Always return to menu above by clicking the back button of your browser
ATTENTION: Before going any further, and as stated several times already,  you MUST be using Internet Explorer to view and take part in the Classical Music Project. Other browsers simply will not render the interactive activities contained within, nor display the controls for audio files that are so an integral a part of the program. So if you are using a MAC, or such browsers as Firefox, or Opera, you simply can't use the Project.  We are sorry about this, but cannot help it at this time. Luckily, Internet Explorer is part of Windows. There are other problems that might arise. Click here to go to Problems Solving page,

Preface: Sorry to be so redundant but, first before we start, have you thoroughly looked over the Classical Music Project home page itself.? We know you probably have already, but if not, please go back there and find the animated blue arrow and start your investigation from there. Click on all the blue backgrounded boxes in the top row of this HomeBase menu, and then on the appropriate maroon box. Then, finally just click on various things all over the page. You will find that almost everything you click on is "hot", and if you read everything closely, you can actually get a small education in classical music merely by doing so. When it comes time to actually start the Project, the 5. Course of Study/StageHouse box will be your base of operations. Since that box contains so much information we have provided an overview of it on the page you are now reading...you'll find this under the Tour button at top of this page. But first, go spend your hour at the homepage click here, then come back here and go up top of this page and click on Intro.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Intro: Welcome to the Teacher Center page for the Classical Music project. You are at the right spot if you are an elementary, middle school or high school teacher. You, in fact, will serve as the backbone of the Classical Music Project for your students because, although they will be doing many of the activities on line, it is you who will determine which activities these will be; as well as determine which materials you want to print out yourself, and use directly with your students. By the way, it doesn't matter if you are a music teacher or not...a regular classroom teacher can direct this course just as well as they can. In fact, by doing so, any person with little or no knowledge of classical music (the average teacher) can become a "guru" her/himself.
The Redundant Box
We know this is redundant, but we must state a caveat here yet once again. this course was written for people who have PC's NOT MAC computers...we just don't know how to write for MACS, and the activities flat out will not run or render using one. Maybe a MAC guru will rewrite the site for us. Added to this is fact that even those who DO use PC's MUST USE the browser ACTUALLY built into Windows ITSELF; that is, Internet Explorer (NO...NOT Firefox, or Opera) or a rendering problem will occur. NOTE: YOU CAN TEACH THE COURSE IF YOUR STUDENTS DON'T HAVE PC'S AND INTERNET EXPLORER, BUT THEY CANNOT DO THE ONLINE ACTIVITIES THAT ARE SO VITAL A PART OF THE PROJECT at their homes. Suggestions on overcoming this are later.

If you have looked over the Classical Music Project home site as directed above in the Preface, you can see that it contains, probably more information than any other site in the entire world in terms of the composers' lives, and enables the learner to actually indentify by sound, composer, and title 109 of their most familiar works. It doesn't, however contain music theory. That is why a regular teacher can teach using the Project's activities. As for music teachers, they might just want to use the Project to add history and knowledge of the pieces (the "Sparklers") to the music theory courses they already teach...either by directly incorporating the PROJECT into their teaching, or by having their students work through the PROJECT independent learner style...see box 10 Students/Independent Learners.

Now click the back button of IE and go up to the menu at the top of the page and click "Tour". There you will find representative activities found in the Project. Investigate these to get an thumbnail sketch of the course of study. Of course, when you begin to teach, or start independent study, you will let the StageHouse to guide you through the 22 Stages of this mighty endeavor.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Elementary/Middle School Teachers
(regular or music teachers)

How to teach the course? That is up to you, and your goals. We have put the the activities into a sequential program on the StageHouse, now it up to you to examine them, and then choose how to use them. Use your own creativity here. Just go to the StageHouse and look at everything, and decide. There also is a Teacher's Vault that actually has additional activities you can choose from, especially for beginning Stages. Remember that no one expects you to do all the activities...if they are not age appropriate, or if the students will not benefit from them. In fact if you do all the activities, the students will probably get turned off. So keep things lively, TIMELY, spread out appropriately, and make sure you make learning of the course be a fun thing. DON'T PUT TOO MUCH PRESSURE ON THE STUDENTS... OR YOURSELF IF AN INDEPENDENT LEARNER.

