A WebQuest by Adam White for CSU's EDUC331 class. This WebQuest provides soon-to-be band and orchestra students with a good foundation of all the pros and cons of each instrument, and help them to choose what instrument they want to play.

1. Student Page Title Introduction Task Process Resources Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 5th Graders about to go into band or orchestra Designed by Adam White [email_address] Based on a template from The WebQuest Page Choosing your Musical Instrument http://www.flickr.com/photos/allert/59229006/ http://www.flickr.com/photos/aussiegall/315603624/

2. Student Page Credits [ Teacher Page ] Here in Fort Collins, when you go into the 6 th grade, you will have a choice to learn to play a musical instrument. In band and orchestra, there is a wide variety of instruments to choose from, so the choice can be a daunting one, especially if you don't know much about some of the instruments. Each instrument that you can choose from has their own unique features, so this quest will help you to make a decision about what would be best suited for you. You will take into account your likes, dislikes, physical characteristics, personality type, and what you would want to play. We will now go on a Quest to discover all of the instruments available to you, and then help you figure out which one is the best one for you. Choosing your Musical Instrument Title Introduction Task Process Resources Evaluation Conclusion http://www.flickr.com/photos/mjoa/2164798461/

3. Student Page Credits [ Teacher Page ] This Quest will help you to make an informed decision about what instrument you would like to play. By the end of the quest, you should have a solid grasp on how all the instruments sound, what kind of role they play in the ensemble and what kinds of ensembles you will have available to play in, how they are played, some of the challenges associated with playing each instrument. You will also decode how your personality, your strengths, your weaknesses, your physical characteristics, and your previous abilities and musical aptitude can help you, your parents, and your director, to be most successful in selecting the right instrument! Your Task Title Introduction Task Process Resources Evaluation Conclusion http://www.flickr.com/photos/karensandler/327149042/

13. Student Page Credits [ Teacher Page ] Evaluation Title Introduction Task Process Resources Evaluation Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Personality Profile Information provided by the student is vague and incomplete. Hand tracing is poor quality or non-existent. Very few conclusions can be drawn based on given info. Information is somewhat vague, however some conclusions can be drawn. Hand-tracing is of adequate quality. Answers to most questions are understandable and have meaningful information. Hand-tracing is clear and accurate. Answers to all questions are insightful and evoke great depth to the students workings. Hand-tracing is immaculate and perfect. Instrument Chart – Basic Instrument Information Instrument information is incorrect or incomplete. Little effort is displayed to learn about the instruments. Some information presented is accurate. Some answers are somewhat vague or incorrect. Most information presented is accurate and relevant. It is clear that research was undertaken effectively. All information is completely accurate. Research is presented in a well-thought out manner and is thorough. Instrument Chart – Advanced Instrument Information Instrument information is incorrect or incomplete. Little effort is displayed to learn about the instruments. No effort was put into collecting additional information. Some information presented is accurate. Some answers are somewhat vague or incorrect. Critical thinking is partially recognized. Most information presented is accurate and relevant. It is clear that research was undertaken effectively. Additional research is somewhat present. All information is completely accurate. Research is presented in a well-thought out manner and is thorough. Research goes above and beyond expectations. Instrument Testing and Attempting Student made little effort to try any instrument. There is clear evidence that the student is set on one instrument and won't even attempt others, or not even interested in any at all. Student put some effort into trying some of the instruments, but disregarded others and make poor or little attempt on those instruments. Student made a good effort on most instruments. There was a lack of motivation to put forth much effort on instruments where the student did not show initial success. Student exhibits solid motivation to try all instruments. On instruments where the student didn't have initial success, the student showed significant effort to try to make It work. Instrument Decision and Justification Instrument selection is incomplete or completely unjustified. There is evidence that the student put very little thought into instrument choice, and was influenced by outside sources. Instrument selection is clear, but showed little reason for justification. There is some regard for factors involved. Student shows that they have a clear choice and for good reason. They have acknowledged a variety of factors and made a decision based on those factors. Student provides a very strong case as to why they should play that instrument. They take into account a wide variety of factors, and present this information effectively.

14. Student Page Credits [ Teacher Page ] By now, you should have made your top choices for your future instrument. You have acquired knowledge about what all the instruments do and what they sound like, as well as a little bit about how to play them. You should have attempted to play most of the instruments, and you are probably very excited to start band or orchestra next year! Conclusion Title Introduction Task Process Resources Evaluation Conclusion http://www.flickr.com/photos/kilps/172789990/

15. Student Page Credits [ Teacher Page ] IMAGES: http://www.flickr.com/photos/allert/59229006/ http://www.flickr.com/photos/aussiegall/315603624/ http://www.flickr.com/photos/mjoa/2164798461/ http://www.flickr.com/photos/karensandler/327149042/ http://www.flickr.com/photos/trevorparker/337004732/ http://www.flickr.com/photos/kilps/172789990/ TEMPLATE THANKS TO: The WebQuest Page and The WebQuest Slideshare Group Credits & References Title Introduction Task Process Resources Evaluation Conclusion

16. [ Student Page ] Credits Teacher Page A WebQuest for 5th Graders about to go into band or orchestra Designed by Based on a template from The WebQuest Page Choosing your Musical Instrument (Teacher) ‏ Adam White [email_address] Title Introduction Learners Standards Process Resources Evaluation Conclusion http://www.flickr.com/photos/allert/59229006/ http://www.flickr.com/photos/aussiegall/315603624/

