Internet Scavenger Hunt: Introduction to Steel Band

Internet Scavenger Hunt; Introduction to Steel Band 

John M.Silva
[email protected]
Slater Jr. H.S. Pawtucket RI.

TI:ME Technology Areas Addressed:

Productivity Tools/Information Processing

Level:

Middle School

Class:

General Music

Equipment:

Computer Lab with Internet Access, printer, headphones.

Duration:

80 Minutes

Prior Knowledge and Skills:

Students should have basic computer skills ( ability to search the net and print ).

MENC Standards Addressed:

MENC 6: Listening to, analyzing and describing music.
MENC 7: Evaluating music and music performances.
MENC 8: Understanding relationships between music, the other arts, and disciplines outside the arts.
MENC 9: Understanding Music in Relation to History and Culture

Materials:

“Introduction to Steel Band” Scavenger Hunt Worksheet (with focused study questions), computer, printer, headphones.

Objectives:

1) For students to understand the who’s, what’s, where’s, when’s and how’s of the Steel Band. 2) To improve students internet research skills. 3) To introduce students to the Steel Band and its unique music as a preface to recruitment into our schools Steel Band program.

Procedures:

: 1) In the music room, pass out the Scavenger Hunt worksheet. 2) Explain the rubrics and standards criteria. 3) Give a brief example of the goal follow up proceedure by giving a vague (purposefully incorrect) example. 4) In the computer lab, students research and answer the questions on the woksheet. Questions are focused on the history and evolution of the Steel Band. On the worksheet will be a list of suggested websites to go to retrieve the information. 5) Using the worksheet, students will find and listen to several performances of Steel Band pieces. Students will answer several questions pertaining to these pieces in the LISTENING section of the worksheet. 6) Students will write a 2 – 4 sentence evaluation of a specific piece that they liked the most. Students must list the title, composer and performer [ Note: the criteria for a proper evaluation has been previously explained and reviewed in class ]. 7) Each student is given a section of the Steel Band to focus on. Students will print out any information unique to that section { Ex. 1. What roll does the lead pan play in the Steel Band. Ex. 2. What tones are on the lowest bass pan }. 8) Collect worksheets.

Evaluation:

1) Grade all woksheets, assess strengths and weaknesses. 2) Check the print-outs, highlight important information. 3) Upon review, students are given a short quiz on the important facts of the Steel Band and its music. 4) Teacher takes note of the quantity and quality of the students who become Steel Band members.

Follow Up:

In the music room, pass out the graded quizzes and highlighted print-outs. Students are then put into groups by section (pre-selected) of steel band they were assigned. Students will agree to how they want the information about their section assembled and worded. One or all ( if so desired by group, each student taking a few sentences ) students in the group will give a short oral presentation of that section to the class.

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