The document presents a persuasion map template for arguing a position on the topic of pitch in music. The template includes boxes for two reasons against the statement that "pitch is about length of sounds, how loud the song is or how many instruments are playing." Examples are provided to support the reasons, including that different musical scales like major, minor, and blues relate to pitch through the notes used, not other musical elements. A third reason box is left blank for the user to fill. Teaching strategies are suggested for having students complete or modify the map at different levels.
The document presents a persuasion map template for arguing a position on the topic of pitch in music. The template includes boxes for two reasons against the statement that "pitch is about length of sounds, how loud the song is or how many instruments are playing." Examples are provided to support the reasons, including that different musical scales like major, minor, and blues relate to pitch through the notes used, not other musical elements. A third reason box is left blank for the user to fill. Teaching strategies are suggested for having students complete or modify the map at different levels.
The document presents a persuasion map template for arguing a position on the topic of pitch in music. The template includes boxes for two reasons against the statement that "pitch is about length of sounds, how loud the song is or how many instruments are playing." Examples are provided to support the reasons, including that different musical scales like major, minor, and blues relate to pitch through the notes used, not other musical elements. A third reason box is left blank for the user to fill. Teaching strategies are suggested for having students complete or modify the map at different levels.
The document presents a persuasion map template for arguing a position on the topic of pitch in music. The template includes boxes for two reasons against the statement that "pitch is about length of sounds, how loud the song is or how many instruments are playing." Examples are provided to support the reasons, including that different musical scales like major, minor, and blues relate to pitch through the notes used, not other musical elements. A third reason box is left blank for the user to fill. Teaching strategies are suggested for having students complete or modify the map at different levels.
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Persuasion Map
Write your position and the reasons that justify it in the boxes indicated. Then, write the facts, details and examples that support each reason in the dotted boxes.
Reason 1 An example of a scale that can be used is the
major scale. A song that uses the major scale has The length of notes is a bright and happy sound and a major tonality. Pitch is all about the not related to pitch. length of sounds, how However, pitch is a concept that indicates The blues scale is happy and sad. This is another loud the song is and example of a scale that can be used. The blues scale is how many instruments the notes that are a specific set of notes. are playing. used from various E.g. C Eb F Gb G Bb C (b = flat) scales.
An example of a scale that can be used is the
minor scale. A song that uses the minor scale has a sad sound and a minor tonality.
Position Reason 2
I strongly/completely disagree with the statement. Pitch is definitely/absolutely not about length of sounds, how loud the song is or how many instruments are playing.
Reason 3 Teaching and Learning Strategies
Differentiation (modification) – Students are given the position and reasons and they are to come up with some supporting facts, details and examples Differentiation (modification) – Students are given the 3 reasons and a variety of examples. They need to cut and paste the information onto the template in the appropriate positions
Differentiation (all) – Students work in groups, some groups only complete the ‘Reason 1’, ‘Reason 2, or ‘Reason 3’ boxes. The class then discusses their findings and completes the chart.
Differentiation (extension) – Students are to try and argue the ‘opposite’ of the expected opinion and see if they can put a spin on the facts and options to persuade a contrary opinion.
