PLEASE UPLOAD EACH DISCUSSION SEPARATELY – 2 years ago
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– 2 years ago
PLEASE UPLOAD EACH RESPONSE SEPARATELY – 2 years ago
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### Assessing Classroom Materials for Diversity ### [WLO: 3] [CLO: 2] Prior to beginning this assignment, Read [Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your CurriculumLinks to an external site.](https://www.proquest.com/docview/2313309229?accountid=32521…
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Order on TutorsGallery →### Assessing Classroom Materials for Diversity
### [WLO: 3] [CLO: 2]
Prior to beginning this assignment, Read [Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your CurriculumLinks to an external site.](https://www.proquest.com/docview/2313309229?accountid=32521).
The toys, materials, and equipment you put out for children; the posters, pictures, and art objects you hang on the wall; and the types of furniture and how you arrange them all influence what children learn. What children do not see in the classroom teaches children as much as what they do see.
In this activity, you will evaluate a classroom environment and determine what you would like to change and expand. In addition to the visual images displayed in your classroom, this activity encourages you to think about how the following support diversity and inclusivity.
– Dramatic play materials
– Manipulatives
– Language
– Dolls
– Books
– Posters, photos, etc.
Louise Derman-Sparks recommends reviewing a list like this at least once a year, preferably with any colleagues you share a room with. The checklist is also a useful tool for observing and assessing programs you observe or are considering working in.
#### Classroom Environment Options
You have two options to complete this learning activity:
**Option 1:** If you have approved access to a classroom that serves children 0–8, please assess 3 sections of your choice and provide documentation, photos, or videos of the classroom areas, practices, and/or interactions.
**Option 2:**
If you do not have access to a classroom, please choose one of the following options to conduct an assessment. Please assess three areas:
– [Room 1 Child Development Center at MiraCosta CollegeLinks to an external site.](https://photos.google.com/share/AF1QipOxWL15VG3Aq0bLI3oY4vdh39Fp1G0zOqiy9GXkkYFjqe0y6ymhIKeSn2_bVaRSjQ?key=YTVXV012RURzTU9oMjYzYWlOQkw1V05xYWhyUzJ3), a collection of photographs of a toddler room at the MiraCosta College Child Development Center.
– First grade classroom photos in the following articles:
[_First Grade Classroom Makeover: Come Take a Tour!_Links to an external site.](https://kindercraze.com/first-grade-classroom-makeover-come-take-a-tour/)
or
[_Come On In to My 1st Grade Classroom_Links to an external site.](https://truelifeimateacher.com/come-on-in-to-my-1st-grade-classroo/)
Please pick **three sections** of your choice to assess. You do not need to address all sections. Use the [Assessing Classroom Materials for Diversity](https://uagc.instructure.com/courses/142364/files/22817512/?wrap=1) [Download Assessing Classroom Materials for Diversity](https://uagc.instructure.com/courses/142364/files/22817512//download?download_frd=1) handout or cut and paste the following:
#### Report Requirements
Please use the [Diverse Materials Assessment Report](https://uagc.instructure.com/courses/142364/files/22817474/?wrap=1) [Download Diverse Materials Assessment Report](https://uagc.instructure.com/courses/142364/files/22817474//download?download_frd=1) template to submit your findings. In the report,
– Identify the age range of the classroom. (Infant/Toddler, Pre-K, Kinder, First, Second, or Third)
– Summarize the importance of using diverse materials. Please use the text or outside source to support your thinking.
– Describe three strengths of the classroom environment that you observed while using the checklist. Be sure to provide pictures/video/images (for outside classrooms).
– Describe three areas that you did not observe (example: Materials the show diversity of gender roles) while using the checklist and areas and how these three areas could be improved. Be sure to explain why you are making these recommendations and provide images or links to recommended items that would help the classroom better meet the assessment requirements.
The Diverse Materials Assessment Report,
– must be at least 2–3 double-spaced pages in length (not including title and references pages) and formatted according to [_APA Style_Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s [_APA Formatting for Microsoft Word_Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.
– must use at least 1 credible source and/or the course text.
– The [_Scholarly, Peer-Reviewed, and Other Credible Sources_Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
– To assist you in completing the research required for this assignment, review this [_Quick and Easy Library Research_Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
– must document any information used from sources in APA Style as outlined in the Writing Center’s [_APA: Citing Within Your Paper_Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.
