This class is the last time the state of Illinois requires it's students to take a music class. In District 308, we've tried to design this "Cgear it towards developing our students as educated critical listeners and consumers. There's some performance in the class, but it's mostly about listening to and understanding the aspects and context of specific pieces of music.
LISTENING LOG
The class is largely built around our Listening Log. It's a regular part of our grade in class, and when students aren't doing well grade wise, very often it's because the Listening Logs aren't being taken seriously.
Every day we begin class with students listening to a piece of music that ties into the objectives of the class. We record what we hear in a journal. By the time the class is over, each student will have listened to and discussed more than 75 historically and/or culturally significant pieces of music! I display the title & composer of the piece, and play a recording. Students are to copy down the title & composer, then write down the style and historic era and at least three instruments that are used in the song. We discuss all this as a class, and I put the answers up after the song is over so anyone who didn't know the answer can copy it off the screen. Finally, students are to write 3 sentences that describe what they heard.
LISTENING LOG
The class is largely built around our Listening Log. It's a regular part of our grade in class, and when students aren't doing well grade wise, very often it's because the Listening Logs aren't being taken seriously.
Every day we begin class with students listening to a piece of music that ties into the objectives of the class. We record what we hear in a journal. By the time the class is over, each student will have listened to and discussed more than 75 historically and/or culturally significant pieces of music! I display the title & composer of the piece, and play a recording. Students are to copy down the title & composer, then write down the style and historic era and at least three instruments that are used in the song. We discuss all this as a class, and I put the answers up after the song is over so anyone who didn't know the answer can copy it off the screen. Finally, students are to write 3 sentences that describe what they heard.
Each week, I'll grade two random days from the week before. Each day is worth 5 points.
- Title & Composer spelled and capitalized like they are on the screen - 1 point
- Era/Style & 3 Instruments spelled like they are on the screen - 1 point
- 3 sentences that describe the song specifically - 3 points
VOCAB TESTS
Each week we'll have a vocab test. When students understand musical terms, they have a better handle on musical concepts. They are more critical listeners, and can better communicate what they have observed.
Early in the semester, each student will chose 1 or 2 words that they will present to the class. On Monday, two students will present their words. I post their work on the front wall of the classroom for students to refresh their memories. On Tuesdsay, we copy down sentences that demonstrate how the words in context. At any point during the week, students earn an extra credit point by demonstrating they know what one of the words mean, by using it when we discuss the Listening Log song of the day. Finally, on Friday we'll have our test.
Our first vocab test will have 3 words. Two will be matching, and the third is fill in the blank. (Yes, spelling counts!) The second week, all 3 of the previous words are in the matching section, and the two new words of the week are fill in the blank. Week 3 will have the 5 old words in the matching section, and the two new words will be fill in the blank, etc...
Vocab tests are always 10 points, no matter how many words are on the test.
Each week we'll have a vocab test. When students understand musical terms, they have a better handle on musical concepts. They are more critical listeners, and can better communicate what they have observed.
Early in the semester, each student will chose 1 or 2 words that they will present to the class. On Monday, two students will present their words. I post their work on the front wall of the classroom for students to refresh their memories. On Tuesdsay, we copy down sentences that demonstrate how the words in context. At any point during the week, students earn an extra credit point by demonstrating they know what one of the words mean, by using it when we discuss the Listening Log song of the day. Finally, on Friday we'll have our test.
Our first vocab test will have 3 words. Two will be matching, and the third is fill in the blank. (Yes, spelling counts!) The second week, all 3 of the previous words are in the matching section, and the two new words of the week are fill in the blank. Week 3 will have the 5 old words in the matching section, and the two new words will be fill in the blank, etc...
Vocab tests are always 10 points, no matter how many words are on the test.