“The Music Project”

Supporting the Core Subject TEKS in the Music Class.
 
There are many opportunities in our classrooms to show our support of the core subject TEKS. The music project takes very little time away from rehearsals; it teaches the students about a variety of topics connected to music; it makes use of both music and core TEKS.
 
While teaching both middle school and high school orchestras in both Georgetown and Lake Travis ISD I assigned a written project each grading period.
 
Students were expected to demonstrate research skills, reading skills, writing skills (every project is presented in cursive – check with your own district policy on this) and organizational skills.
To assist students with their research I gave them a list of suggested library resources (school and city) and helpful (pre-screened) web sites.
 

Suggested Topics:

Middle School

Grade Six
Project #1: Students learn about the development of the instrument they play. It may be presented as a poster or an essay.
Project #2: A short story using music notation. Whenever a letter belonging to the music alphabet is used it is written on the staff. Non-music alphabet letters are written below.
Project #3: French Music. Essential Elements 2000 contains a number of French melodies. Students are asked to find five melodies, to write the lyrics for one, and to write one in music notation. They are also asked to draw a map of France and to show Paris, Nice, and the River Seine. In addition they name a famous general and the current French President.
Project #4: Technology unit. The students learn to use “Notepad” or “Finale”. They compose a melody and, after performing it and making corrections, they then enter it on the computer. If there is time at the end of the year I compile these and give the students a booklet containing all of the compositions.
 
Grades Seven and Eight
The topics vary greatly from year to year but cover the following:
Project #1: Biography of a famous living violinist, violist, cellist or bassist. A performing group may be substituted.
Project #2: Music Analysis. Students study a current class piece (Gavotte, Minuet, March etc.), map out the form, and establish key, time, tempo, dynamics, and any other features.
Project #3: Music Vocations. They are given a list of occupations from which they choose one to research. The students are required to contact a person in the chosen profession (live or email) and to prepare a list of questions to ask that person.
Project #4:Technology – is a more developed version of Grade Six.

High School

Project #1 Grade Nine – The Baroque Period
Grade Ten – The Classical Period
Grade Eleven – The Romantic Period
Grade Twelve – Twentieth Century and Contemporary Period.
Students research music, art, architecture, literature, inventions, and major historical events of the period. Students select a major composer to research and listen to a composition by that composer.

Projects #2 and #3 are based on articles from “String”magazine.
Strings, bow hair, wolf tones, electric strings, varnish, Itzak Perlman, Music of Kazakhstan and a variety of other topics.

Project #4 combines a solo performance with an oral presentation about the composer and the piece being performed. Seniors write a short essay about what orchestra has meant to them. There is a small scholarship, provided by the booster club, awarded to the best entry each year.

Yes – it takes time to grade the projects but it is time well spent. The students learn there is more to music than performance. I encourage you to give “The Music Project” a try!

Julienne Smith
2006 – 2010 Hudson Bend Middle School
Lake Travis Independent School District
1998 – 2006 Georgetown High School
Georgetown Independent School District