– must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. Review the [_APA: Formatting Your References List_Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.
– [\
\
Understanding_Anti-Bias_Educat2.pdf](https://www.sweetstudy.com/files/understanding-anti-bias-educat2-pdf "Understanding_Anti-Bias_Educat2.pdf")
– [\
\
ClassroomAssessmenttool-Revised.pdf](https://www.sweetstudy.com/files/classroomassessmenttool-revised-pdf "ClassroomAssessmenttool-Revised.pdf")
– 2 years ago
PLEASE UPLOAD EACH DICSUSSIONS SEPARATELY – 2 years ago
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– 2 years ago
– 2 years ago **files (5)** – ## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx – ## MLPTemplate.8.30.24-Tagged.pdf – 11.pdf – 3.pdf – 4.pdf **## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx** **Module 8 Discussion: Building Critical Thinking in …
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**files (5)**
– ## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx
– ## MLPTemplate.8.30.24-Tagged.pdf
– 11.pdf
– 3.pdf
– 4.pdf
**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**
**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**
Building Critical Thinking Skills Using the MLP
Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)
The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.
The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:
1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?
2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?
**Resources:**
**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**
**## MLPTemplate.8.30.24-Tagged.pdf**
Molloy University
Division of Education
PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.
Lesson Plan Template
All written plans will be evaluated for English language conventions and tools in writing mechanics.
Heading for Coursework
Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________
Heading for PreProfessional Observation and Student Teaching Observation
Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________
STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions
document.)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL OBJECTIVE(S)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
1
\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS
Prior Academic Knowledge
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Misconceptions
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
DEVELOPMENTAL PROCEDURES (*Engaging the learner)
1. MOTIVATION _______________________________________________________________
2. ___________________________________________________________________________
3._________________________________________________________________
Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
2
ASSESSMENT (formal & informal)
Informal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Formal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
ADAPTATIONS
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
3
DIFFERENTIATION OF INSTRUCTION
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INDEPENDENT PRACTICE
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Academic Enrichment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
4
INSTRUCTIONAL RESOURCES AND MATERIALS
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
REFERENCES
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
5
– Molloy University
– Division of Education
**11.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)
**3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)
**4.pdf**
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**4.pdf**
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**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**
**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**
Building Critical Thinking Skills Using the MLP
Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)
The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.
The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:
1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?
2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?
**Resources:**
**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**
**## MLPTemplate.8.30.24-Tagged.pdf**
Molloy University
Division of Education
PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.
Lesson Plan Template
All written plans will be evaluated for English language conventions and tools in writing mechanics.
Heading for Coursework
Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________
Heading for PreProfessional Observation and Student Teaching Observation
Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________
STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions
document.)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL OBJECTIVE(S)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
1
\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS
Prior Academic Knowledge
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Misconceptions
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
DEVELOPMENTAL PROCEDURES (*Engaging the learner)
1. MOTIVATION _______________________________________________________________
2. ___________________________________________________________________________
3._________________________________________________________________
Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
2
ASSESSMENT (formal & informal)
Informal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Formal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
ADAPTATIONS
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
3
DIFFERENTIATION OF INSTRUCTION
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INDEPENDENT PRACTICE
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Academic Enrichment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
4
INSTRUCTIONAL RESOURCES AND MATERIALS
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
REFERENCES
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
5
– Molloy University
– Division of Education
**11.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)
**3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)
**4.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4-pdf-10212777)
**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**
**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**
Building Critical Thinking Skills Using the MLP
Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)
The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.
The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:
1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?
2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?
**Resources:**
**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**
**## MLPTemplate.8.30.24-Tagged.pdf**
Molloy University
Division of Education
PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.
Lesson Plan Template
All written plans will be evaluated for English language conventions and tools in writing mechanics.
