What Would ATime Capsule of Classical Music Include?

A WebQuest for High School Music

Marti Martinez

Introduction Task Process Evaluation Conclusion Teacher’s Page & Credits

Last updated on August 15, 1999. Based on a template from The WebQuest Page

The years of the Classical Period saw many changes in the world. During this time it became more and more possible for the public including the middle class, to enjoy and participate in recreational activities. This was a big shift from the Baroque Period. Instead of relying on patrons or the church to employ them, musicians began to make their living on the popularity of their compositions and public concerts. “Instead of the sudden changes in style and trills of Baroque music, the music of the Classical Period tended to be simple, balanced, and non-emotional.” (Hypermusic, 2003) Classical music has stood the test of time and is enjoying resurgence in popularity. Pop culture has embraced it by romanticizing the life of prominent composers in films, professional orchestras continue to play it and every classically trained vocalist records it.

Task

In one week the world’s history is going to be obliterated. Many teams have been formed to generate time capsules of different periods in history. You have been assigned to a team in charge of filling a time capsule with a concise representation of the Classical period of music. What will your team put inside their time capsule?

Process

1. Divide in to groups of three.

2. Each person in the group will take on one of these roles:

Musician

http://www.musicweb.uk.net/Greatcomposers/Greatcomposers.html

http://www.soyouwanna.com/site/syws/classical/classical.html

Click on selection number 1 in the middle of the main page and then scroll down to “The Classical Period”. I want you to read this short paragraph because it gives you the prominent composers of the period. The menu is at the bottom of this page.

http://www.classicalstudio.com/periods3.htm

This link will give you fifteen composers of the Classical Era to research. Scroll down the main page and click the link “Learn more about composers from the Classical Period”. Use this list of composers to research on the other listed sites.

http://www.essentialsofmusic.com/

http://www.wgms.com/index.php?nid=123

http://voyager.physics.unlv.edu/webpages2/picgalr2.html

This is a good site to use when you have established a list of composers in which you are interested.

http://archiv.radio.cz/hudba/classic.html

http://www.geocities.com/Athens/Marble/9607/TheClassicalEra-Instrumental.htm

http://library.thinkquest.org/15413/history/history-cla-inst.htm

When you get to the site, you might have to click, ”Click here to view this site”

Composer

http://www.hypermusic.ca/hist/mainmenu.html

http://www.classicalstudio.com/periods3.htm

This link will give you fifteen composers of the
Classical Era to research. Scroll down the main
page and click the link “Learn more about
composers from the Classical Period”.

http://www.essentialsofmusic.com/

http://www.wgms.com/index.php?nid=123

http://voyager.physics.unlv.edu/webpages2/picgalr2.html

This is a good site to use when you have established a
list of composers in which you are interested.

http://archiv.radio.cz/hudba/classic.html

http://www.geocities.com/Athens/Marble/9607/ClassicalEra-Composers.htm
http://library.thinkquest.org/15413/history/history-cla-comp.htm

When you get to the site, you might have to click,
”Click her to view this site”

Singer

http://www.musicweb.uk.net/Greatcomposers/Greatcomposers.html

http://www.soyouwanna.com/site/syws/classical/classical.html

http://www.hypermusic.ca/hist/mainmenu.html

http://www.classicalstudio.com/periods3.htm

This link will give you fifteen composers of the
Classical Era to research. Scroll down the main
page and click link “Learn more about
composers from the Classical Period”.

http://www.wgms.com/index.php?nid=123

http://voyager.physics.unlv.edu/webpages2/picgalr2.html

This is a good site to use when you have
established a list of composers in which you
are interested.

http://archiv.radio.cz/hudba/classic.html

http://www.geocities.com/Athens/Marble/9607/ClassicalEra-Vocal.htm

http://library.thinkquest.org/15413/history/history-cla-voc.htm

When you get to the site, you might have to click,
”Click her to view this site”

Try this search engine for more information on these composers: KID Info.com

Since Vienna, Austria was the heart of the Classical Music Period. Click here to see a map.

3. Separately and using the links provided, you will research the Classical Period of music. When researching keep in mind the following questions:

· Which composer was most prolific?

