Reinventing+PBL+Chapter+3+Assignment

=Reinventing PBL Chapter 3 Assignment=

In Suzie Boss and Jane Kraus's book //Reinventing Project Based Learning//, their third chapter concludes with eight reflective questions as a teacher begins to shape their ideas for a **project** my answers to these questions are provided below.

===1. What important and enduring concepts are fundamental to each subject you teach? List them. Try to limit the list to two to three big concepts for each subject. Refer to content standards you teach to determine those covered by these big “umbrella” concepts.===

In Music Industry I and II, two topics are particularly prevalent in my curriculum: //Music as expression// and //Music as entertainment//. Both of these topics are driven by several of the NAfME content standards including (1) singing, alone and with others, a varied repertoire of music (2) performing, alone and with others, a varied repertoire of music and (4) composing and arranging music within specified guidelines and (6) listening to, analyzing and describing music. My projects, which are largely driven by performing, composing and listening, circle around the concepts of musical expression and entertainment.

2. Why do these concepts matter? Why are they important?
These concepts are important because they represent two of the most common and prevalent functions of music in American culture. From a performance, creation and listening perspective, a large population of Americans largely do these activities to tap into the emotional and entertainment side of music. Where as some cultures may revere music for it's tradition, use for communication and use in dances or religious rituals, our society uses music largely for these functions.

3. Outside school, who cares about these topics? What is their relevance in different people’s lives and in different parts of the world?
There are a great number of people who care about these topics outside of school. In American culture, this could pertain to singers, songwriters, composers, performers, rock bands, symphony orchestras, music critics, radio DJs, Podcasters, concert planners/promoters, music engineers, sound technicians, and a great number of other Music Industry related professionals.

These types of professionals can be found in other countries as well, particularly in developed nations. The type of performer can change dramatically, from a dub-step artist in England to a metal band in the United States to a drum master in Ghana. However, the idea that music can be used for entertainment and expression takes on a number of roles in each scenario. While all three genres of music can be used for entertainment, the primary entertainment purpose is different. For example, two are primarily for dancing (dub-step and Ghanaian drumming) while another is regarded for it's raw, powerful energy (metal).

===4. Select one or two of the most promising of these topics and think about real-life contexts to answer the following: What are the interdisciplinary connections? What other subjects might be incorporated?===

I think two topics that would be incredibly interesting in these disciplines are songwriting and media production. I could imagine connecting with the English department, our Journalism and Communications classes and our Television Production class.

5. As you begin to imagine working with these topics, how might you push past rote learning into analysis, evaluation, and creation? Incorporate Bloom’s “rigor” verbs into your answer.
For working on songwriting, I imagine using a cycle of activities to teach necessary concepts to students. For example, I would like to use the piano as a tool for songwriting. In Music Industry I, students wrote one full-length original song, which was done largely through exploratory and collaborative measures. This year, I would like students to gain a better understanding of the harmonic theory behind songwriting through the following activity cycle:
 * Explain a concept (example: piano playing style)
 * Present an example of concept (listening example)
 * Have students recreate concept (play sample piece)
 * Have students assess concept (understand the theory behind concept)
 * Have students compose a song/excerpt utilizing concept

===**6. Imagine authentic ways students might engage in the project and the ways 21st-century skills might be addressed. Hint: The terms collaboration, digital tools, and information literacy should appear in your answer!**===
 * **Phone-a-Musician**: students use Skype to communicate with a rock musician in the Music Industry for feedback and advice (I actually have a resource here). Can be utilized once per quarter.
 * **Collaboration:** students will convene with their bands to create a full-band arrangement of a student's song for performance.
 * **Live Performance**: students will perform one of their original songs with their band on a "Coffee House Night," in which proceeds will go towards an interest of the class. Each group of students will come up with a promotional idea for the concert (commercial, poster, brochure, etc.)
 * ****LiveShare:**** every other week, students will put on a live radio show to be broadcast on Weedsport's radio station, in which they will present music and be interviewed about their work.
 * **Open Mic Days:** students present ideas to the class of works in progress for feedback every other week.

===**7. What aspects of these topics will interest your students? (A feature that seems superficial or tangential but fascinates students can give you entrée into more essential matters, so brainstorm as many as you can.)**===
 * **Working with a real-life professional musician**
 * **Collaboration with peers**
 * **Radio broadcasting and distribution**
 * **Playing on instruments**
 * **Songwriting**
 * **Concert organization and preparation**
 * **Live concert performance**

8. What learning dispositions should you cultivate and ask your students to pay attention to?
Being expressive, creative and self-directed.