Heading for Coursework
Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________
Heading for PreProfessional Observation and Student Teaching Observation
Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________
STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions
document.)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL OBJECTIVE(S)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
1
\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS
Prior Academic Knowledge
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Misconceptions
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
DEVELOPMENTAL PROCEDURES (*Engaging the learner)
1. MOTIVATION _______________________________________________________________
2. ___________________________________________________________________________
3._________________________________________________________________
Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
2
ASSESSMENT (formal & informal)
Informal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Formal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
ADAPTATIONS
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
3
DIFFERENTIATION OF INSTRUCTION
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INDEPENDENT PRACTICE
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Academic Enrichment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
4
INSTRUCTIONAL RESOURCES AND MATERIALS
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
REFERENCES
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
5
– Molloy University
– Division of Education
**11.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)
**3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)
**4.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4-pdf-10212777)
– 2 years ago **files (1)** – ## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx **## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx** An Evidence-based practice (EBP) is a practice or policy guided by the results of current, credible and valid research. The term ‘curr…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx
**## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx**
An Evidence-based practice (EBP) is a practice or policy guided by the results of current, credible and valid research. The term ‘current’ refers to research published in the last 10 years. Locate sources of recognized EBP in Early Childhood Education. Submit a 6-7 page research paper (APA style) that includes at least two (2) different Evidence-Based Practices. The paper is to demonstrate a synthesis of the main ideas and concepts described, and assessment strategies used to determine mastery of the concept(s). In addition, it should critique and analyze the components that may/may not suggest success of this practice. Include your reaction to these practices and how they may/may not transform your own teaching practice for better student outcomes. Here is information on APA:
[APA 7th Edition PDF PPT.pdf,](https://molloy.instructure.com/courses/37943/files/4085927?wrap=1)
[Actions](https://molloy.instructure.com/courses/37943/assignments/499875)
[https://molloy.instructure.com/courses/37943/files/4085927?wrap=1](https://molloy.instructure.com/courses/37943/files/4085927?wrap=1)
**Resources:**
**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association**
**View Rubric**
| | | |
| — | — | — |
| Rubric: Review of Evidence-Based Practices Research Paper (BENCHMARK PERFORMANCE) (1) |
| | | |
| **Rubric: Review of Evidence-Based Practices Research Paper (BENCHMARK PERFORMANCE) (1)** |
| **Criteria** | **Ratings** | **Pts** |
| ORGANIZATION Coherent and cohesive sentences and paragraphs:<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| CONTENT ANALYSIS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| THEORETICAL CONNECTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| LANGUAGE USE AND CONVENTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| APA STYLE<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| Total Points: 0 |
**Choose a submission type**
**## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx**
An Evidence-based practice (EBP) is a practice or policy guided by the results of current, credible and valid research. The term ‘current’ refers to research published in the last 10 years. Locate sources of recognized EBP in Early Childhood Education. Submit a 6-7 page research paper (APA style) that includes at least two (2) different Evidence-Based Practices. The paper is to demonstrate a synthesis of the main ideas and concepts described, and assessment strategies used to determine mastery of the concept(s). In addition, it should critique and analyze the components that may/may not suggest success of this practice. Include your reaction to these practices and how they may/may not transform your own teaching practice for better student outcomes. Here is information on APA:
[APA 7th Edition PDF PPT.pdf,](https://molloy.instructure.com/courses/37943/files/4085927?wrap=1)
[Actions](https://molloy.instructure.com/courses/37943/assignments/499875)
[https://molloy.instructure.com/courses/37943/files/4085927?wrap=1](https://molloy.instructure.com/courses/37943/files/4085927?wrap=1)
**Resources:**
**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association**
**View Rubric**
| | | |
| — | — | — |
| Rubric: Review of Evidence-Based Practices Research Paper (BENCHMARK PERFORMANCE) (1) |
| | | |
| **Rubric: Review of Evidence-Based Practices Research Paper (BENCHMARK PERFORMANCE) (1)** |
| **Criteria** | **Ratings** | **Pts** |
| ORGANIZATION Coherent and cohesive sentences and paragraphs:<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| CONTENT ANALYSIS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| THEORETICAL CONNECTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| LANGUAGE USE AND CONVENTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| APA STYLE<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| Total Points: 0 |
**Choose a submission type**
who is willing to do a last minute article review? – 2 years ago
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– 2 years ago
In-depth study guidance and analytical solution covering Orgnanization Unit 7 action plan.