17. [ Student Page ] Title Introduction Learners Standards Process Resources Evaluation Conclusion Credits Teacher Page This lesson is designed for teachers all around the country that struggle with the placement of new students to instruments that are a good fit for them. Any teacher who has faced this dilemma before recognizes the many problems, which include un-knowledgeable students that are unfamiliar with instruments, parents who want their kids to play the same instrument as they did (maybe because they still have their old horn up in the attic or just want to make a musical legacy), or the inevitable band of 22 saxophones and no clarinets, oboes, or french horns. This lesson is designed to familiarize the students with each of the instruments, as well as provide examples with how they look and sound. It also opens the students up to the idea that just because an instrument is “cool” might not mean that it is the best instrument for them, based on their physical features, personality, and their pre-existing musical abilities. Introduction (Teacher) ‏

18. [ Student Page ] Credits Teacher Page This lesson is intended for students about to enter a band or orchestra program. In most school districts, this is somewhere between fourth and sixth grade. The students need some familiarity with Microsoft Word, Excel, and Internet explorer. They need to be able to access YouTube, as many of the audio and video examples are through YouTube. This lesson is designed with students that have little or no instrumental music training, and this should be an introduction to such. Learners (Teacher) ‏ Title Introduction Learners Standards Process Resources Evaluation Conclusion

19. [ Student Page ] Credits Teacher Page In Colorado, this meet several of the Standards from the Colorado Model Content Standards for Music Education: STANDARD 1: Students sing or play on instruments a varied repertoire of music, alone or with others This is touched on in the third part of the Quest. Each student gets an opportunity to try all of the various instruments available in a Instrument Petting Zoo type of situation. STANDARD 4: Students will listen to, analyze, evaluate, and describe music. This is done during the research phase of the Quest, when the students are to listen to recordings of all the instruments so that they can describe the sound of each instrument. There are a wide variety of recordings that they can choose from, so many of the students will have varied experiences with the music they listen to. STANDARD 5: Students will relate music to various historical and cultural traditions. Also during the research, the students are to find a few of the “greats” on each instrument, as well as other miscellanious information regarding each instrument. This information can and should include the origin of the instrument, any innovators in the instruments development, and important roles that the instrument has played in the musical world. Curriculum Standards (Teacher) ‏ Title Introduction Learners Standards Process Resources Evaluation Conclusion

23. [ Student Page ] Credits Teacher Page Evaluation (Teacher) ‏ Title Introduction Learners Standards Process Resources Evaluation Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Personality Profile Information provided by the student is vague and incomplete. Hand tracing is poor quality or non-existent. Very few conclusions can be drawn based on given info. Information is somewhat vague, however some conclusions can be drawn. Hand-tracing is of adequate quality. Answers to most questions are understandable and have meaningful information. Hand-tracing is clear and accurate. Answers to all questions are insightful and evoke great depth to the students workings. Hand-tracing is immaculate and perfect. Instrument Chart – Basic Instrument Information Instrument information is incorrect or incomplete. Little effort is displayed to learn about the instruments. Some information presented is accurate. Some answers are somewhat vague or incorrect. Most information presented is accurate and relevant. It is clear that research was undertaken effectively. All information is completely accurate. Research is presented in a well-thought out manner and is thorough. Instrument Chart – Advanced Instrument Information Instrument information is incorrect or incomplete. Little effort is displayed to learn about the instruments. No effort was put into collecting additional information. Some information presented is accurate. Some answers are somewhat vague or incorrect. Critical thinking is partially recognized. Most information presented is accurate and relevant. It is clear that research was undertaken effectively. Additional research is somewhat present. All information is completely accurate. Research is presented in a well-thought out manner and is thorough. Research goes above and beyond expectations. Instrument Testing and Attempting Student made little effort to try any instrument. There is clear evidence that the student is set on one instrument and won't even attempt others, or not even interested in any at all. Student put some effort into trying some of the instruments, but disregarded others and make poor or little attempt on those instruments. Student made a good effort on most instruments. There was a lack of motivation to put forth much effort on instruments where the student did not show initial success. Student exhibits solid motivation to try all instruments. On instruments where the student didn't have initial success, the student showed significant effort to try to make It work. Instrument Decision and Justification Instrument selection is incomplete or completely unjustified. There is evidence that the student put very little thought into instrument choice, and was influenced by outside sources. Instrument selection is clear, but showed little reason for justification. There is some regard for factors involved. Student shows that they have a clear choice and for good reason. They have acknowledged a variety of factors and made a decision based on those factors. Student provides a very strong case as to why they should play that instrument. They take into account a wide variety of factors, and present this information effectively.

24. [ Student Page ] Credits Teacher Page By now, your students should have made up their minds on their top choices for their future instrument. They have acquired knowledge about what all the instruments do and what they sound like, as well as a little bit about how to play them. They should have attempted to play most of the instruments, and are probably very excited to start band or orchestra next year! Conclusion (Teacher) ‏ Title Introduction Learners Standards Process Resources Evaluation Conclusion

25. [ Student Page ] Credits Teacher Page Credits & References (Teacher) ‏ Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion IMAGES: http://www.flickr.com/photos/allert/59229006/ http://www.flickr.com/photos/aussiegall/315603624/ http://www.flickr.com/photos/mjoa/2164798461/ http://www.flickr.com/photos/karensandler/327149042/ http://www.flickr.com/photos/trevorparker/337004732/ http://www.flickr.com/photos/kilps/172789990/ TEMPLATE THANKS TO: The WebQuest Page and The WebQuest Slideshare Group