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GRADE 11 GENERAL MUSIC RESPONDING

ASSESSMENT BAROQUE UNIT TEST




Task Abstract:

Students will be assessed on a written test composed of multiple choice, matching,
and completion. This test will assess the students knowledge on the terminology,
styles, and composers of the Baroque period.

Benchmarks:

1. Students will be able to identify the significant dates of the Baroque Period.
2. Students will be able to differentiate between the parts of a Baroque Suite.
3. Students will be able to choose characteristics of Baroque music.
4. Students will be able to name Baroque composers based on their works.

Pennsylvania Standards:

9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms.

9.2.8.A: Explain the historical, cultural and social context of an individual work in

9.2.8.C: Relate works in the arts to varying styles and genre and to the periods in
which they were created.

9.2.8.F: Know and apply appropriate vocabulary used between social studies and
the arts and humanities.

9.3.8.C: Identify and classify styles, forms, types and genre within art forms.

Task Objectives:

Students will:

1) Identify the beginning and end of the Baroque period.
2) Differentiate between the parts of a Baroque Suite.
3) Identify various vocabulary terms pertaining to the Baroque period.
4) Name composers based on their completed works.






Enduring Understandings/Big Ideas and/Essential/Focus Questions

Enduring Understandings

1) Students will understand the musical concepts of the Baroque period.
2) Students will name various Baroque composers.
3) Students will understand the differences between the movements of a Baroque
Suite.
4) Students will distinguish ornamentation from other various terms.


Essential Questions

1) When was the Baroque period?
2) What is ornamentation?
3) What is the difference between Bouree, Gavotte, Allemande, Courante, and Gigue?
4) What is Bachs catalogue system?
5) Who were the well known Baroque composers?


Task Description

After completing a unit on the Baroque period, students will take a written
assessment consisting of the following:

1) Multiple choice
2) Matching
3) Completion


Required Resources

1) Written test
2) Writing utensil
3) Answer key


Prior Learning Required

Before taking the assessment, the students will learn the basic information of the
Baroque period. They will specifically know the style of Baroque music, composers
of Baroque music, and definition of terms.




Possible Teaching Strategies

1) Discuss the time frame (Birth of opera, death of Bach)
2) Discuss Bachs fugues
3) Activities on ornamentation, ostinato and other styles of the music
4) Discuss other composers
5) Activities involving the Baroque Suite

Establish Prior Knowledge

1) Show timeline of Baroque period.
2) Show picture of Bach and lead class discussion on his life.
3) Play the first Bach Cello Suite and discuss the various styles.
4) Listen to other composers, relate to Bach, and create journals.


Suggested Musical Examples for Teaching Form and Ornamentation

Toccata and Fugue in D minor- Bach
The Messiah- Handel
The Seasons- Vivaldi
Dido and Aeneas- Purcell
Canon in D Major- Pachelbel
Berlin Portraits- CPE Bach
Ricercari, canon for cello- Gabrielli
Air on the G String- Bach
Zadok the Priest- Handel
Jesu, Joy of Mans Desiring- Bach

Resources

Kerman, Joseph. (2008). Listen: 7
th
Edition. Boston: Bedford/St. Martins.

Burkholder, Peter J. (2009). Norton Anthology of Western Music (Sixth Edition:
Baroque). New York: W.W. Norton and Company, Inc.