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– 2 years ago **files (2)** – ## TOPICDEPARTMENTOFED.docx – ## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx **## TOPICDEPARTMENTOFED.docx** **TOPIC: THE ROLE OF THE DEPARTMENT OF EDUCATION AND WHAT WILL HAPPEN IF TRUMP ALLOWS THE PROGRAM TO GO.** **Instructions:** Provide a bri…
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**files (2)**
– ## TOPICDEPARTMENTOFED.docx
– ## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx
**## TOPICDEPARTMENTOFED.docx**
**TOPIC: THE ROLE OF THE DEPARTMENT OF EDUCATION AND WHAT WILL HAPPEN IF TRUMP ALLOWS THE PROGRAM TO GO.**
**Instructions:** Provide a brief description of each article you have selected
**_so far_** for your literature review paper — it should be in the form of an annotated bibliography. Include the citation followed by a brief description of the article, including how you anticipate using it in your review paper. You should expect to generate one to three paragraphs for each article: 1) describing the findings of the project, 2) how it relates to your particular topic, and 3) how are you using this peer-reviewed source. There should be
**_approximately_** **_five peer-reviewed sources_** for this assignment. This is assignment is an intermediate step of the larger literature review assignment. Recall that you should have
**_10 peer-reviewed sources for the final literature review paper_**.
**## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx**
1
**Assignment: Annotated Bibliography**
Your Name
Department of ABC, University of Wisconsin – Whitewater
ABC 101: Course Name
Professor (or Dr.) Firstname Lastname
Date
**Assignment: Annotated Bibliography**
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
[https://doi.org/10.1037/0000165-000](https://doi.org/10.1037/0000165-000)
Follow your citation [on a new line] with your information about the source. Tab to move the first line over so the annotation falls in line with the hanging indent. This could be a summary or a critical analysis for why this would be useful in addressing the topic of your paper. The entire page is double-spaced with no extra space after the paragraph. Your references will be in APA format with the hanging indent and in alphabetical order.
Author’s last name, A. A. (Year of publication).
_Title of the book in italics_. Publishing company. DOI or URL if available
Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.
Author’s last name, A. A. (Year of publication). Title of the article.
_Title of the Journal in Italics, volume number_(Issue number),
pages used. DOI number
Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.
**## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx**
1
**Assignment: Annotated Bibliography**
Your Name
Department of ABC, University of Wisconsin – Whitewater
ABC 101: Course Name
Professor (or Dr.) Firstname Lastname
Date
**Assignment: Annotated Bibliography**
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
[https://doi.org/10.1037/0000165-000](https://doi.org/10.1037/0000165-000)
Follow your citation [on a new line] with your information about the source. Tab to move the first line over so the annotation falls in line with the hanging indent. This could be a summary or a critical analysis for why this would be useful in addressing the topic of your paper. The entire page is double-spaced with no extra space after the paragraph. Your references will be in APA format with the hanging indent and in alphabetical order.
Author’s last name, A. A. (Year of publication).
_Title of the book in italics_. Publishing company. DOI or URL if available
Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.
Author’s last name, A. A. (Year of publication). Title of the article.
_Title of the Journal in Italics, volume number_(Issue number),
pages used. DOI number
Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.
**## TOPICDEPARTMENTOFED.docx**
**TOPIC: THE ROLE OF THE DEPARTMENT OF EDUCATION AND WHAT WILL HAPPEN IF TRUMP ALLOWS THE PROGRAM TO GO.**
**Instructions:** Provide a brief description of each article you have selected
**_so far_** for your literature review paper — it should be in the form of an annotated bibliography. Include the citation followed by a brief description of the article, including how you anticipate using it in your review paper. You should expect to generate one to three paragraphs for each article: 1) describing the findings of the project, 2) how it relates to your particular topic, and 3) how are you using this peer-reviewed source. There should be
**_approximately_** **_five peer-reviewed sources_** for this assignment. This is assignment is an intermediate step of the larger literature review assignment. Recall that you should have
**_10 peer-reviewed sources for the final literature review paper_**.
**## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx**
1
**Assignment: Annotated Bibliography**
Your Name
Department of ABC, University of Wisconsin – Whitewater
ABC 101: Course Name
Professor (or Dr.) Firstname Lastname
Date
**Assignment: Annotated Bibliography**
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
[https://doi.org/10.1037/0000165-000](https://doi.org/10.1037/0000165-000)
Follow your citation [on a new line] with your information about the source. Tab to move the first line over so the annotation falls in line with the hanging indent. This could be a summary or a critical analysis for why this would be useful in addressing the topic of your paper. The entire page is double-spaced with no extra space after the paragraph. Your references will be in APA format with the hanging indent and in alphabetical order.