· Which composer was anti-establishment?

· Was the composer famous during his lifetime?

· Did he die famous?

· Did the composer “compose for the sake of composing” or was he paid to compose?

· Has his music endured through time?

· What were the obstacles he had to overcome?

· If your role is the Instrumental Musician, which composer wrote music that was most satisfying and emotionally fulfilling to play?

· If your role is the Composer which composer’s music do you think made the biggest impact on the evolution of music.

· If your role is the Singer, what composer wrote the most beautifully for the voice?

4. Each of you will check out a set of CD’s from the teacher. These CD’s will have several selections of instrumental music and vocal music from the Classical Period. Use the recordings in conjunction with your research. If you read about a composer or composition that interests you, listen to it right away or while you are researching. If you need hear a selection from a composer not on one of the CD's, let the teacher know and one will be obtained if at all possible.

5. Using your research in conjunction with the listening examples, each of you will select a composer to put in the time capsule. This will be in the form of a 5-page essay. When writing the essay, keep in mind the following questions:

· What are the most important dates in the composer’s life, i.e., birth, death, pivotal composition, important events, etc.?

· What one event or meeting, changed or influenced the composer the most.

· What type of person, in terms of character, was the composer?

· Who did the composer study with or try to emulate.

· Did your composer influenced other famous composers?

6. Now that you have selected your composer, each of you will come up with five compositions of your composer to include in the time capsule. Keep in mind the following questions when selecting your compositions:

· Do the compositions cover the span of the composer’s life?

· Do any of the compositions reflect what was popular at the time?

· Do any of the compositions you selected show the composer’s desire to push the constraints or to go against the norm in terms of composition?

7. When each of you has decided on a composer, written the essay and selected five compositions by your composer, you will compile your work for submission.

8. Your groups submission should consist of the following:

· Essays bound together

· Music selections on one CD.

· PowerPoint Presentation covering the highlights of the Classical Era and the composers selected. Use samples of music in your presentation.

Evaluation

PowerPoint Presentation Rubric

CATEGORY	4	3	2	1
Introduction	The introduction is inviting, states the main topic, previews the structure of the paper and clearly states an opinion.	The introduction clearly states the main topic and opinion. It previews the structure of the paper, but is not particularly inviting to the reader.	The introduction states the main topic and opinion but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.	There is no clear introduction of the main topic, opinion or structure of the paper.
Sequencing of Information	Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.	Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.	Some details are not in a logical or expected order, and this distracts the reader.	Many details are not in a logical or expected order. There is little sense that the writing is organized.
Accuracy of Facts	All supportive facts are reported accurately.	Almost all supportive facts are reported accurately.	Most supportive facts are reported accurately.	NO facts are reported OR most are inaccurately reported.
Support for Topic	Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.	Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.	Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.	Supporting details and information are typically unclear or not related to the topic.
Spelling,Grammar and Punctuation	Paper has no mispellings, grammatical errors or punctuation errors.	Paper has 1-3 misspellings or punctuation errors, but no grammatical errors	Paper has 1-2 grammatical errors but no misspellings or punctuation errors.	Paper has more than 2 grammatical errors, misspellings and/or punctuation errors.

Persuasive Essay Rubric

CATEGORY	4	3	2	1
Introduction (Organization)	The introduction is inviting, states the main topic, previews the structure of the paper and clearly states an opinion.	The introduction clearly states the main topic and opinion. It previews the structure of the paper, but is not particularly inviting to the reader.	The introduction states the main topic and opinion but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.	There is no clear introduction of the main topic, opinion or structure of the paper.
Sequencing (Organization)	Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.	Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.	Some details are not in a logical or expected order, and this distracts the reader.	Many details are not in a logical or expected order. There is little sense that the writing is organized.
Accuracy of Facts (Content)	All supportive facts are reported accurately.	Almost all supportive facts are reported accurately.	Most supportive facts are reported accurately.	NO facts are reported OR most are inaccurately reported.
Support for Topic (Content)	Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.	Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.	Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.	Supporting details and information are typically unclear or not related to the topic.
Spelling,Grammar and Punctuation	Paper has no misspellings, grammatical errors or punctuation errors.	Paper has 1-3 misspellings or punctuation errors, but no grammatical errors	Paper has 1-2 grammatical errors but no misspellings or punctuation errors.	Paper has more than 2 grammatical errors, misspellings and/or punctuation errors.

