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Katrina Dubbs Critical Thinking Project

Class: Recital women (grades 10-12) Analyze each section of A Dream Within a Dream by Ruth Morris Gray. You will determine where each section begins and ends by finding indications in the music and text (include the introduction, interludes, and postlude in the analysis). Responses should be written as short answers. When analyzing: -Label the beginning and end of each section with measure numbers. *Assessing pattern recognition -Describe each section with an adjective that fits the mood (happy, urgent, pensive, etc.) Each section should have a different descriptive word. -Consider dynamic markings when analyzing. *Assessing classification and identifying the main idea (of each section) -Explain why the chosen descriptive word fits the section it belongs to. *Assessing epistemic cognition, classification (of sections), comparison/contrast -If a section is repeated, has it changed from when it was first stated? If so, how? *Assessing comparison/contrast and pattern recognition -After analyzing each section, connect the descriptive words to create a story. The story should at least involve one character and a scene. How does the character progress throughout the song, and what is the conclusion? *Assessing epistemic cognition and sequencing -Explain how your descriptive words and story can be applied to the performance of the song. *Assessing synthesis Could this influence dynamics/phrasing and other musical choices such as articulation of the consonants and tone quality? *Assessing casual relationships Assessment: Criteria Identified each section with measure numbers Labels repeated sections as being similar in length Describes each section with an adjective Includes an explanation of each chosen descriptive word Addresses how repeated sections may change when restated Creates a story with one character and a scene Describes how the character progresses Concludes the story; character comes to a realization Explains how descriptive words may influence the performance Explains how created story may influence musical choices Included (Y/N)

Conclusion: I performed this activity with this class a few weeks ago in a more informal style. This is a more efficient way to structure the activity, and my students could provide more detailed responses. Also, I am more aware of what to include in the activity and how to assess the project. Note: The included areas of assessment for each task can be found in Chapter 5, pp. 250-270, of Assessing the Developing Musician: A Guide for General Music Teachers by Brophy, Timothy, 2000

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