An Electronic Keyboard and Synthesizer Webquest

Teacher Page
Student Page
Research Links
Introduction

Content Area and Grade Level

Curriculum Standards

 

Introduction

Task

Process

Evaluation

 

Click on the Keyboard above to take you to the Research Links Page

Introduction:
 
 

Electronic instruments have changed music dramatically in the past thirty years. Electronic Keyboards and synthesizers have become the industry standard for composing and performing electronic music, along with computer technology. One of the best ways to learn about a new topic is to teach it to someone else! In a few weeks from now, you are going to teach our class one aspect about Electronic Keyboards and Synthesizers, and you're going to do an amazingly good job of it!

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Task:

Your task is to investigate the background and history of electronic keyboards and synthesizers in order to present information you learned to the class. You and your partner will choose one research question from the list below and compile the most important concepts and facts that are important to know about your topic. You will need to include activities or examples which target three modes of learning- VISUAL, AUDITORY, and KINESTHETIC. Read more about the Modes of Learning before you start.


In this research you will need to keep in mind the following focus questions:


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The Process:

This is a three step process.  Your teacher  will act as a guide and give you specific daily instructions.  As you work each day you will focus on one of the following steps:


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Research and Work Time

When your teacher gives you research and work time you will be doing a variety of activities.


Planning
Researching
Meeting
Producing a Lesson Plan
Practicing

These activities may be the responsibility of one partner.  However, it may be necessary to have partners help one another.  Remember you will be evaluated in part on your ability to work as a team.  The more you cooperate and collaborate the better your final product will become.
 
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Planning

Print out the Planning Page before you begin this section.

1. You will need to decide how you will use your time each day. Some of these decisions will be dictated by your role within your group.  Some of these decisions will be dictated by your teacher.  However, you should be able to answer the following questions at any time during this project:

Who is working on what?
Who needs help?
How does this relate to your final project?

2.Look at the Research Questions and choose one question to begin your research. Make a list of concepts, facts, principles, and procedures that are important to answer this question.

3. Decide how you will tailor the lesson for 3 different learning styles, VISUAL, AUDITORY AND KINESTHETIC. How will you deal with limitations of their vocabualry and previous experiences? Here are some ideas for you to consider.

4.Turn in your Planning sheet for Approval from your teacher before proceding with producing your lesson plan. .

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Researching
 

While researching your topic area you may want to use some of these identified links.

Resources Page

COOL LINKS ABOUT KEYBOARDS AND SYNTHESIZERS


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Meeting
 

When you meet with your team you will need to decide:

What tasks were completed during the last working session?
What does each team member have to do today?
Where does this fit in with the plans?
Who needs more help?
What will our lesson activities be?
How have we met the three Modes of Learning?
How will we present our lesson to the class?
 
 


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Practice
 
 

When you have finished your product you will need to practice your lesson presentation.
Keep the following tips in mind:
 

Does everyone have a part in your presentation?
Is your message clear and compelling?
  Have we given a clear introduction, new information, and time for students to practice the information they've learned?
Have we talked for more than 10 minutes in a row? If so, how can we include more interaction and less lecturing?


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Producing a Lesson Plan
Each person on your team is responsible for presenting a lesson that meets 3 Modes of Learning. First, Print the LESSON PLAN PAGE and work with your partner to fill it out completely.

YOU MUST TURN IN THIS FORM BEFORE YOUR LESSON PRESENTATION TO RECIEVE FULL CREDIT FOR THIS ASSIGNMENT!

Your lesson plan needs to contain activities that meet at least 3 Modes of Learning. This could take the form of several products. Choose TWO of the following products to present in your lesson.

 


Informative Poster
Worksheet
Power Point Presentation
Listening Map

Click on the product above to see its rubric.
 
 


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Informative Poster Rubric


Content
24 pts.
Accuracy
32 pts.
Quality
30 pts.
Creativity
14 pts.

Title matches topic 3pts

Illustrations or Pictures match topic and proposal 4pts

Message relates to topic 6pts

Sources listed on back of poster (at least 5) 5pts


Historically Accurate 16pts

No spelling errors 4pts

Evidence of editing 3pts

Grammatically correct 4pts

Sources are correctly cited 5 pts


Attractive Product 7pts

Good use of color 7pts

Follows principles of design (balance, flow, historical accuracy) 7pts

Title can be read from
5 ft away 2pts

Legible and clear 2pts

Typed information 2pts

Unique ideas expressed 7pts

 Poster is different from other posters 7pts


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Worksheet Rubric



 
Content
24 pts
Accuracy
32 pts
Quality
30 pts
Creativity
14 pts

Title matches topic 8pts

Illustrations or Pictures match topic 8pts

Message relates to topic 8pts

 


Historically Accurate 16pts

No spelling errors 6pts

Evidence of editing 4pts

Grammatically correct 6pts

 


Attractive Product 7pts

Color 5pts

Follows principles of design (balance, flow, historical accuracy) 7pts

Legible and clear 6pts

Typed information 5pts

Unique ideas expressed 7pts

 Worksheet is different from other worksheets. 7pts


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Power Point Presentation Rubric

Content
24 pts.
Accuracy
32 pts.
Quality
30 pts.
Creativity
14 pts.

