A webquest designed for advanced high school music students to gain exposure to the baroque style period, roman numeral analysis, and contextual application for extended music literacy

1. Bach’s Secrets Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for High School Music Designed by Kevin Brinkmann [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] What was it that made Bach such a strong historical influence? Where did his strengths lie, what influenced his work, and what successes of his career made him so important? How did the events of his life affect his success? How many works had he composed, and have they always been as renowned as they are today? There is a rumor that one of the greatest composers and musicians of all time, J.S. Bach, was more of a mathematical wizard than a musical genius. His greatest trick? Roman Numeral Analysis. As a select group of musical scholars, your task is to learn about this technique used by some of the most crafty musicians of all time and find out what it is about this analysis that allows for such flawless musical part-writing and speed of composition. Johann Sebastian Bach is a highly respected musical genius, known widely for his mastery of counterpoint and amazing control of harmonic and motivic organization. His influence is said to have been the culminating factor of the stylistic Baroque period.

5. Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Biography 10% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Bach Chorale Analysis 25% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Original Stylistic Composition 40% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Final Reflection 15% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Group Dynamic 10% Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! Mastery of this assignment will definitely have made significant improvements on your individual musicianship as well as solved a few mysteries about not only Bach, but other great composers of all time. Through Bach and the culmination of the Baroque period, musical interpretation and manipulation was allowed to progress. Other stylistic periods developed, along with exploration of more complex musical ideas, like humanism, impressionism, and mathematical approaches to non-harmony. It’s been said that music is the one universal language of all mankind, scientifically and also emotionally. Now you have equipped yourself with yet another component to understanding and using this complex and introspective form of communication.

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to Google Images to locating the majority of these files, and of course to the websites that hosted them. http://www.handelchoir.org/images/ChoirPhoto1.jpg http://www.cardiffphil.plus.com/images/Orchestra3.jpg http://www.kent.ac.uk/music/music_symbol.jpg http://www.ibiblio.org/expo/vatican.exhibit/exhibit/e-music/images/music17.jpg http://www.carus-verlag.com/images-intern/img/Bach.jpg http://www.crystalinks.com/detective2.gif Thanks to these online websources for their availability and innovation. http://www.jsbach.org/ http://www.classicalarchives.com/bach.html http://en.wikipedia.org/wiki/Johann_Sebastian_Bach http://www.8notes.com/school/theory/roman_numeral_analysis.asp http://www.alcorn.edu/musictheory/Version2/theory1/Roman.htm http://www.cpdl.org/wiki/index.php/Johann_Sebastian_Bach http://www.mfiles.co.uk/classical-periods.htm And lastly, much thanks to the designers of the WebQuest tmplate and hosting programs. The WebQuest Page The WebQuest Slideshare Group

8. Bach’s Secrets [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for High School Music Designed by Kevin Brinkmann [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed as part of the education curriculum at Colorado State University. As part of graduation requirements and for a useful tool to use later in a teacher’s career, this lesson is designed for the creator’s content area with the intention to be adapted as advanced work in an actual curriculum. This lesson is intended to give the students a thorough but brief exposure of Roman Numeral Analysis and apply this knowledge of musical theory and notation to its developmental period, the baroque, in context. This also allows for an exposure to J.S. Bach as the most influential figure in Baroque music. Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page There are four very clear means of assessment built into this lesson: the biography, the analysis, the composition, and the reflection. A student’s success can be easily measured in all four of these capacities. The biography will assess basic knowledge and beginning interpretation of Bach and the baroque period. The analysis will test the students’ ability to comprehend and apply the concept of the analysis technique. The composition requires a higher level of thinking and tests the students’ grasp on the baroque style, Roman Numeral Analysis, and culminates several theoretical concepts. The reflection is yet another means of assessing student success. They are to evaluate the material and think of its influences, discuss their own ideas, and think of how to apply this knowledge to other areas. Evaluation Teacher Script Conclusion

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very thorough and very inclusive. It addresses every musical standard that is not covered every other day in regular rehearsal. This lesson is also unique in that it addresses and assesses the students’ learning on every level of thinking according to Bloom’s Taxonomy. And finally, this lesson extends the basic theoretical knowledge of music into a realm uncommonly accessed outside of the collegiate setting. Students will have a broader and increased perspective of music as a whole and will be able to apply music more to other neural connections of their network of knowledge. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Thanks to Google Images to locating the majority of these files, and of course to the websites that hosted them. http://www.handelchoir.org/images/ChoirPhoto1.jpg http://www.cardiffphil.plus.com/images/Orchestra3.jpg http://www.kent.ac.uk/music/music_symbol.jpg http://www.ibiblio.org/expo/vatican.exhibit/exhibit/e-music/images/music17.jpg http://www.carus-verlag.com/images-intern/img/Bach.jpg http://www.crystalinks.com/detective2.gif Thanks to these online websources for their availability and innovation. http://www.jsbach.org/ http://www.classicalarchives.com/bach.html http://en.wikipedia.org/wiki/Johann_Sebastian_Bach http://www.8notes.com/school/theory/roman_numeral_analysis.asp http://www.alcorn.edu/musictheory/Version2/theory1/Roman.htm http://www.cpdl.org/wiki/index.php/Johann_Sebastian_Bach http://www.mfiles.co.uk/classical-periods.htm And lastly, much thanks to the designers of the WebQuest tmplate and hosting programs. The WebQuest Page The WebQuest Slideshare Group