WebQuest

Art and Music: how do they relate?

Process

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1. Research the Baroque style period. Take notes using Google docs and find the following information with the site provided:

  • Time period  of the Baroque in music and in art. You will have 2 dates that overlap, but they are not the same. (You may find more than one date for art and music, due to varying opinions. There could be more than one correct answer for this) ex. "The Romantic period in music was from 1825-1900 and the Romantic period in art lasted from the 1700's to the mid-1800's"

  • List 3 visual artists(can be sculptor, painter or architect, specify which)

  • List 3 composers (for this, go under the Norton link and go into"composers" and select 2 composers) with their life dates. One of your composers must be Johann Sebastian Bach due to his contributions to music.

  • With each person (total 6) list one reason or work that makes them significant in history. This can be a major work or their way of composing, sculpting, painting or designing in general that made a difference in their world at the time. 

  • List at least 3 qualities of Baroque music and what you do and do not like about each quality and why. Your first reaction to the art or music is crucial here. If you have likes and dislikes, please explain them in your response.

  • List at least 3 qualities of Baroque art. There are many mediums of art and they are all relevant.  Regardless of what medium you choose, specify which you are referring to! Say whether you are describing sculpture, painting or architecture, say whether you like it or not and say why. Again, your initial reaction or feeling. It IS important that you feel something and react to the music and art.
2. Discuss with your group on blogger. When listing your information, use complete sentences for full credit:

  • Post your likes and dislikes of the qualities of Baroque music on Blogger

  • Respond to each team member's blog post (2) with thoughtful, considerate answers. Responses should be 3-5 sentences long.

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