Author’s last name, A. A. (Year of publication).
_Title of the book in italics_. Publishing company. DOI or URL if available
Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.
Author’s last name, A. A. (Year of publication). Title of the article.
_Title of the Journal in Italics, volume number_(Issue number),
pages used. DOI number
Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.
**## TOPICDEPARTMENTOFED.docx**
**TOPIC: THE ROLE OF THE DEPARTMENT OF EDUCATION AND WHAT WILL HAPPEN IF TRUMP ALLOWS THE PROGRAM TO GO.**
**Instructions:** Provide a brief description of each article you have selected
**_so far_** for your literature review paper — it should be in the form of an annotated bibliography. Include the citation followed by a brief description of the article, including how you anticipate using it in your review paper. You should expect to generate one to three paragraphs for each article: 1) describing the findings of the project, 2) how it relates to your particular topic, and 3) how are you using this peer-reviewed source. There should be
**_approximately_** **_five peer-reviewed sources_** for this assignment. This is assignment is an intermediate step of the larger literature review assignment. Recall that you should have
**_10 peer-reviewed sources for the final literature review paper_**.
**## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx**
1
**Assignment: Annotated Bibliography**
Your Name
Department of ABC, University of Wisconsin – Whitewater
ABC 101: Course Name
Professor (or Dr.) Firstname Lastname
Date
**Assignment: Annotated Bibliography**
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
[https://doi.org/10.1037/0000165-000](https://doi.org/10.1037/0000165-000)
Follow your citation [on a new line] with your information about the source. Tab to move the first line over so the annotation falls in line with the hanging indent. This could be a summary or a critical analysis for why this would be useful in addressing the topic of your paper. The entire page is double-spaced with no extra space after the paragraph. Your references will be in APA format with the hanging indent and in alphabetical order.
Author’s last name, A. A. (Year of publication).
_Title of the book in italics_. Publishing company. DOI or URL if available
Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.
Author’s last name, A. A. (Year of publication). Title of the article.
_Title of the Journal in Italics, volume number_(Issue number),
pages used. DOI number
Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.
please see attachment – 2 years ago **files (1)** – ## Ericamusic.docx **## Ericamusic.docx** **Use AI with caution.** The university allows you to use AI for research, stimulating thought, correcting grammar, and a few other areas. See the [official policy here](https://nam10.safelinks.protection.o…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →please see attachment
– 2 years ago
**files (1)**
– ## Ericamusic.docx
**## Ericamusic.docx**
**Use AI with caution.** The university allows you to use AI for research, stimulating thought, correcting grammar, and a few other areas. See the
[official policy here](https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.apu.apus.edu%2Fstudent-handbook%2Funiversity-policies-and-code-of-conduct%2Fapus-student-code-of-conduct%2Fgenerative-ai-policy%2F&data=05%7C02%7CSWyre%40APUS.EDU%7C9004a98a75954277375008dd15475c59%7C0bdfeecd6ad9451b8df007e43d531d67%7C0%7C0%7C638690118432297583%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=YsJFSUO6sRmrmyFwGcuuifYvGPGn2z8iezCaHLDSfBk%3D&reserved=0).
HOWEVER, if the Turnitin System yields an AI score above 75% you will need to rewrite the paper on your own OR submit substantial documentation attesting to your authorship of the paper. You cannot see your score unless we send the report to you, but you know if you used it to write your papers.
NOTE, for these papers,
**every reference must have a working URL** that takes the instructor to the precise location for the document used. Failure to do this can be seen as plagiarism. If you have a physical book, you may need to take a picture to prove ownership of the work.
**Description:**
Compare 2 compositions from different eras. In your comparison, you will touch upon two elements of music using relevant language and terminology as well as discuss where people attended concerts.
