The Renaissance: A 6th Grade Interdisciplinary Unit 

EXPLORING MUSIC
PRODUCTIVE THINKING SKILLS
DIVERGENT/CREATIVE THINKING

 
  1. BRAINSTORM MODEL
    1. BRAINSTORM ALL OF THE RENAISSANCE PERIOD ___________
      1. String instruments
      2. Wind instruments
      3. Percussion instruments
      4. Musical forms
      5. Vocal textures
      6. Instrumental textures
    2. BRAINSTORM AS MANY __________ AS YOU CAN THINK OF
      1. operas
      2. madrigals
      3. motels
      4. dances
      5. modes/scales
    3. HOW MANY WAYS CAN YOU COME UP WITH TO __________?
      1. Notate sounds
      2. Notate noise
      3. Create wind sounds
      4. Create percussion sounds
      5. Create string sounds
      6. Organize your sounds/noise/instruments
      7. Create dance/move to sounds
  2. CONSCIOUS SELF-DECEIT MODEL
    1. SUPPOSE YOU COULD __________. WHAT IDEAS COULD YOU PRODUCE IF THIS WERE TRUE
      1. Understand and "hear" the music of nature
      2. Develop a totally "new" instrument
      3. Develop a totally "new" music structure
      4. Develop a totally "new" way of playing an existing instrument
      5. See music vibrating air waves
      6. Develop a non-verbal, non-written method of communication (i.e. energy/spiritual transfer)
    2. IF YOU CAN HAVE ALL OF THE __________, HOW COULD YOU USE IT TO __________?
      1. Money / support musicians/the arts
      2. Instruments / decide what was "in"
      3. Voices / organize communication
  3. REORGANIZATION MODEL
    1. WHAT WOULD HAPPEN IF__________?
      1. Instruments could communicate by themselves
      2. Existing instruments didn't sound like they do
      3. The musical scale were true
      4. Notes/pitches were not what they were
    2. SUPPOSE __________ (HAPPENED), WHAT WOULD BE THE CONSEQUENCES?
      1. The musical scale was "true"
      2. All opera stories were "comedies"
      3. People had several vocal chords
      4. People had no bodies (only spirits)
      5. People were capable of being precisely coordinated individually and in conjunction with others
    3. WHAT WOULD HAPPEN IF THERE WERE/WAS NO __________?
      1. Music
      2. Musical notation
      3. dances
      4. musical instruments

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