Provide a metaview, lifting students into a wider view of the concept. Use another medium (not reading or writing) to connect students' personal knowing to the concept (i.e. visual arts, music, movement, metaphor, etc.) Involve learners in reflective production that blends the emotional and the cognitive.

Listen to examples--pairs of conservative/rebellious music.

Objective: To encourage students to recognize qualities of music that are different from the norm and to hear that the "rebellious" becomes the "conservative."

Activity: 1) Play examples of musical "pairs"--determine which sounds "conventional" and which sounds "rebellious." (Use examples of jazz, rock, popular music to which students can identify.) 2) Have students raise hand after listening to each pair. Ask: Which one sounds rebellious, the first one or the second one? 3) Play some "pairs" in which the "rebellious" of one pair becomes the "conservative" of the other pair, e.g., Elvis as "rebel," then Beatles as "rebel." (Play tape: Conventional/Rebellious music) 4) Play "typical third movement" (Mozart: Serenade, K. 375, Menuetto, Masters of Classical Music, Vol. I) and then, listen to Beethoven Scherzo from Symphony #7. 5) Which one sounds more rebellious?

Assessment: The number of appropriate responses shown by students' raising hands.