**Directions:**
1. Choose 2 compositions from different eras. See the textbook for some choices or look up a performance. If you need suggestions for pieces to listen to, contact me. I can help guide you to some excellent performances.
| | | |
| — | — | — |
| **Renaissance Era** | **Baroque Era** | **Classical Era** |
| Hildegard von Bingen<br>Giovanni Palestrina<br>Orlando de Lassus (aka Lasso)<br>William Byrd<br>Josquin des Prez<br>Kassia<br>Thomas Tallis<br>Giovanni Gabrielli<br>\*\*\***<br>Court music<br>Secular music<br>Sacred music<br>Troubador<br>Trouvère<br>Plainsong/Gregorian Chant<br>Motet<br>Church music (eg.introit, kyrie, gloria, etc.) | Johann Sebastian Bach<br>George Frideric Handel<br>Antonio Vivaldi<br>Claudio Monteverdi<br>Henry Purcell<br>Heinrich Schütz<br>Johann Pachelbel<br>\*\*\***<br>Counterpoint<br>Oratorio<br>Organ<br>Harpsichord | Wolfgang Amadeus Mozart<br>Joseph Haydn<br>Barbara Strozzi<br>Isabella Leonarda<br>Symphony<br>Opera<br>Piano<br>Clarinet<br>Violin<br>Cello<br>Flute<br>Sonata |
2. Choose 2 elements of music to reflect on in your comparison. Here are some resources for
[discussing the elements of music.](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=428188&type=coursefile&fileId=assets%2fa4_Elements_of_Music_Resources.html)
· Melody, Harmony, Rhythm, Timbre, Texture, Form
3. Listen to the pieces (from #1) concentrating on the two elements of music (from #2).
4. After listening to the performances, write up the following:
·
**Introductory paragraph:** Preview the main points that will be addressed in the paper. Be sure to include the names of the composers and titles of the compositions.
·
**Define Elements:** Define in your own words your choice of two of the following elements of music: melody, harmony, rhythm, timbre, texture, and form.
·
**Compare Elements:** Evaluate the similarities and differences of the two elements between the two compositions. In the evaluation expand on the definitions that you supplied. Use musical terminology and information from the course materials to express your ideas.
·
**Concert Location:** Discuss where people attended concerts during the Renaissance Era (1400-1600), the Baroque era (1600-1750 AD) and the Classical era (1750-1800 AD) using scholarly information to support your ideas.
·
**Concluding paragraph:** Wrap up the main points of the paper. Be sure to mention the composers and composition titles in the conclusion.
**Submission Guidelines**
This essay should be 750-1000 words in length. This assignment should reflect knowledge and understanding of the course materials. Points should be supported by specific information from scholarly sources and musical terminology should be used to express ideas. This essay should be written in paragraph form using complete sentences with a clear introduction and conclusion. Reference both concerts in the introduction and conclusion.
**See note below about AI use in creating this paper.**
In addition to these elements, fulfill the
[Requirements for Writing Assignments](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=428188&type=coursefile&fileId=assets%2fa4_RequirementsForWriting.html), including citing all sources (including the concerts) both in the body of the text and on a reference page.
Note that MLA is the standard citation style in the humanities. However, if your university major uses APA or you are more comfortable with it go ahead and use it.
Here are some good sources of information for
[Evaluating Online Resources](http://guides.library.cornell.edu/evaluating_Web_pages),
[Citing Sources](http://owl.english.purdue.edu/owl/section/2/), and
[Writing & Grammar Resources](https://edge.apus.edu/access/content/group/arts-and-humanities-common/MUSI200/General%20Information/Writing%20_%20Grammar%20resources.doc). The video links for the concerts should be cited in the body of the text and in your reference page.
**## Ericamusic.docx**
**Use AI with caution.** The university allows you to use AI for research, stimulating thought, correcting grammar, and a few other areas. See the
[official policy here](https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.apu.apus.edu%2Fstudent-handbook%2Funiversity-policies-and-code-of-conduct%2Fapus-student-code-of-conduct%2Fgenerative-ai-policy%2F&data=05%7C02%7CSWyre%40APUS.EDU%7C9004a98a75954277375008dd15475c59%7C0bdfeecd6ad9451b8df007e43d531d67%7C0%7C0%7C638690118432297583%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=YsJFSUO6sRmrmyFwGcuuifYvGPGn2z8iezCaHLDSfBk%3D&reserved=0).
