I don't have time to write this morning because I have an assignment due today by midnight for my Content Area Reading online course. I thought it might be fun to post my prereading activity, for your enjoyment (or not). Please feel free to comment. My question to you is this: do any of these activities sound like they could actually be applied in the classroom?
PREREADING ACTIVITY
Before you read, write down 3 to 5 ways you can activate and assess the degree and accuracy of your students' prior knowledge on a topic specific to your discipline. Email the topic and the suggestions to your instructor.
1. As an introduction to a general music course: Consider this quote displayed on the wall of a prominent German opera house:
Bach gave us God's word.
Mozart gave us God's laughter.
Beethoven gave us God's fire.
God gave us music so that we might pray without words.
Give examples from what you already know about these composers for how these descriptions are accurate and why.
Example: Bach and God's word:
Low level of appreciation might be that Bach used text in his music that was taken from the bible.
Medium level of appreciation might be that Bach composed church masses, oratorios, and sacred cantatas.
High appreciation level would substantiate specifics such as how Bach wrote 300 cantatas containing Biblical text (in the vernacular) while in Leipzig, Germany, three masses, and two passion-oratorios which were similar to Italian opera, but with sacred text as the subject instead of secular.
2. In a concert band rehearsal after sight-reading a programmatic piece: This piece of music is programmatic, meaning that it was composed to illustrate, in musical terms, a specific storyline. Before I read the story to you, write down some ideas you have for what this story is about. Be specific; include measure numbers to correspond with your events.
Low level of appreciation for the piece might include a general description of the character of the piece and the mood with an event or two.
Medium level of appreciation for the piece could include more specific characters and situations, linking them to each section in the music, perhaps drawing a connection to real-life experiences or other literature of the time.
High level of appreciation for the piece would demonstrate a summary of the actual storyline for which the piece was composed and any other literary devices, the piece's general form, and some background knowledge of the composer.
3. Again in a concert band rehearsal, when learning a piece by Dimitri Shostakovich: Write down everything you already know about this composer. If you have no prior knowledge, feel free to speculate based on they way this piece sounds to you.
Low level of appreciation might include knowledge that Shostakovich was a twentieth-century, Russian composer.
Medium level of appreciation for Shostakovich might be that he wrote operas, symphonies (11), band repertoire, that he was born in 1906 and died in 1975, and that the general character of his pieces ranges from very cold and dark to funny and sarcastic.
High level of appreciation would be able to name several of his works and know a lot of biographical information such as his experience under Stalin and the Soviet regime in Russia and how it stifled Shostakovich's artistry because they forced him to write patriotic pieces under the threat of death.