Script+for+Project+Movie

View a Video Explanation of this project on Youtube Split into two parts, the links are: Part 1: @http://www.youtube.com/watch?v=LtxZ_1-sS1I Part 2: @http://www.youtube.com/watch?v=psg5YI0KldU

Melinda Feldmann Script for Movie //Italicized words are slide labels//

Schubert Unfinished Symphony

//(Project learning in Music education)//

//(Listening Project for Elementary Band by Melinda Feldmann)//

The purpose of this project is to have //(2 kids listening)//students actively listen, analyze, and critique music. In addition to developing music skills, //(groupwork 1)// students will develop skills in cooperative learning, listening with understanding, //(writing 1)//self-monitoring, and self-reflection. //(hands on minds on 1)//Hands on/Minds on learning will take place as students work both independently and together to construct and reach their goals.
 * //(Purpose)//**

//(Band Rehearsal)// This listening project will take place during band rehearsal, incorporating students in 5th and 6th grade band. //(Student 1)// These students have completed at least one year of beginning band, and have been exposed //(Student 2)// to music literacy, performance, //(Student 3)// and expression in 4th grade band.
 * //(Context)//**

Understanding the many facets of music can resonate in real life. //(Earphone silhouette)// The expression of emotion and consequential response of listeners of music are deeply personal and individually perceived. //(baby)// Regardless of musical training, music retains vibrancy within the experience of the listener. Students build on this natural interaction by connecting their responses to //(rainbow music)// music literacy being learned in band. Students will //(elements)// apply rhythm, pitch, melody, harmony, tempo, texture and timbre to their analysis of the listening pieces, bringing their //(creating connections)// understanding to a new level and creating connections between self-experience and content. //(cartoon Schubert)// Students explore the motivations and intentions of the composer, based on analyzing the music and their personal response to the music.
 * //(Goals: Importance/Relevance)//**

Sinfonie No. 3 Op. 55 “Eroica” Scherzo by Beethoven

//(groupwork 2)// The ability to work productively within a group is an essential skill for students, //(adult group)// one that continues throughout their lifetime. Understanding group dynamics by exploring //(group work 3)// how to work in a group helps students develop their cooperation skills. In working together, students learn to establish //(goal)// goals, //(hard hats)// construct a plan of action, //(angry girls)// resolve differences, and //(hug)// compromise to achieve their common goal. Students develop skills of self-monitoring by assessing how well they are //(3 girls)// working within the group. //(writing 2)// They develop self-motivation by creating their own goal. They develop self-reflection skills by monitoring progress, monitoring growth, and reflecting on outcome. These learning dispositions are skills that //(old guy)// will remain relevant, even 30 years out. In addition, the //(music)// musical roles of listening, analyzing, and critiquing in music can enhance the role music plays in a student’s life.


 * //(The Project)//**
 * Students will listen, analyze and respond to** //(band music)// **2 pieces of band music, vote and defend their favorite, create a promotional for their selected piece, and ultimately** //(voting)// **vote as a group for the winning piece to play next semester.**

Introduction to the project takes place in band rehearsal. //(circle discussion)// As a class, we will discuss: what working together means and What skills we will be building creating understanding through questions and group-discussions, establishing the context of musicians as //(headphones)// listeners, analyzers, and critiquers.

We will explore the first two steps of //(KWL)// KWL, discovering what we know and what we want to know (or what we wonder about) To promote self-motivation, students will discuss the //(listening arrow)// listening arrow, and how to be the best active listener they can be. We will establish the logistics of how students will complete the listening portion, then begin to rotate students through the listening station during band rehearsal. Two sample pieces are //(slide of)// Dragonfire, by Paul Lavender, and //(slide of)// Lets Go Band, arranged by Balent. Each student will eventually listen to the pieces and answer the guiding questions about the piece. They are:

//(each of the following is a slide)// What do you hear? What emotion do you think the composer was trying to express? What elements of music do you hear that point to the emotion? What do you like about the piece? Is there anything you dislike about the piece? How would you change this piece to make it more to your liking? What title would you give this piece? What do you hear that is different from Piece 1? What do you hear that is the same with Piece 1? What emotion do you think the composer was trying to express? What did the composer do in this piece to portray that emotion? If you were a judge on Band Idol, which piece would you vote for? How would you justify your choice to your fellow judges?
 * Listen to Piece 1:**
 * Listen to Piece 2:**

//(brain 1)// These questions probe the students to think critically and reflectively, leading them to defend a decision and prove their choice. They are ultimately //(brain 2)// working on their own in this section, monitoring their own work and progress.

