reading.
Grading/Accessibility: This project will count as a classroom
participation grade. The
participation grade will consist of 25% of their overall grade. The students will have the opportunity
to make any revisions on wrong answers.
I will allow the papers to be used as a study guide for the upcoming
test.
Predictions:
This reflection activity will be
helpful for the students. It gives
the students a chance to recall any information that has been learned thus far
about the two selected composers.
They will discover that they will not always need the instructor in
order to find an answer to a question concerning the reading content. They are motivated to think for
themselves, which is a tool they will need in their future education
ventures. This exercise can be
used every time new composers are introduced. They will have the opportunity to learn about at least three
to four more composers throughout the remainder of the school year. I feel that this lesson will hopefully
engage the students in learning about the classical composers. I know they like to learn about the
more contemporary composers, but I would like them to have an appreciation for
the “older guys” also.
Evaluation:
This reflection activity is
designed to find out how much the students have learned from the reading that
was been assigned. The students
seemed to get the worksheets done fairly easily. I think that they had been studying the information at
home. I did have to assist a few
students, but overall they did a fine job. I found that the critical thinking guide was really helpful
also. Most of the students filled
the critical thinking guide out as homework. I found that they didn’t have enough time on the first
day to complete it. I also
witnessed that they were able to gather all of the resources together in order
to complete the assignment. The
students had a very in depth discussion the next day. The following day they came into class with their papers
out. They actually
“rushed” me through taking role in order to get started. I decided to write down the answers on
the board instead of allowing them to answer each question one at a time. They had time allotted to make any
corrections on the worksheet. I
felt that this would take up precious time needed for the critical thinking
guide discussion. I placed a big
guide on the board and allowed several students to fill in what they had
written down on their paper. They
had successfully filled out several key points to the similarities and
differences between the two composers.
I have supplied examples for you.
At the conclusion of the class, I explained to the students that the
test would contain the information that was discussed in class. I also advised them on taking the
papers, without losing them, home to study for the upcoming quiz. I did have two students who received
zeros for the classroom time due to them not completing the homework
assignment.
Name ____________________ Date __________________
Please answer the following questions. You may use all of the information that
has been handed out on the two composers Bach and Beethoven. Please use the biographies to answer
the questions. Finish the answer
sheet for homework. On the next
day return with the papers for corrections. You may use these worksheets to study for the test on the
composers. If you have any
questions, please see the instructor.
BACH:
1.
A brother who took care of Bach at a young age?
2.
I was no piece of cake being a director in this town?
3.
“And the cantata is off and running…Wait, in the
lead I see…”(he headed his manuscript with these words)?
4.
Where did he live during to composing of “St. Matthew
Passion”?
5.
Where does the Passion story come from?
6.
Who bought Bach’s music “back to life”?
7.
How many generations of “Bach’s” were there
in music?
8.
How old was Bach when his mother and father died?
BEETHOVEN:
1.
The “cool dude” who instructed Beethoven from
1781?
2.
“Name for a child’s game” also rhymes with
the name of a creative teacher of Beethoven?
3.
In this town, Beethoven lived when Mozart died?
4.
There must have been a ‘when’ for the
‘end’ of Missa Solemnis? (In what year was it written?)
5.
T or F: the
composer conducted Missa Solemnis 3 years after its completion?
6.
This person was a (rhymes with ‘know it’ (poet)
and was important to the work of Beethoven?
7.
The Ninth Symphony was set to this poem?
8.
There are war marches and then there is the last part of the
piece “Ode to Joy” (3 words). What kind of performance is it?