constructivist methods for success in content-heavy classes · constructivist methods for success...
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Constructivist Methods for Success in Content-Heavy
ClassesAllison A. Alcorn, Ph.D.
Illinois Wesleyan University – May 3, 2016
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Teaching History is Like Trying to Take a Drink from a Fire Hose
Image: http://www.phdcomics.com/comics/archive.php?comicid=820
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TheNitty
Gritty
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What do we do with those kinds of stats?
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Bloom’s TaxonomyGraphic: http://expertbeacon.com/blooms-taxonomy/#.U6CetdyGJWI
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Covering vs Doing Content
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Inductive and Deductive Learning
DEDUCTION Instructor presents the class with one or more concepts or principles, challenges the students to investigate a set of examples that are related to these main ideas, and then asks the students to test or apply the central idea.
INDUCTION Students experience a number of examples and develop a pattern of critical and noncritical attributes based on their experiences.
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What is “culture”?A Deductive Concept Lesson
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CULTU
RE
The way of life of a group of people who share similar customs, beliefs, and values.
Cultural artifacts: objects that reflect something about the people who made them
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Ghana
What do the artifacts in the box on your table tell us about the culture of Ghana?
Observations
Impressions
Based on your deductions from the artifacts and the music playing, how would you describe the culture of Ghana?
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Gregorian ChantAn Inductive Concept Lesson
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Basics of Gregorian Notation
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Stylistic Features of the Gregorian Repertory
• Monophonic texture
• Nonmetrical (?)
• Stepwise, arch
• Text-shaped phrases
• Modal
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Style & Function
Types of Text• Biblical vs nonbiblical• Poetic vs prose
Relationship Music to Text• Syllabic• Melismatic• Neumatic
Performance Style• Direct• Responsorial• Antiphonal
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Musicology is the discipline that studies the development of music and its literature through time, including the context of its culture and society.
An effective scholar of music histor y and literature
describes thedevelopment of musichistory and literaturethrough time
upon hearing or seeing music, identifies the style period, describing form and key features with scholarly vocabulary
knows important composers and characteristic works of each style period
contextualizes music history and literature within time and place
uses scholarly materials and resources to answer questions
uses a variety of scholarly resources—scores, books, journals, instruments, recordings, and digital media
uses scholarly resources to enlarge perspectives of music history and literature
demonstrates advanced writing skills necessary to communicate learning
applies understanding of good English within the study of music history and literature
documents learning in well-written essays, summaries, and reviews
synthesizes data to create and articulate new meaning
demonstrates advanced speaking and presentation skills in oral communication of thoughts and ideas
…Independence
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