After every student has rotated through the individual listening section, students will meet again as a group. //(kids)// We will review of the importance of working together, revisiting the topics discussed at the outset of the project, to reinforce the //(hands on minds on 2)// main goals of the project and to keep kids focused mentally as well as physically.

Students will then break into groups of 4-6. //(floorwork)// These small groups will write a short promotional paragraph, poster, or commercial for why they think their group's piece should win. Paragraphs, posters, and commercials will be posted online and the pieces will be put to a //(ballot)// voting survey. The winning piece will receive the //(ribbon)// Band Idol Award, which includes the piece being played in band the following semester, either the spring or fall)
 * //(Small Groups)//**

Before students have broken into the smaller groups, we will review as a class what productive group work looks like/sounds like. Here are some sample questions: //(each of the following is a slide)//

What does productive group work look like? What does productive group work sound like? What happens if your group has several ideas about what you want to do? What are some ways to work through disagreements? What is the goal for the group? What do we want to accomplish together? How can we stay on task as a group?

What steps do we need to take to complete our goal? 1. Establish Promo Idea ~ What do we need to portray? What important information needs to be transmitted in our promo? 2. Establish steps to complete your Idea, as well as: § List of materials needed § Any technology needed to complete idea: scanner, videocamera, audio recorder, etc. § estimated time needed to complete 3. Work together to complete to goal.

Alexander’s Ragtime Band

4. //(self monitoring)// Pause every now and then to so a self-check: are we on task? where are we in the steps? 5. //(Group Reflection)// At completion: Have we conveyed the important information? Have we worked well together as a group? Have I put in my best effort for the group?

As a class we will create a //(poster)// poster from the answers to these questions, and keep it posted throughout the working process. If students encounter problems along the way, they will go to the board to solve them, fostering cooperative learning.

//(Get Started)// Once students are clear on their objective and strategies for reaching objective, separate into the small groups and get started. Be available for questions and guidance.

//(KWL)// Once the promotionals have been completed, they will complete the L portion of the K-W-L reflection, reflecting on what they have learned through this process, and How they learned it.

Finally, promos will be collected, posted online, and a //(survey)// voting survey will be posted. Promos are used to get the non-band student body to vote for one of the pieces. A deadline for the end of voting will be established.

Once voting deadline arrives, //(celebrate)// count votes and announce winning piece. Crown the piece and celebrate!

In preparation for the performance of the //(students writing)// piece in the following concert, have students write a short description of the journey they took during this project to choose this piece. They will present this description to the audience before they perform it, thereby //(audience)// including the audience as spectators of their listening journey.

Through this project, students have Explored music through the //(headphones)// role of listener, critic, //(band)// analyzer, and performer. They have //(work group)// worked independently, challenging themselves to think critically and flexibly. They have formulated an opinion and articulated their decision based on observation and listening.

//(Snoopy)// They have worked together in a cooperative group setting, constructing a goal and establishing steps to complete that goal, building teamwork and compromise. They have developed skills of self-monitoring, self-motivation, and self-reflection, learning that they have the power within them to ignite their own interest. Finally, //(kids smiling)// they had fun while developing skills that will serve them well both in school and out.

//(eye)// Technology plays an important part in our modern world. //(networks)// The average student is plugged in 24/7, through cell-phones, social networks, blogs, aim, skype, youtube, and the list goes on. //(keyboard)// Understanding, troubleshooting, and manipulating technology exists in many jobs of the future. //(Blue 01)// Within the theme of communication, technology propels this project by extending the classroom beyond the 30 minutes per week students meet for band. //(Innovative)// Forums, wikis, blogs, and surveys take student learning, critical thinking, innovation, and communication to the digital medium. Developing student interaction with technology in an educational setting helps them develop many of the //(board)// NETS*S technological literacy skills, such as Digital Citizenship, Application of Technology tools, and operations and concepts within the technological realm. //(blue board)// Students walk away with a positive and productive experience supported with technology.
 * //(Role of Technology)//**

The benefits of this project are not only limited to band. //(music 2)// The format can be applied to any performing ensemble or classroom, at any age. Though the focus of the listening may shift, //(smiling kids)// the underlying benefits will remain. //(Melinda Feldmann, project learning 2010)//
 * //(Final Thoughts)//**