So, make things simple for yourself when using the Project to teach in school. If you try to do everything, you will be overwhelmed. The author himself merely did the equivalent of LEVELS ONE and TWO when he taught 5th grade in a regular classoom. His students didn't have the benefit of being able to buy the CD that should go with these Levels, Remedy for Rap...click here...however, (that is why he has compiled the "Sparklers" for the children) and instead just listened to his CD collection while they did their class work. Some children tried to go out and buy their own CD's, but this would have meant buying about 70 of them, so it proved impractical. Thus, the author, when he retired, formulated this Project, and licensed the most familiar 109 classical music pieces found on the Remedy for Rap CD. He noticed that the children loved to learn personal facts about the composers so he wrote a script for these and a professional speaker's voice was dubbed into the collection. To make the Project appropriate for high school and college students, as well as for independent learners, he added Level Three.

Thus, if you are a primary or elementary teacher, you might want to just teach Level One: COMPOSERS' NAMES AND FACES. Again, the only way you can determine how to proceed is to go to the StageHouse, look at all the activates there and decide for yourself. Print out the stuff you might want to use in class but, always remember that the students can actually print these out themselves...if they have PC's (they MUST HAVE PC'S and use Internet Explorer, remember). Thus, you must give them the Project's address, www.classicalmusicproject.com...they in fact, MUST have this address to do the sound and PowerPoint exercises of the course. NOTE: For children that don't have PC's, then the online interactive exercises could be done by them by going to the public library; or in school, if the teacher has them do the exercises in the computer lab (if there are PC's there); or by the children, little by little, using the computers in the classroom. If a child doesn't have access to a PC, then he/she simply can not take part in the online activities. REMEMBER, just doing the activities led by you, the teacher, in regular class is enough for the children to get an excellent education in classical music...the author himself, or course, didn't have the online interactive activities for his children to do, and still the PROJECT in its original form worked great. The thing to remember is that you do not want to make the PROJECT into a grueling journey that the kids don't want to continue on. Make thing easy, and fun. Just realizing that classical music is all around them, and to know the names and faces of the composers is a noble goal for elementary school kids. Kids should buy, and they will want to, the Remedy for Rap CD...click here...to better accomplish this level. It's the same one you will use as teacher.

For primary and intermediate school grades there are many, many more materials that can be printed out for classroom use go to Teacher Vault for these.

For middle school children, Level Two: Knowing Interesting Facts about the Composers is a good enough goal...unless the children haven't had Level One in elementary...then both Levels are a feasible one. For this level, the children, also, will probably want to buy the Remedy for Rap CD...click here.

IMPORTANT NOTE: Level Three is probably too advanced for children at the elementary and middle school level...yet there are probably some children who could accomplish it, and will just plain want to conquer it. If so, don't hold them back, but instead, direct him/her to the Independent Study menu of the Classical Music Project homepage...click here.

If you are wondering about materials, then look at Ordering Info button on menu above.

 

You are going to feel great, and get plenty of positive feedback from parents, when the students show everyone how much they really like classical music. You, they, parents, other teachers, and administrators are all going to be amazed. Write us and tell us about it...click.

Sincerely yours,

Dr. Isaac Newton Brown

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Secondary School Teachers

As with elementary school teachers, secondary teachers can do all three LEVELS the of the Project with their students, by spreading it out over the entire high school years, or if the district has designated that the Project extend throughout Elementary and middle school also, then by just maybe doing the the last level: LEARNING THE SPARKLERS' BY NAME, COMPOSER AND SOUND. District-wide adoption of course, involves the Superintendent, the Board of Education, the Assistant Superintendent for Instruction/Curriculum, the approval board of the state Department of Education, AND, of course, the teachers. Consequently, a teacher who has him or herself discovered the Classical Music Project online, and who thinks his/her district might want to adopt the Project as official curriculum, should make an appointment with the Assistant Superintendent for Instruction/Curriculum to discuss this. After adoption workshops can be set up to determine the scope and sequence of the PROJECT. HOWEVER, nobody says that a teacher needs to get anyone else involved in the Project in order to use it... except actually just him or herself. The author of the Project, when he taught in elementary school, used the Project in his classroom for 10 years just by himself...period. But if the Project is adopted district wide, then the teachers at all levels involved need to meet with the Superintendent of Instruction/Curriculum in order coordinate everything. Teachers wanting their districts to adopt the Project likewise should meet with the Superintendent of Instruction/Curriculum and direct him/her to the PROJECT'S homepage. Exploring there is something that the administrators must do for themselves because this project is just too expansive to describe. Advise administrators to read through everything...just as we did with you. A really BIG SUGGESTION: If the district adopts the PROJECT, a secondary teacher SHOULD suggest that district's students be allowed to get university advanced credit towards Music History or Appreciation requirements of the  an institute of higher learning. A district's Superintendent for Instruction/Curriculum should know what to do about this, and in some states involves making a proposal to the State Department of Education for approval. Frankly, wouldn't it be nice for your students to get that credit, and also you, as teacher, getting a little title, like adjunct professor.  This, of course, would also add prestige to the school district. itself.

You might be wondering about materials for the Project. Look at the Ordering Info menu above.

So, bottom line, it's up to you to make your own curriculum using the Stages that are made for you.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Quick Tour of the Classical Music Project

Let us now specifically show you some typical exercises of the project so you get an idea of its range of difficulty, as well as the richness of its activities. NOTE: The outline you see below is merely the skeleton of the Levels and Stages that comprise the Project. These are laid out for you in detail in the 5. Course of Study/StageHouse box of the HomeBase menu on the main web page. You should have inspected it already...though it is so big in scope that it is hard to visualize. Thus, the purpose of the outline that follows below is to enable you to see the overall structure and sequential nature of the project, and to give you a small representative sampling of the different types of activities that comprise it...that is: audio, written, self-testing and presentation oriented learning activities. When it actually comes time to teach, you will be using the aforementioned 5. Course of Study/StageHouse, where everything is laid out for you in great detail. So, in short, what you have following is a mere outline of the Course of Study/StageHouse.

We will be only including the names of the LEVELS and Stages because they are self-descriptive. The representative sample activities will be noted in white lettering.....make sure you click on them...they are hot links.

The Project's quest is the have the learner know by name, sight, and interesting facts 40 of classical music's greatest composers, and to be able to identify by sound and name their 109 most familiar works. This is done by dividing the task into three levels, made up of 22 Stages.  The first two levels are appropriate for elementary or middle school, while the third for higher grades (or children with exceptional ability). The Project can be used as the basis for a music appreciation course at the elementary, middle school, high school, or college level. An independent learner can also accomplish the goals of the PROJECT on his/her own.

Here now is a thumbnail sketch of the Levels and Stages. Don't forget to click on the representative activities noted in white.

LEVEL ONE: COMPOSERS' NAMES AND FACES

(NOTE: This Level is appropriate of all beginnings to do in brief, and for elementary school students to do in depth. It's purpose is to enable the learner to indentify the composes by name and face..)

Stage 1
Recognizing/Evaluating the Sparklers

This activity basically just gives the the learner an overview of the composers and their 109 works. It make them realize that they actually like classical music and that it is all around them. With this representative activity the children rate the composers works by using the Recognition/Evaluation Sheet, while the teacher is playing the Remedy for Rap disks.

Stage 2
Becoming Familiar with the Composer's Names by
Trying to Read and Pronounce Them

Stage 3
Learning to Pronounce the Composer's Name's
by Hearing and Reading

Tthis activity the children do at home or in the computer lab. They follow along with their Pronunciation Sheet as they listen to the composers' names by clicking on the button below.

Stage 4
Spelling the Names of the Composers

Stage 5
Learning the Composers by Sight

This is a nice representative example of a learning activity that uses PowerPoint. Click here  Children would do it at home or in computer lab.

Stage 6
 Reviewing the Composers by Using Sight and Sound

LEVEL TWO: INTERESTING FACTS ABOUT THE COMPOSERS

(NOTE: This Level is appropriate of all beginnings to do in brief, and for elementary school students to do in depth. It's purpose is as the name implies.)

Stage 7
Learning Interesting Composer Facts:
Remedy for Rap, Disk 1

 This is a good example of a starting activity for a level...it's a study sheet, like those commonly used in the Project. Click here.

Stage 8
Learning Interesting Composer Facts
Remedy for Rap, Disk 2

Stage 9
Learning Interesting Composer Facts: Review

This is an example of a review menu in which the learner is directed to some of the many review exercises found in the PROJECT. The Project constantly uses review. This particular menu takes the learner to HTML interactive review exercises. Try them yourself!! Click here

Stage 10
Learning Interesting Composer Facts: Checkup

LEVEL THREE: LEARNING THE SPARKLERS' BY NAME, COMPOSER AND SOUND

(This level is meant for learners of higher grades...including college. It's purpose is to provide the learner with the ability to actually identify by sound, name and composer the 109 "Sparklers". It's the ultimate level...and when completed can be considered to be a MAJOR academic achievement. Note: There may be some elementary students who have the ability to accomplish this level...don't ever hold anyone back. Also, note that due it its size Level Three is divided u into two parts.)

