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"IF IT AIN'T BAROQUE, 
DON'T FIX IT"

A WebQuest for 7th Grade (ART, MUSIC)

Designed by

JUDY MATELA, STEVE DROZDOWSKI, JOSH SWEET, DENIM KURTZHALS

JUDEMM@RCN.COM, BDROZDOWSK@AOL.COM, SWEETPAPAJ@MSN.COM, DENIMOBY@EARTHLINK.NET

 Puccini
Puccini

Introduction | Task | Process | Evaluation | Conclusion | Credits


Introduction

You are a composer/artist put to the challenge of creating an Historical Comic Strip based upon your research of a period of classical art or music.  You may choose from one of the following periods: Gothic, Renaissance, Baroque, Rococo, Classic, Romantic, or Post Romantic.  As a group you will research your period, create comic strips utilizing Kid Pix or Power Point, and present the finished product to the class via an audio and visual presentation. The purpose of presenting your project to the class will provide the opportunity for everyone to develop a greater understanding of art and music from these various periods. It will help you develop an in depth understanding for one period and a broad knowledge of the others.

"So roll over Beethoven, get a Handel on it, make a Liszt, get off your Bach, and start Chopin."
 
 



The Task

Through this activity the students will:                                                      The Lacemaker, by Jan

  • break into groups of 3 to 5                                           The Lacemaker, Jan Vermeer
  • select the period of research
  • use the internet to research the appropriate period
  • compile your data of the different art and music forms of the period
  • select your characters, artwork, and 
  • develop and then create the story line of your comic strip via Kid Pix
  • the comic strip must be in story form, containing an introduction, body, and conclusion
  • insert relevant graphic and audio clips
  • present finished product to audience in Power Point presentation
Click here to access a tutorial for Kid Pix.

Click here to access a tutorial for Power Point



The Process
The students should be divided into groups of 3-5 students per group.  Each group should first identify the time period that they wish to research.  The groups should next begin to use computers, either in the classroom or in a computer laboratory, to explore the aspects of art  and music from their period.  The groups should strive to identify the significant styles and forms of their period.  They should also identify prominent artists and musicians of their periods.  Once the research is completed and compiled.  The groups should begin the task of creating a comic strip relating to the findings of their period.  To create a comic strip, the students should do the following.

-first set the scene of the comic strip
-to set the scene, the students should introduce the main characters to the audience (e.g. Monet, Chopin, or Degas)
-next, they should begin presenting the situation(e.g. Handel decides to write a ballad about his family)

-next the groups should develop the plot of the story line
-to do this, the groups should decide on a background for the comic strip (e.g. on a lake shore, or on a street corner in Paris)
-next they should place the characters into the setting (e.g. Bach is placed next to a fireplace in a hotel lobby)
-finally the groups should divide the plot into the appropriate number of frames
-the groups should continue developing the plot until the situation reaches a climax or punch line     (e.g. Beethoven decides on the title of his next musical piece) 

-next the groups should create an ending for their comic strip
-to do this the groups should decide what the lesson learned, or end result of the comic strip should be  (e.g. Chopin learns to search within himself for ideas for composing music)
-this ending frame usually looks similar to the setting of the first frame so that the story ends near where it began (e.g. Handel completes a musical composition near the same lake shore that he began writing 
-this gives the story a unified feel)

-finally the groups should polish the comic strip
-to do this the groups should add details to the frames, ensure that the  story line contains an introduction, body, and conclusion, and insert various audio and visual components to enhance the comic strip
 

The groups will be creating their comic strips using two different computer programs.  The two programs are Kid Pix and Microsoft PowerPoint.  To properly use these programs the groups should do the following.


WEB RESOURCES                                       

                                                                                               Starry Night, Van Gogh
KIDPIX TUTORIAL    
This website is an invaluable guide for the novice KidPix user.

POWERPOINT TUTORIAL
This Powerpoint presentation will guide you in organizing an on-screen slide show complete with animations and effective graphics.

ART PERIODS AND ARTISTS
Contains links to artist galleries with downloadable paintings by the artists.  Information is organized by historical period.

