I. Curricular Framework

Concept:

Style

Essential Question:

What is innovative and unique about Bach’s inventions?

Bridge:

Personalize 2 “Objects”

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To capture the student’s attention by introducing an experience that will evoke the student’s aural skills while introducing the concept.
Activity: Have the students listen to Bach’s Invention in C major. Play for the first 30 seconds. Ask students what they heard. You want to guide them to realizing that they heard two melodic lines. Here are some guiding questions:
1) What key was it in?
2) What was the melodic line?
3) Was there any harmony in it?
4) How many lines did you actually heard?
5) Were the lines identical pitch-wise?
Assessment: Student will be able to recognize there were two distinct melodic lines.
Standards:
6) Listening to, analyzing, and describing music.
7) Evaluating music and music performance.

2. Attend: Attending to the Connection

Objective: To analyze the recordings and connect them to their own experiences in dealing with the different pieces of music containing text based on the same subject.
Activity: Pass out copies of Bach’s Invention in C major. Ask the students if they can find the two lines and draw an arrow to the beginning of the line. Have them get with a partner and find the melody, justifying their answers.
Assessment: Students are able to answer the questions competently supporting their reasoning.
Standards:
5) Reading, notating, and describing music.
6) Listening to, analyzing, and describing music.
7) Evaluating music and music performance.
9) Understanding music in relation to history and culture.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To connect the experience through art, dance, and/or drama.
Activity: Give the students one of the following: find or create a drawing that focuses around two objects. Make a 5-minute presentation on the relationship between the two objects and why they are the centers of the piece.
Watch the movie Dirty Dancing. Give a detailed report on the significance of the two main dancers in the movie, explaining how they relate to each other personally-wise.
Find two books that explain the concept of Yin and Yang. Create a poster that contains a two-column list of both qualities. Present your results.
Assessment: The quality and originally of the presentation.
Standards: 5,6 and 7.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To introduce the structure of a 2-part Invention.
Activity: Have the students create a mind-map of the qualities of the Invention in C major. Be sure the following points are included:
composed of two lines,
contains a theme and counter-theme,
melody modulates,
modulations, with the final going to original key,
contains episodes and entries.
Assessment: Students are able to create a good body map, with the points above.
Standards: 5,6,7

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To familiarize the students with the concepts of theme and counter-theme, episodes and entries and apply their knowledge.
Activity: Use Bach’s Invention in D major. Have the class split into groups of three to find the following: theme, counter-theme, episodes, and entries.
Gather the groups together and using an overhead of the music, have volunteers circle where they think the elements are.
Assessment: Students answer well.
Standards: 5,6,7

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To have the students find elements and create their own themes and counter-themes.
Activity: Students find other Inventions beside C and D and label each element.
Working in partners, create a theme and counter-theme under the following conditions: Must be 2-4 measures long, must begin on 1st or 5th degree scale and end on a 1st or 3rd degree scale, no repeated intervals between notes, be able to play the piece on a keyboard with one person taking one line and the partner the other.
Assessment: Competent completion of the task.
Standards:
3) Improvising melodies, variations, and accompaniments.
4) Composing and arranging music within specific guidelines.
5 and 6 as well.

7. Refine: Refining the Extension

Objective: To assess the projects and give feedback for refinement.
Activity: Have each group present their work. Students give one positive and one critical comment. Make sure students responds to the comments. At the end of the feedback, students decide on two changes. Students complete the modifications.
Assessment: Students critique each others’ work graciously, complete their refinement, and answer the essential question, “What is innovative and unique about Bach’s Inventions?”
Standards:
2) Performing on instruments, alone and with others, a varied repertoire of music and 3,4,5,6,7.

8. Perform: Creative Manifestation of Material Learned

Objective: Groups perform with refined work.
Activity: Groups perform and present their connections.
Assessment: Students are able to represent their improved projects competently.
Standards: 1) Singing alone and with other, a varied repertoire of music and 2,4,5,6.

Assessment, Phase Five,Performance, Creative Use of Material Learned: