Mentorship

Learning
Break-out Plan
Break-out Plan # 8
Date: November 10th, 2016 (Thursday)
Break-out Title/Topic: Post-Exam Overview & More Listening Practise

Austin Di Pietro
104205934

Resources

Time

Bridge-in
- I hope you guys aren't still in shock after Tuesday's exam... Because we are going to do
it all over again today! *Pause for groans*. I'll be going over the answers for the exam so
.5mins
you understand how it was marked when you get it back (sometime next week). If we
have time, I also have a fun listening excersize planned.
Pre-Assessment:
- How does everyone think they did on the exam? Did you think it was fair? Any
5mins
surprises? Before we get started, are there any specific questions about the exam?
Anything you want me to cover?
Learning Objective:
- Clear up any confusions about the exam so that students are much better prepared for
N/A
the final. Solidify the expectations of the professor through an overview of the midterm.
- Practise critical listening skills with a new knowledge of specific expectations.

Participatory Activity:
Activity #1 Exam Overview - Two listening examples.
1.) Ademar - monophonic chant: CD (50 seconds)
a.) Ask students to pull out the various musical elements particularly in relation to
texture. Words they should have used to describe the musical materials:
monophonic, polyphonic, parallel motion, 4ths, 5ths, Responsorial (solo vs. choir), with
refrain etc. melismatic, neumatic, syllabic, there are others (see Text answer sheet).
Set up pieces
b.) Ask what deductions one could make about any of the historical elements linked to on YouTube
the piece given their musical observations (see Text answer sheet) (worth 10 marks-
so they are
approx. 2 points per historical point)
ready to go.
Activity
2.) Do the same for Example 2: Binchois: Chanson-Rondeau (2mins45secs)
Print exam
#1:
sheet and
35mins
Activity #2 Critical listening Activity
answer
Activity
Now we're going to do something a little bit more fun - we're going to analyze some film sheet.
#2:
music. Film music is really interesting to study because the music is especially
Possibly use
30mins
manipulative because we are paying close attention to the visual, not the sound. This is white board
relevant to us because film music composers use a lot of the same techniques that
to make a
you're learning about now - the composers from the 15th-18th centuries created a ton chart - easier
of techniques that are still used today, listen closely to see if you can pick them out.
to visualize.
Listen closely to how the composer manipulates the texture, timbre (of different
instruments), melody, structure, and other musical materials to convey the AFFECT of
what is going on on screen.
- Example 1 - "Married Life" Montage from UP
- Example 2 - Take requests from mentees. What are your favourite movie scenes (with
music)?
Post-Assessment:
- Does everyone feel more comfortable about Professor Bick's expectations for exams?
5mins
- Are there any questions about critical listening? Or about how film music relates to
what we are studying?

Mentorship Learning
Break-out Plan

Austin Di Pietro
104205934

Summary:
- To summarize - three main things you should concentrate on for the next exam are: 1.)
having a really good grasp of the technical language so that you can describe what you're
hearing; 2.) having the vocabulary to talk about the affect (or mood/character) of the
music; 3.) actually doing the readings so that you can back up your answer with historical
3mins
context... As you remember from Dr. Bick's lectures, CONTEXT CREATES MEANING. I
wouldn't worry too much if you don't do as well as you'd hoped on the midterm - you
still have the final. If you put in the work, I'm confident you guys can do really well in this
course. Also - I'm always available for extra help if you feel you need it, feel free to email
me!