Collaborative Work Rubric

CATEGORY	4	3	2	1
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a positive attitude about the task(s).

Conclusion

The objective of this WebQuest was to expose you to the Classical Period of Music. Do you know everything you ever wanted to about Classical Music? Hopefully, this project has fostered an appreciation for the composers of our past and helped you realize that the enduring quality of music is part of its universal appeal. Do you think music composed today will have the same enduring quality? What composers today will be loved by future generations?

Teacher’s Page & Credits

This WebQuest should take about five class periods to complete and an extra week for the students to complete work at home and to collaborate. Not only does this WebQuest cover the Music History Standards for grades 9-12, it also touches on Technology Standards and Writing Standards.

The following is an annotated bibliography of the sites used in this WebQuest.

http://www.musicweb.uk.net/Greatcomposers/Greatcomposers.html

This site is an opinion paper written by Dr. David Wright, PhD. It is very well thought out and supported with facts. He has several essays about music available on the Internet. Although I could not find out anymore about the author, I feel the essay is very solid.

http://www.soyouwanna.com/site/syws/classical/classical.html

This site contains only a short paragraph on the Classical Period of music. I selected it because it names a few more composers from the period besides Mozart, Beethoven and Hadyn. Be careful though. It lists Mendelssohn as a Classical Composer. Although technically he was alive during that era, he is very much a transitional composer between the Classical and Romantic Periods of music.

http://www.hypermusic.ca/hist/mainmenu.html

This website is easy to navigate and fairly interesting to view. Although I cannot tell who sponsors this site, I find that the information provided is accurate. There are several links to related topics, such as vocal music, instrumental music and composers.

http://www.classicalstudio.com/periods3.htm

This a very straightforward website with basic information like birthdates, death, etc. I picked this website because it lists fifteen composers of the Classical Period and includes one or two sentences about along with their major works. This website will give the students information that they can plug in to other website searches.

http://www.essentialsofmusic.com/

I found this site through Yahooligans. It gives a brief history of the Classical Period and outlines the themes, historical context and styles of the music. It has an index of composers with musical examples and major works listed. This is where a student could plug in the information found in the previous website.

http://www.wgms.com/index.php?nid=123

For a website this one gives fairly lengthy and in-depth overview of the Classical Period. It includes an index of composers with a decent biography on each.

http://voyager.physics.unlv.edu/webpages2/picgalr2.html

I really like this website. I found it through Yahooligans. It is visually appealing to a young audience, fairly detailed and easy to navigate. It offers a timeline that must include anybody that ever composed during the Classical Period. Each composer on the timeline is a link to a biography. Some composers get a more thorough treatment.

http://archiv.radio.cz/hudba/classic.html

The website while visually boring does offer a valid and accurate view of the Classical Period of music. It has biographies on the prominent composers of the time. It is sponsored by Radio Prague so it also includes Czech composers of the time period.

http://www.geocities.com/Athens/Marble/9607/ClassicalEra-Vocal.htm

This site gives a short overview of vocal music during the Classical Period and delves in to the changes that occurred as vocal music moves from the complexities of the Baroque style to the simple forms of the Classical Style.

http://www.geocities.com/Athens/Marble/9607/ClassicalEra-Composers.htm

This site only includes short paragraphs on three composers. I selected it because it actually mentions Gluck. He hardly ever gets any time spent on him. Sponsor is unknown, but information is accurate.

http://www.geocities.com/Athens/Marble/9607/TheClassicalEra-Instrumental.htm

This is a very good site on instrumental music and the various forms that it entailed.There is no navigation required. All the information is on one document. Sponsor is unknown, but, information is accurate.

http://library.thinkquest.org/15413/history/history-cla-voc.htm

This site gives a general overview of the Classical Period. It includes changes in form, melody and harmony that evolved from the Baroque Period. Sponsor is unknown, but, information is accurate.