The following paper will present the importance of lesson planning emphasising the use of the seven e-models to promote creative arts whilst encouraging students to actively engage in the classroom. Integrating science, technology, engineering, arts, and mathematics are essential key areas of curriculum development within private International Schools.
Extending the learning experiences by making them more fun, exciting, and meaningful by promoting high levels of engagement, interaction, communication, and sharing of ideas and opinions.
Keywords: Arts, Curriculum, Education, Engineering, International Baccalaureate Programme, Innovation, Science, Technology,
Most students will be able to answer questions related to the Baroque period music
All students will be able to relate to the characteristics of the Baroque period focusing on the key elements
Some students will be able to create original compositions using harmony and non-chordal notes focussing on ornamentations whilst creating their original music.
Focussing on the Edexcel GCSE component that comprises two areas including creating music as part of the composition and practical aspect of performance where students are playing a repertoire of a particular genre or area of study they have revised as part of the curriculum. For part of the Baroque period, students will understand the associated composers and listen to a variety of works to extend their knowledge and understanding of the Baroque period overall. Create music using a variety of notation programmes including Musescore and GarageBand to input music directly and record a variety of performances. In the previous lesson, students already looked at composers associated with this period, focusing on Handel, Bach, and Vivaldi.
Using the following step students will explore this Music History lesson by using Bloom's taxonomy as outlined by Teachthought (2021).
Remembering: Students will recall having listened to the Baroque period in Years 7 - 9, probably being exposed to Frederic Handel.
Understanding: They will actively listen to a variety of repertoire and read through the characteristics of this period and genre in music.
Applying: When they conclude their compositions they will implement some of the key harmonies progressions as demonstrated in Baroque music, including ornamentations for example trills, etc.
Analysing: They will use their critical skills to analyse short set works based on questions related to harmonic progression, thus harmony and the various elements of music, including melody.
Evaluating: They will conclude short presentations to implement what they have learned using the characteristics of the genre. They will be presented with an analysis where they have to identify key areas using the information and putting it in context.
Creating: Students will use the information they have learned and put it into the application by creating a short composition using music technology based on the harmonic progressions of the Baroque period through means of collaboration (Teachthought, 2021).
Students will work on activities during the 1-hour lesson at 10 minutes per activity to allow them to collaborate, share, reflect and learn new concepts taught. Thinking of 21st-century skills, the implementation of technology will enhance the learning experiences for all the students as outlined by Stauffer (2020).
The Edexcel GCSE syllabus will stimulate and encourage students to conclude research, read up about the composers, and share many listening activities where they will listen to their compositions and works and analyse them further using the elements of music to guide them in terms of melody, harmony, structure, dynamics, tempo, and rhythm. Students will explore these educational concepts as outlined by Edwards (2002); Thomas (2000); and Shaut (2014) to enrich their understanding of the work covered in the classroom.
To draw a response from all the students the teacher will present the topic on the board - 1600-1750 with the intention of students identifying the Baroque period. They will note from their understanding previously that ornamentation was important. Composers decorated their melodies further, like decorating a cake. The importance of when you think Baroque, you think “grand”, the “pearl shape” that was iconic and most prominent in the “Palace of Versailles”.
Through means of exploring a starter activity where the teacher will play them several music examples and they have to identify the instruments heard and note them on the paper provided. Each student will work in pairs and in a cooperative sense and explore the possibilities. They will also share the information and their opinions with their peers.
The teacher will explore the topic with the students further with a short comprehension activity with a reading section of five lines, in which they will discuss outlining the characteristics of the Baroque period focussing on the various instruments used in terms of instrumentation, especially the Basso continuo, which could have been played by harpsichord, cello, double bass or pipe organ.
The teacher will explain some of the characteristics again and iterate the importance of the word “extravagant” which is associated with the word “Baroque”. The students will have the opportunity to explain their understanding of the key elements of this genre. They will share their opinion and ideas around the concept, allowing their peers to add and guide them accordingly.
Students will elaborate by using these new keywords in context. As part of differentiation, the teacher will ask EAL (English as Additional Language) students to explain the new words in their ways. Give examples through constructing sentences. The (G & T) Gifted and Talented students will take the information to the next level of their education and add how they will use it appropriately using the correct musical terminologies and vocabularies associated. For example EAL: “Baroque means pearl shape”.
EAL: “Pearl shape was most evident in the furniture from those times, everyone dressed up and attended concerts, where court musicians always performed”.
G & T: "These court musicians were always smartly dressed, and played instruments including violin, viola, cello and double basses. The bows were different from the current bows being used in comparison with the Baroque period; the bows were completely shaped differently and had a better grip on the hands for easy movement".
The students will use the characteristics of the Baroque Period to plan their compositions using the basic chord progressions. Students will also learn how to modulate their compositions, for example, if a composition starts in C major they will modulate to the Dominant (Chord V), which in this case will be G major. They will extend their knowledge and understanding of harmonies by planning accordingly through means of collaboration with their peers.
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