Executive+Summary+Overview

=Link to Learning Activity=

 • Team Presentations: Weeks of March 9, 16 & 23, 2009
Process Description provided by Melissa In teams of 3-4, you will design and execute a learning activity that covers a concept or set of concepts from the suggested topics. The activity must include:
 * __Learning Activity__ : In teams of 3-4, you will be designing, executing and reflecting on a learning activity that you develop. Your cadre mates will be your students and therefore, you will also be required to be engaged learners in their activities. I will provide each team with feedback the week after their activity has been completed. See separate sheet that details the requirements, rubric, and additional optional reading for this assignment.
 * __Program/Curriculum Design Activity__ : As the second stage to the Learning Activity, you will be asked to design a course, program or curricula of which your learning activity supports. This will also be completed in your teams of 3-4 and you should use the various theories introduced at the beginning of the course to shape your approach to both stages of the assignment. See separate sheet that details the requirements, rubric, and additional optional readings for this assignment.

** • A broader learning goal or outcome to which the activity maps **

 * Broad Learning goal for the class - An understanding of Diatonic Theory in music.**

** • Narrow activity that maps to this Broad Learning Goal: **

 * Add a V-I cadence to a new or existing piece of music.**

** • Essential question(s) addressed by the activity **

 * What do I need to know to successfully implement V - I cadences in music?**
 * Why is a cadence important in music?**

** • Activity Outline: **
1) In your same small groups for this course, select a piece of music (most likely something already composed) in finale notepad. We will provide a sample for this activity if you do not have one. Available via download. 2) Add a **V - I cadence** at the end of the piece. This is called a "five one" cadence because it takes the fifth chord of the key and resolves (harmonizes with) it to the first chord (also called the "tonic"). 3) Upload the finale notepad file to the google groups for review and discussion.

** • An assigned reading/content item: **
[| http://jmswtsn.com/Diatonic_Theory.html]

__Summary of Diatonic__ "There are many different views as to what is considered diatonic. Wikipedia defines a diatonic scale as a seven note musical scale comprising five whole steps and two half steps." "A lot of times, people will say that if you're playing diatonically, it is to play to a certain set of notes arranged in a pattern of whole steps and half steps, also an augmented 2nd in the case of [| Harmonic] scales" "So we've got camps of people who say that diatonic is relating only to the Major Scale and church modes attached to it. Other people say that [| Melodic Minor], Harmonic Minor, and Harmonic Major can be included as well." "At this point, the actual definition is moot. The Major, Melodic Minor, Harmonic Minor, and Harmonic Major scales and their attached modes will be discussed under the umbrella of Diatonic Theory." [| http://emeraldtablet.vndv.com/diatonictheory.html] __Summary of a Cadence__ A cadence is any place in a piece of music that has the feel of an ending point. This can be either a strong, definite stopping point - the end of the piece, for example, or the end of a movement or a verse - but it also refers to the "temporary-resting-place" pauses that round off the ends of musical ideas within each larger section.

Like a story, a piece of music can come to an end by simply stopping, but most listeners will react to such abruptness with dissatisfaction: the story or music simply "stopped" instead of "ending" properly. A more satisfying ending, in both stories and music, is usually provided by giving clues that an end is coming, and then ending in a commonly-accepted way.

Perfect Cadence - Same as authentic cadence. As its name suggests, this is considered the strongest, most final-sounding cadence. Some do not consider a cadence to be completely perfect unless the melody ends on the tonic and both chords (V and I) are in root position. [|http://cnx.org/content/m12402/latest/]

** • Appropriate use of instructional technologies **
Finale Notepad Download Free: http://www.dontcrack.com/freeware/downloads.php/id/2216/software/Finale-Notepad/ Use Forums - Google Groups - [| http://groups.google.com/group/diatonic_theory_music_learning_adventure]

** • Assessment of the learners **
We have come up with a few ways to assess the learners 1. Ask learners to reflect on the activity before and after they do the activity. __Pre-flection:__ What do I want to get out of this activity? What am I expecting to get out of it?

2. Assess the modified piece of music to determine how well/successful the learners were in applying a V-I cadence to their music. - Look, listen & analyze their work - See if they used the correct notes to make a 5 chord - See if they used the correct notes to make a one chord

3. Assess the answers they provide to the Essential Questions. Did the learners engage and explore their understanding of music theory?

4. __Post-flection:__ "What did I learn this week? How does this compare to my expectations?"

** • Assessment of the activity **
Post-flection: "Was the activity interesting? What would you improve?"

** • References list **
[|http://cnx.org/content/m12402/latest/] [| http://www.emusictheory.com/interact.html] [|ttp://en.wikibooks.org/wiki/Tonal_Music_Theory] [| http://jmswtsn.com/Diatonic_Theory.html]