Part 1 of Level Three

Stage 11
Learning Just the Names of the Sparklers for Part 1
Just Listening

Stage 12
Learning just the Names of the Sparklers for Part 1
Study Sheet 1

Stage 13
 Learning just the Names of the Sparklers for Part 1
Flash Cards
 Here's an representative activity that uses a tried and true method used often in the Project...the old fashioned, down-and-dirty: Flashcards!!!
Click here.

Stage 14
 Learning just the Names of the Sparklers for Part 1
Self Tests

There are many, many self-test in the Project. Here is the menu page for these...go look at one. Note that answers sheets are included...
click here.

Stage 15
 Associating the Pieces' Names, Composers and the Music for Part 1
 

Stage 16
HTML Exercises Part 1
Mopping Up: Part 1

We are especially proud of these final review activities. Take a look.
C
lick here

Part 2 of Level Three

Stage 17
Learning just the Names of Sparklers for Part 2
Just Listening

Stage 18
Learning just the Names of the Sparklers for Part 2
Study Sheet 1

Stage 19

 
Learning just the Names of the Sparklers for Part 2
Flash Cards

Besides the usual flashcards, the learner in this representative activity is given the corresponding pieces to listen to while viewing the flashcards. The aim of to have the learner begin the process of associating the written names of the pieces with the sounds themselves. They are grouped into 10's. Here is representative sample:

Flashcards for Part Two
(print out cards for cards 1-10, then listen by clicking below while viewing them)

CrucialL NOTE: In order to listen to the piece below you must have Windows Media Player set as your default MP3 player. Go here to make sure it already is, or to change it if it isn't...click.
 
Part 2 1-10

 

Stage 20
 Learning just the Names of the Sparklers for Part 2
Self Tests

Stage 21
Associating the Pieces' Names, Composers, and the Music for Part 2 

Stage 22
HTML Exercises Part 2
Mopping Up: Part 2

Now remember this has only been a thumbnail sketch of the StageHouse, which has all the above activities laid out for you in sequential order, ready to teach from, or learn from, if an independent learner.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ordering Materials

Teachers need to have a whole course set...as shown below. The Whole Course Set..see descriptions... consists of 6 CD's and costs $60, shipping and handling per set $5....yes, we will even throw in the Demo disk...so it can be given it to a student, another teacher, parent of a student a homeschooler, or an educational library...general public, NO...due to our own licensing restrictions. If district buys site license (see below), it will get one set as part of package and be able to burn copies for teachers and students. We are tying every way we can to make this course be available to all students and educators.

Site licenses

Due to fact that a district might have certain students who cannot afford to buy the CD's that accompanying the Classical Music Project, we have made provision for school districts to buy site licenses that permit CD burning of such disks for those students...or for all the students if decided. A disk duplication machine would also have to be bought. There are ones on the market today that are completely automated and can even print images on the disks. One we found by using Google was http://www.discmakers.com. NOTE: There is a 22 page booklet that comes with the first disk set...the Remedy for Rap set...that you can print out by clicking here. Then you can hand it out to teachers and students as a supplement to them. If someone is a desktop publishing expert in the district, it could be made into a booklet. BTW, this book contains interesting facts about the composers and their works.

The cost of the site license depends on number of students in the district. For districts of 300 or less the cost is $500 for 3 years, for districts over 300 but less than 1000, the cost is $750 for 3 years, and for districts of over 1000 total students the cost is $1000 for 3 years.

See required agreement paperwork.. Click here. Print out the form and fax with P.O. to 716-754-2918, or send PO. with check made out to Edworks, LLC to 340 S. 3rd St. Lewiston, New York 14092

 

If, students, homeschoolers, parents of students, educators or educational libraries want to buy a set from us directly with the nice disk fronts and the professional produced booklet that comes with the Remedy for Rap Disk Set, then the set can order online by going here, or print out order form and send check or money order.

The professionally made disks can also be order singly. See here for price. Buy online, or use order blank.