ARTCYCLOPEDIA
Contains links to artist galleries broken down by medium, period, subject and nationality.  Also includes related information including students and masters.

WEB GALLERY OF ART
Alphabetical listing of artists with large gallery of sample paintings.  Includes google-like search engine.

ESSENTIALS OF MUSIC
Contains organized information of composers including brief biographies and soundbites.

WIKIPEDIA
On-line encyclopedia of themes involved in different time periods.  

DALLAS SYMPHONY ORCHESTRA HOMEPAGE FOR KIDS
Contains several webisites and games oriented towards a young audience.

KARADAR ON-LINE DICTIONARY
Contains biographies, midi files and MP3's for classical music composers.







Evaluation


CATEGORY
4
3
2
1
ORIGINALITY
Presentation shows considerable originality and inventiveness.  The content and ideas are presented in a unique and interesting way.  
Presentation shows some originality and inventiveness.  The content and ideas are presented in an interesting way.



  
Presentation shows an attempt at originality and inventiveness.






  
Presentation is a rehash of other peoples ideas and or graphics and shows very little attempt at original thought.



CONTENT-ACCURACY
All content throughout the presentation is accurate.  There are no factual errors.  
Most of the content is accurate but there is one piece of information that might be inaccurate.
The content is generally accurate but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.


USE OF GRAPHICS
All graphics are attractive (size and colors) and support the theme/content of the presentation.
A few graphics are not attractive but all support the theme/content of the presentation.

All graphics are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics are unattractive and detract from the content of the presentation.

SEQUENCING OF INFORMATION
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be next.
Most information is organized in a clear, logical way.  One item of information might be out of place.  
Some information is logically sequenced.  An occasional item of information seems out of place.
There is no clear plan for the organization of information.



SPELLING AND GRAMMAR
Presentation has no misspellings or grammatical errors.  
Presentation has one to two misspellings but no grammatical errors.  

Presentation has 1-2 grammatical errors but no misspellings.


Presentation has more than 2 grammatical and/or spelling errors.

BUTTONS AND LINKS WORK CORRECTLY All buttons and links work correctly.
Most buttons and links work correctly.
Many of the buttons and links work correctly.
Few of the buttons and links work correctly.
TEXT/FONT CHOICE AND FORMATTING
Font formats have been carefully planned to enhance readability and content.
Font formats have been carefully planned to enhance readability.
Font formats have been carefully planned to compliment the content.  It may be a little hard to read.
Font formatting makes it very difficult to read the material.
BACKGROUND
Background does not detract from the text or other graphics.  Choice of background is consistent and is appropriate for the topic.
Background does not detract  from text or other graphics.  Choice of background is consistent.
Background does not detract from text or other graphics.
Background makes it difficult to see text or competes with other graphics on the page.
COOPERATION
Group delegates tasks and shares responsibility effectively all of the time.
Group delegates tasks and shares responsibility effectively most of the time.
Group delegates tasks and shares responsibility effectively some of the time.
Group often is not effective in delegating tasks and/or sharing the responsibilities.
EFFECTIVENESS
Project includes all material needed to gain a comfortable understanding of the topic.  It is a highly effective study guide.  
Project includes most material needed to gain a comfortable understanding of the topic but is lacking 1 or 2 key elements.  it is an adequate study guide.  
Project is missing more than 2 key elements.  it would make an incomplete study guide.
Project is lacking several key elements and has inaccuracies that make it a poor study guide.


Conclusion

You now have a better understanding of classical music and art forms and will hopefully walk away with an appreciation of the various forms of expression.  This web quest should help make you versatile and literate in the changing forms and influences that music and art what they are today.  furthermore you should have a an in depth knowledge and understanding of the functions and applications of technological software and internet usage for research.



Credits & References
http://www.sarasota.k12.fl.us
http://rubistar.4teachers.org/
http://www.learningspace.org/prof_growth/training/Kidpix/KidPixOverview.html
http://www.belcanto.ru/puccini.html
http://www.webshots.com


  Based on a template from The Web Quest Page