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PBL Topic: Subject/Course: Other Subject Areas to Be Included: Piano Lab I

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Duration: Grade Level:
9-12

page 1 approx. 30 min.

Summative experience for Music Keyboard notational learning. Teacher(s):Kirkendall

PBL Idea/Hook: Summary of the issue, challenge, investigation, scenario, or problem: How is this problem/project relevant and authentic to student learning? Driving Question: What is the question you are hoping to get students to answer? (Essential Question) **Can also be in the form of a Problem Statement Content Standards to be taught and assessed:

Learning to participate in complex music that is outside of one's previous experience is completely dependent on student's ability to transform written symbols into sound.

Given a totally new piece of music, can you, without active teacher guidance, assemble the various skills and perceptions needed to determine how this music must sound?

NAfME standards: Read and notate music; evaluate music performances.

Content Objective:

Correct interpretation of 1/8, , , and whole notes; dotted rhythms. Pitch indications, dynamic signs; 2-handed coordination.

Language Objective: Incorporating Literacy (reading, writing, speaking, listening)

Eye coordination demands are timed, and are thus more demanding than regular language reading.

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21st Century Skills to be taught and assessed: Collaboration Primarily through mutual evaluation

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Other:

page 2

Communication Exact mutual listening is timed to fractions of a second/ Creativity Processes for 2-hand coordination can be student generated Critical Thinking/Problem Solving Other performances evoke questions about self performance
Groups or Teams? How will you split up the students? Will they work in teams or groups?

Activity will be class-wide, but the total effort is team oriented.

Teaming: If your students are working in teams, what roles will they take on? (ex. Project leader, etc)

Major Products & Performances for (Novelty, Variety, Choice)

Group:

The total class collaborates to re-create a 16 measure, 2-handed piece of piano music.

(Affirmation) X Presentation Class Audience: School Community

Individual:

Individual rendition of 1 or 2 handed excerpts are heard and potentially evaluated by the whole group

Experts

Web

Other:

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page 3

Attention Grabber to The goal is to render the teacher obsolete. The goal Is to exit class at the end of the year with no further teacher guidance needed. launch inquiry/kick-off the PBL, engage students: Literacy: How are you incorporating literacy into the Project? Reading: (ex. vocabulary strategies, KWL, one-minute writing) Timed rendition of visual symbols. Writing: (ex. Gallery walk, journal, graphic organizers)

Listening: (ex. Peer evaluations, exit questions, think-pair-share) Interdependent listening and evaluation. Speaking: (ex. Debate, role play, skype, think-pair-share)

Assessments

Formative Assessments (During Project)

Quizzes/Tests Journal/Learning Log Preliminary Plans/Outlines/Prototypes Rough Drafts Online Tests/Exams

Practice Presentations during initial inquiry Notes Checklists Concept Maps Other: Other Product(s) or Performance(s), with rubric:___Cumulative group rendition
___________________________________________

Summative Assessments (End of Project)

Written Product(s), with rubric:

____________________________________________________

Oral Presentation, with rubric Multiple Choice/Short Answer Test

Peer Evaluation After group rendition Self-Evaluation After group rendition

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Essay Test

Other: (Portfolios)

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Additional Alternative Strategies/Differentiation: to meet the needs of struggling learners (ex. Leveled reading passages, pictorial representations) Resources Needed

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page 4

Some students, during the group rendition, may only be able to participate with one hand.

On-site people, facilities: Equipment: Materials: Community resources:

Piano Lab classroom Multiple practice pianos with headsets, as well as with out-loud capability. Copied music, sliced into Individual excerpts

Reflection Methods: Student evaluation of learning on PBL

(Individual, Group, and/or Whole Class)

Journal/Learning Log- science Whole-Class Discussion Review of group and individual errors. Survey

Focus Group Fishbowl Discussion

Other:

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2011 BUCK INSTITUTE FOR EDUCATION