Students identify the four components of Information Structure throughout the course.
Students define music as a component of Engagement Structure and identify characteristics of two musical engagement components: tempo and pitch.
Teacher introduces Inventure Pitch Musical Background Challenge.
The objective for this section is to transition the students perspective from informing to engaging through music. Students will return to working in pairs in this unit. Ideally, student pairs will be formed from their teams since students will work together on adding music to the the Inventure Pitch. Groups of 3 students can also be formed if needed, but pairs are ideal. Pairs can be formed by telling students to select a partner from their teams, and letting them know they will work with this person for the rest of this unit. If teams have 5 people, the can form a group of 2 and a group of 3.
In this section, you will play musical introductions from commercials and movie themes without showing them your screen so that they can focus on the sound rather than the visuals. It will be much smoother if you already have the 3 musical introductions cued up so that you do not play any adds.
Activity 1 (Budget 30 minutes)
Students transition to musical engagement by identifying tempo and pitch related to emotional responses.
1. Play the first few slides of one of the better PowerPoint narrations done previously in the semester. Facilitate a class discussion to identify the four components of Information Structure used throughout the semester (Problem Description, Problem Context or Setting, Previous Solution Attempts, Importance to People)
2. Hand out the Musical Engagement worksheet and explain to the class that we are moving from a focus on informing our audience to engaging them through music.
3. Connect your computer to play sounds for the class but not the display. Facilitate students recording the basic emotion (happy/carefree, sad, fear, anger), tempo (slow, medium or fast), and pitch (low, medium or high) they feel the music is trying to illicit for three different musical introductions. Facilitate class discussion after playing each introduction: TED Talk (only 8 seconds), Google Intro (only 7 seconds), Nintendo Switch (only 8 seconds).
4. Facilitate class discussion on the topic for each intro but do not tell them what it was for, reconnect your display, and share the opening video with the audio for each introduction so that the students see what each is about.
5. Present the Musical Tempo and Pitch PowerPoint slide and have students record the researched relationship between tempo, pitch, and emotions at the bottom of their Music Engagement worksheet.
Activity 2 (Budget 20 minutes)
Teacher introduces Inventure Pitch Background Music Challenge.
1. Teacher shows See Carlos Run Video (3 minutes) and has class discussion on the tempo and pitch used and why students think they were chosen. Then teacher shows the GE Video to have the same class discussion. Teacher hands out the Bioengineering Pitch Background Music Challenge. After giving students time to read over the challenge, the teacher reminds students of how this relates to the Bioengineering PBL.
2. Teacher has students participate in a think pair share to determine what they know about the challenge and what they need to know. The teacher records student responses on post it note paper to segue in to having the students conduct individual research.