Title matches topic 8pts

Slides match topic; if you use graphics and sounds they must relate to the topic 8pts

Sources listed on final slide  (at least 5) 8pts


Historically Accurate 16pts

No spelling errors 4pts

Evidence of editing 3pts

Grammatically correct 4pts

Sources are correctly cited 5 pts


Attractive Product 10pts

Good use of design on slides 10pts

Legible and clear 4pts

Images and sounds make ideas clearer and do not distract audience from the message 6pts


Unique ideas expressed 7pts

 Presentation is different from other presentations 7pts


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Listening Map Rubric

 
Content
24 pts
Accuracy
32 pts
Quality
30 pts
Creativity
14 pts

Title matches topic 8pts

Illustrations or Pictures match topic 8pts

Message relates to topic 8pts

 


Historically Accurate 16pts

No spelling errors 6pts

Evidence of editing 4pts

Grammatically correct 6pts

 


Attractive Product 7pts

Color 5pts

Follows principles of design (balance, flow, historical accuracy) 7pts

Legible and easy to follow 6pts

Typed information 5pts

Unique ideas expressed 7pts

 Listening Map is different from other Listening Maps. 7pts


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Evaluation
You will be receiving an individual grade based on your final

Lesson Plan Products    and   Lesson Presentation.

(Click on each component to see its rubric.)


 
 
 

Lesson Presentation Rubric

Content
32 pts
Accuracy
18 pts
Quality
30 pts
Creativity
14 pts

Presentation relates to your visual aid (product) 2pts

Material is supported by facts 6pts

At least 3 Modes of Learning are used 6pts (minus 2pts. for each missing)

Presentation follows assignment 3pts

Ideas are fully explained and well developed 10pts

All group members are involved in presentation with active roles 5pts
 


Historically Accurate 18pts

 


Good speech techniques including the following:

Students are audible (able to be heard) 10

Students exhibit confidence in their delivery and message 10

Students maintain consistent eye contact with audience 10


Unique ideas expressed 7pts

Presentation is different from other presentations 7pts



 
 
 
 
 
 
 
 
 
 
 
 
 
 


 
 

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Teacher Page

Introduction:

Your students are about to embark on a WebQuest exploring electronic keyboards and synthesizers..

developed by Sarah Johnston

University of Colorado-Boulder, Boulder, Colorado

This WebQuest was originally developed as part of the requirements for an Independent Study in Web Resources for the Elementary General Music Educator under the guidance of instructors Sue Williamson and John Drumheller.

In this WebQuest students will explore the wide category of electronic Keyboards and synthesizers.  Students will focus specifically on the differences between acoustic and synthesized sound, differences between  Students will work in groups of two-three and need to have access to computers for research from time to time.  Good luck and have fun.


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Content Area and Grade Level:
 
This unit was specifically designed to be used with 5th or 6th grade students.  This unit was created to be team taught by a team of teachers teaching Music and Technology.  This lesson can easily be adapted to span grades 6 + by varying expectations and evaluation.

 
 


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Curriculum Standards & Learning Objectives:

Denver Public Schools Arts Standards Addressed:

click for complete standards in Adobe Acrobat PDF format

Standard 1: Students will sing or play a variety of repertoire alone or with others.

5th grade Benchmark #1: Students will demonstrate basic knowledge of keyboards to include a variety of timbre and sound wave definitions.

Standard 4: Students will analyze, evaluate and describe music.

5th grade Benchmark #1: Students will distinguish between synthesized and acoustic sound.

Standard 5: Students will relate music to History and Culture.

5th grade Benchmark #3: Students will recognize the impact of music throughout the workd.

DPS Technology and Information Literacy Proficiencies adressed:

click here for complete listing of Technology and Informaiton Literacy Proficiencies

• understand and use web URLs to locate information

•practice appropriate use of copyrighted materials – both print and electronic

•be able to divide research information into appropriate paragraph structure

• use tools of the text (e.g. table of contents, chapter titles, charts, diagrams, maps, tables index headings and sub-headings) to locate and select relevant information

• take notes using two-column format

• select a topic to research, create a research question, plan research steps, skim and scan for info from at least 2 sources

• arrange information in a meaningful format (i.e. story, graphic or PowerPoint)

• report to others

•begin to evaluate the accuracy, relevance, appropriateness and bias of information sources

•present information in an organized format of choice (i.e. paper, graph, chart, picture, multimedia presentation)

• orally present information to a group

•create a multimedia presentation (using PowerPoint or other appropriate software), that contains a minimum of 5 slides including text, transitions, graphics imported from other electronic sources

 


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We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.

Last updated Tues, 22 Mar 2005 11:49:28 GMT. Based on a template from The WebQuest Page