Additional Activities:

1. A Prehistoric Suite is a programmatic work, depicting different dinosaurs with each movement. It can easily be used to introduce students to the concept of program music. To explore this concept, I would bring another programmatic work for the students to listen to, such as Berliozs Symphonie Fantastique. I would give the students a brief synopsis of the story of the piece, and have them listen to the fifth movement, Dream of a Witches Sabbath. As students are listening, they can try to pick out parts that coincide with the story line. Students can also reflect on what they like, or dont like about this piece. Essential Learning Areas covered: - Understanding Music In Context - Valuing Musical Experience Assessment for learning: Have students ever played or discussed program music before? Have students listened to program music before? Are students actively listening to the recording? Are students grasping the concept of program music? Do students understand what program music is? Can they describe it? Can students hear the story line within the music?

Assessment as learning:

Assessment of learning:

2. The 4th movement of this suite includes some free improvisation, which can be quite daunting to some students. If they are told to simply play anything without any restrictions, students may either have trouble of coming up with anything at all, while others may just play randomly without thinking about their musical choices. To help students prepare for this, I would have them do an activity that provides some structure to help kick-start their improvisation. I would draw symbols such as shapes, squiggly lines, dashes, crosses, etc, on the board where all students can see them. A student will pick a symbol, and try to portray this symbol in some way by playing a musical gesture. The other students can then try to guess which symbol was being played. Essential Learning Areas covered: Music Language and Performance Skills Creative Expression in Music

Assessment for learning: What experience do students have with improvisation? Have they ever done it themselves? Have they ever heard others improvise? Do students understand the concept of free improvisation? Are students performing their own original ideas? Do the students ideas depict the symbols in some way?

Assessment as learning: Assessment of learning:

3. Students will form pairs or small groups for this activity. In their groups, the students have two options: 1 One student composes a short musical idea (2-4 bars long) that can be repeated. The other student(s) come up with an action that suits this idea. 2 A student comes up with an action or emotion, and the other student must compose a musical idea to depict it. Students can perform these ideas for their peers. To get students started, have them consider a musical idea from A Prehistoric Suite that portrays something specific. For example: the bass motive in the second movement, which portrays the lumbering footsteps of a Brontosaurus. Essential Learning Areas covered: Music Language and Performance Skills Creative Expression in Music

Assessment for Learning: What is the current performance skill level of each students? This will determine how complex their mini-compositions may be. Factors such as range, articulation, and rhythmic values in their musical ideas will be limited to what they already know and can play. Do the students have any experience with creating original musical ideas? Are students generating original ideas? Are students working well together in groups? Do the musical idea and the action/emotion complement each other?

Assessment as Learning:

Assessment for Learning:

Can the student play their musical idea accurately and effectively?

4. As a more long-term project, students can also compose a more substantial, programmatic piece individually. Students can pick a picture, story, or any other specific idea to use as the basis for their composition. The composition should be between 16 and 48 measures long. It can be written as a solo part (most likely for the instrument the student plays), but students are also free to write for other instruments, or include multiple parts. For inspiration, we may listen to other programmatic works such as Debbusys Prelude a lApres Midi dune Faun. Essential Learning Areas covered: Music Language and Performance Skills (if composition is performed) Creative Expression in Music Understanding Music in Context

Assessment for Learning: Do the students have any background in composition or theory? Students may require some mini-composition assignments to lead up to this project. Do students understand the concept of program music? Are students generating their own ideas for their compositions? Allow students to come in for brief conferences to share what they have so far, ask questions, etc. Does the composition meet the length requirement? Is the composition free from errors in rhythms, barring, key signatures, pitches, etc.? Does the composition match the story/idea the student has chosen in some way?

Assessment as Learning:

Assessment of Learning: -