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Learning Experience/Unit

Baroque Composer Presentations by St. Lawrence-Lewis BOCES

Subject

Math, Science & Technology

Grade Levels

Commencement, 10th Grade, 11th Grade, 12th Grade

Assessment

Developed through student discussion- day 7 (see above) Every student filled out a self-assessment on the day of their presentation.
Students were monitored daily as they worked. As part of their overall assessment, daily work was factored heavily into the final assessment.
Tools used to document student progress (e.g., scoring guides, rating scales, checklists).
Teacher assessment (based on day 7 discussion with students)
Rubric
Rubric 2

Learning Context/ Introduction

The students who originally participated in this project were members of a humanities class. The purpose of the class was to create an understanding of contemporary artistic styles and genres through an overview of the connection of the arts throughout “modern” history. Students discussed visual, written and aural artistic mediums, as well as their historical context and the philosophies behind the artistic developments.

One specific purpose of this project was to incorporate traditional research methods into digital presentation. The skills developed in this project were used at a later time in the course.

Duration

Planning takes several hours. An appropriate number of composers and artists were chosen for students to select from. Each of these needed to be briefly researched for resources. Each student/group would need an instruction list and a folder of cards prepared.

Implementation: 17 days-40 minute class periods

Assessments were done within the last three days of classroom presentations.

Instructional/Environment Modifications

Additional classroom space and available computers were necessary for this project. Previous arrangements had been made with the library to use their lab computers for 3 class periods. The music lab was closed to other students during later stages of the project during this class period, and other students needed to be re-routed. It was necessary to place some students in different areas because they were uncomfortable in close proximity to others.

Students were grouped according to their language abilities and ages; one student who was a senior preferred to work alone, while others worked better with the support of other students in a collaborative effort.

Students were given a longer period of time to work on research than might normally be required in order to accommodate the IEPs of the majority of the classroom.

Procedure

Day 1
For this part of the instruction, we used the computer lab in our school library where each student was given their own computer to use. With very specific instruction, each student learned the basics of PowerPoint. Each student created new slides with various backgrounds using the tools in custom animation. Each student created different backgrounds and learned to search for pictures, create a folder, and retrieve folders from that file to use as background or to insert in a slide. Each student created a minimum of 6 slides and saved them for the next day.

Day 2
After a very quick review of the previous day’s work, each student chose a subject they were interested in (could be unrelated to school), to create a short presentation. Students accessed search engines to collect pictures on their chosen subject, and each created a folder of pictures to use. Each student started a slide show of their own subject.

Day 3
Students completed a personal slide show of a minimum of 10 slides. Students switched computers to view each other’s work and share the results and research they had done. (Students chose topics such as hockey, hunting, their favorite rock bands, etc.)

Day 4
Students went back to the regular classroom and received a list of steps for the “real” project. These were discussed and questions were answered regarding the final project to be completed. Each student was placed in a small group, or allowed to work alone if they chose, and the terms were agreed upon. Each student or group chose an artist or musician from a list of famous Baroque figures. Each group was given a packet of instructions and envelopes with cards to begin their research.

Day 5
Students began research in their groups at various stations around the music area. Three groups were able to work in the lab, while another worked at a remote location. A member of each group was allowed to go to the library to gather information with which to report back to the group. Much of the research was also done on the internet and through books in the classroom area. As students researched, they gathered facts by placing a fact on a card and categorizing it in the proper envelope.

Day 6
Students continued their research.

Day 7
Students took a break from research to discuss assessment. This was only briefly touched upon earlier because the students did not have as clear of an understanding of the project as they did at this time. At this point, they had clear ideas about how they should be graded, and what the categories of assessment would be. As a class they came up with an assessment for the project (see assessment). It was also agreed upon that students would fill out a self-assessment form and that the teacher would assess them. These would be compared and discussed at the end of the presentation sessions between student and teacher. If there was a disagreement about the teacher’s evaluation of the student, the student would have an opportunity to present his case.

Day 8
Students finalized research and began creating PPT slides.

Day 9
All students were creating presentations based on their research. (Progress was discussed with each group on a regular basis, with suggestions made as to how the project should be continued.)

Day 10
Students worked on PPT presentations and began musical listening in another room.

Day 11
Students worked on PPT presentations and began musical listening in another room.

Day 12
Students finalized PPT presentations and finalized musical selection choices.

Day 13
All students watched a brief demonstration on adding music to PPT. Each student or group added music to their presentation.

Day 14
Students met to discuss their presentations and plan their presentation style.

Day 15
Student(s) presented their presentation, were given an evaluation and did a self-assessment.

Day 16
Student(s) presented their presentation, were given an evaluation and did a self-assessment.

Day 17
Student(s) presented their presentation, were given an evaluation and did a self-assessment.

Reflections and Feedback

This lesson was developed to allow students an opportunity to research an historical figure thoroughly, learn a program that will allow them to do a later project, and let them learn from each other. It also allowed us a less traditional method of covering a group of important historical figures in a more entertaining way. The transition from traditional to electronic work helped students to create a more organized presentation and to research in a more organized way.

The project was successful, and students were quite honest about their work and efforts. They also presented the work well. They were much more comfortable discussing the specific material that they had included in their presentations, although they were occasionally asked about research that the teacher had seen them reviewing when gathering information. The students were very attentive when others were presenting, and interested in the formatting presented and information gathered by other students.

In peer review, comments included:

A favorable view of student driven assessment

Adaptability for all achievers and learning types

Students were given a concrete way to organize their facts before creating their presentation

Levels the playing field with “production quality” of presentations between special ed. students and other students

Students are intrigued by the “bells and whistles” of the program

Students interacted with each other to discuss the presentation and organization of it, as well as in learning the program functions.