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The idea behind these worksheets is the principle of guided listening. Rather than telling students to simply listen and listen carefully, they are given a series of musical elements to identify, some open-ended questions to think about, and a space for their opinion. When I have my students do this activity, their opinion is a vital part of the process, but they must always be ready to answer the question “Why?” Students need to know their opinions are valid, but they must also know that to have a valid opinion one generally needs to be able to justify/explain/clarify that opinion.
I tend to project a copy of the SQUILT on my Interactive White Board to help students follow along as they work and listen. When we go through the analysis of the piece they may change their answers to match what is written on the board, or you can have them turn it in as is for a grade. I tend to start of with this as a very collaborative activity and gradually move more toward independent work over the course of the school year as students learn to apply their critical listening skills.
SQUILT 2 is a more advanced version. Proper musical terms are employed, encouraging the use of correct musical terminology. The analysis is also more in-depth, adding categories for melody, texture, and mood. The choices for possible meter are also expanded, utilizing various common time signatures. This is intended for older students who are able to more precisely interpret and define what they hear. SQUILT 2 is also intended to be used for comparing two compositions simultaneously. This is great when defining music of a particular era, a particular composer, or as a comparison between eras or composers.
Stay tuned for a SQUILT and draw comparison activity, which utilizes cross-curricular learning strategies!
Be sure to check out the rest of my Teachers Pay Teachers store for many other music-related activities and resources!