HOWEVER, if the Turnitin System yields an AI score above 75% you will need to rewrite the paper on your own OR submit substantial documentation attesting to your authorship of the paper. You cannot see your score unless we send the report to you, but you know if you used it to write your papers.
NOTE, for these papers,
**every reference must have a working URL** that takes the instructor to the precise location for the document used. Failure to do this can be seen as plagiarism. If you have a physical book, you may need to take a picture to prove ownership of the work.
**Description:**
Compare 2 compositions from different eras. In your comparison, you will touch upon two elements of music using relevant language and terminology as well as discuss where people attended concerts.
**Directions:**
1. Choose 2 compositions from different eras. See the textbook for some choices or look up a performance. If you need suggestions for pieces to listen to, contact me. I can help guide you to some excellent performances.
| | | |
| — | — | — |
| **Renaissance Era** | **Baroque Era** | **Classical Era** |
| Hildegard von Bingen<br>Giovanni Palestrina<br>Orlando de Lassus (aka Lasso)<br>William Byrd<br>Josquin des Prez<br>Kassia<br>Thomas Tallis<br>Giovanni Gabrielli<br>\*\*\***<br>Court music<br>Secular music<br>Sacred music<br>Troubador<br>Trouvère<br>Plainsong/Gregorian Chant<br>Motet<br>Church music (eg.introit, kyrie, gloria, etc.) | Johann Sebastian Bach<br>George Frideric Handel<br>Antonio Vivaldi<br>Claudio Monteverdi<br>Henry Purcell<br>Heinrich Schütz<br>Johann Pachelbel<br>\*\*\***<br>Counterpoint<br>Oratorio<br>Organ<br>Harpsichord | Wolfgang Amadeus Mozart<br>Joseph Haydn<br>Barbara Strozzi<br>Isabella Leonarda<br>Symphony<br>Opera<br>Piano<br>Clarinet<br>Violin<br>Cello<br>Flute<br>Sonata |
2. Choose 2 elements of music to reflect on in your comparison. Here are some resources for
[discussing the elements of music.](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=428188&type=coursefile&fileId=assets%2fa4_Elements_of_Music_Resources.html)
· Melody, Harmony, Rhythm, Timbre, Texture, Form
3. Listen to the pieces (from #1) concentrating on the two elements of music (from #2).
4. After listening to the performances, write up the following:
·
**Introductory paragraph:** Preview the main points that will be addressed in the paper. Be sure to include the names of the composers and titles of the compositions.
·
**Define Elements:** Define in your own words your choice of two of the following elements of music: melody, harmony, rhythm, timbre, texture, and form.
·
**Compare Elements:** Evaluate the similarities and differences of the two elements between the two compositions. In the evaluation expand on the definitions that you supplied. Use musical terminology and information from the course materials to express your ideas.
·
**Concert Location:** Discuss where people attended concerts during the Renaissance Era (1400-1600), the Baroque era (1600-1750 AD) and the Classical era (1750-1800 AD) using scholarly information to support your ideas.
·
**Concluding paragraph:** Wrap up the main points of the paper. Be sure to mention the composers and composition titles in the conclusion.
**Submission Guidelines**
This essay should be 750-1000 words in length. This assignment should reflect knowledge and understanding of the course materials. Points should be supported by specific information from scholarly sources and musical terminology should be used to express ideas. This essay should be written in paragraph form using complete sentences with a clear introduction and conclusion. Reference both concerts in the introduction and conclusion.
**See note below about AI use in creating this paper.**
In addition to these elements, fulfill the
[Requirements for Writing Assignments](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=428188&type=coursefile&fileId=assets%2fa4_RequirementsForWriting.html), including citing all sources (including the concerts) both in the body of the text and on a reference page.
Note that MLA is the standard citation style in the humanities. However, if your university major uses APA or you are more comfortable with it go ahead and use it.
Here are some good sources of information for
[Evaluating Online Resources](http://guides.library.cornell.edu/evaluating_Web_pages),
[Citing Sources](http://owl.english.purdue.edu/owl/section/2/), and
[Writing & Grammar Resources](https://edge.apus.edu/access/content/group/arts-and-humanities-common/MUSI200/General%20Information/Writing%20_%20Grammar%20resources.doc). The video links for the concerts should be cited in the body of the text and in your reference page.