1.) What Is Our Purpose?

To inquire into the following:

2.) What Do We Want To Learn?What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?

Class/Year Group: Year 4 Age Group: 8-9 year olds

School: Chatsworth East (Chatsworth International School)

School Code:

Teacher(s): Leigh Ann Fitch, Natasha Hutchins and Jennifer Pittaway (Music)

Date: 16th May 2011 to 17th June 2011 Proposed Duration: 5 Weeks

Music elements can be used to convey messages and influence emotions.

central idea

How We Express OurselvesAn inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our

creativity; our appreciation of the aesthetic.

summative assessment task(s):

transdisciplinary theme

What are the possible ways of assessing studentsʼ understanding of the central idea? What evidence, including student-initiated actions, will we look for?

Students compose a piece using the elements of Music to convey a message and/or influence emotion. Students use a “process” to create, reflect and compare so as to improve. (Analytical Rubric of Learning).

1. Identify: Students are able to identify elements of Music in anotherʼs composition.

2. Explain: Students are able to explain the purpose of each element of Music within their own compositions.

3. Notate: Students are able to notate their compositions demonstrating the use of elements of Music to convey a message and/or influence emotion.

4. Perform: Students are able to play their compositions to an audience successfully conveying a message and/or influencing emotion.

Reflection - How do we know?Connection - How is it connected to other things?Function - How does it work?

What lines of inquiry will define the scope of the inquiry into the central idea?

- how music elements are used- how a message, emotions and the music connect- write and read notation to record and perform original compositions- using a process to create compositions

What teacher questions/provocations will drive these inquiries?

What do you hear?How are your emotions influenced when listening to Music?Imagine the message and/or feeling will you expressSynthesis: How can you use elements of Music to convey your message and/or express your emotion

4.) How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?

3.) How might we know what we have learned?

This column should be used in conjunction with “How might best we learn?”

What are the possible ways of assessing studentsʼ prior knowledge and skills? What will we look for?

5.) What resources will need to be gathered?

Q&A discussion with students and Music Teacher to gage general overall skills/ability with instruments.Introduce Central Idea and underline key words that studentʼs feel they need to understand further.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?Holistic rubric to avoid separating performance levels so as to provide specific formative assessment feedback to improve compositions.

What people, places, audio/visual materials, related literature, art, music, software. web materials etc. will be available?School music resources and Music teacher, recording devices and Music samples. Also transferring knowledge, skills and work within Writerʼs Workshop and experiences from Borderʼs Young Authorʼs Book Reading.

How will the classroom environment, local environment and/or community be used to facilitate the enquiry?

Classrooms will become an extension of the Music room to provide longer access and time for inquiry.Parents will be “used” as an authentic audience for students to share / perform their original compositions.

Tuning In“What do you hear?”: Play short excerpt and student record Imagine, Describe and Music. Introduce Music Elements as common vocabulary to use to discuss Music.

1. Imagine: What images come to mind when you hear the music?2. Describe: Use ONE adjective to describe what you hear.3. Music: What is happening in the music to create this image?

Finding OutHow are your emotions influenced when listening to Music? Review the tuning in activity with a familiar piece of music. Define the message / emotion of the piece. " 1. How does the message / emotion change when the tempo is slower/faster? " 2. What happens to the message / emotion when the pitch is higher/lower?" 3. Dynamics louder / softer?Discuss how the elements can change the message / emotion. Students begin designing a musical elements poster with images / descriptions of the musical elements.

Sorting Out / Going Further / Making Conclusions / Taking ActionsUse a process similar to the Writing Process to scaffold students inquiry in the Central Idea. Outlined in the document shown below.

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

There will be a focus on Knowledgable and Communicators and the Transdisciplinary Skills of:" Synthesis from Thinking Skills: combining parts to create wholes; creating, designing, developing " and innovating." Presenting from Communication Skills: constructing visuals and multimedia for a range of purposes " and audiences; communicating information and ideas through a variety of visual media; using " appropriate technology for effective presentation and representation." Non-verbal Communication from Communication Skills: recognizing the meaning of visual and " kinesthetic communication; recognizing and creating signs; interpreting and utilizing symbols." Fine motor skills from Self-Management Skills: exhibiting skills in which precision in delicate muscle " systems is required." Spatial awareness from Self-Management Skills: displaying a sensitivity to the position of objects in " relation to oneself or each other.

Own It OR Go Find

INSPIRATIONStage 1

Ideas to Find Inspiration...

1. imagine an experience

2. your own story writing

3. a book you’ve read

4. nature

5. your dreams or values

6. what’s happening now

Draw - Label - Caption

Capture Your InspirationPLAN YOUR COMPOSITION

1. Quickly sketch your inspiration.2. Label with words that

describe the scene,

idea or message.

3. Label with words

that describe your

emotions.

4. Label with Music Elements which you hear, which match or depict the inspiration.

5. Create a caption that

captures the essence or

title of the piece.

PlayEXPERIMENT WITH SOUND BY PLAYINGON AN INSTRUMENT

COMPOSINGStage 2

First steps

1. create a motif that represents the essence of your inspiration

(i.e. your caption)

2. use 2-5 pitches and match a rhythm

3. question your choice of music elements to check you are cre-

ating a motif that accurately represents your inspiration. Does

this sound like your inspiration?

RecordA WAY TO KEEP YOUR COMPOSITION

CycleADDING MUSIC ELEMENTS UNTIL YOU COMPLETE YOUR COMPOSITION

Final steps

4. add other music elements that complement your inspiration

5. decide on the form of your piece

6. repeat PLAY RECORD for each form BUT remember to keep

true to your inspiration

Choose a way to record

• symbols

• words

• photographs

• video

• sound

NotateOTHERS CAN READ AND PLAY YOUR COMPOSITION

Choose a method to write your music down

• graphic notation

• symbolic notation

• traditional notation

Play AND ShowShare your work by playing it.

Show your composition notation.

SHARINGStage 3

FeedbackUse the Music Elements for Creating to collect

valuable feedback so you can learn and improve.

Name:_________________________________! Title: _______________________________________________! Date:____________________

Instructions: (1) Read/Listen to the Music, (2) Read each criteria item and enter “Y” for “yes”, “N” for “no”, “S” for “sort of”, (3) Make your total score in the space provided.

FORM RHYTHM PITCH TEXTURE

The plan or structure of music Note patterns that make music move High and/or low sounds Layers of sound

__ There is a clear beginning, middle and ! end.__ Itʼs clear when each player enters/exits.

__ There are the correct notes values in ! each measure.__ The composer changes the rhythmic ! patterns to keep the song !interesting.

__ The melody is made of mostly steps, ! skips and repetition.__ You can remember it and sing it back ! easily.

__ The layers sound good together.__ There is a variety of instruments to ! create interesting sounds.

Total for the trait of FORM: Total for the trait of RHYTHM: Total for the trait of PITCH: Total for the trait of TEXTURE:

TEMPO DYNAMICS ARTICULATION TIMBRE (“TAM-ber”)

Fast and/or slow Soft and/or loud The way notes are played The color of music

__ There is a clear tempo marking at the ! beginning of the song that tells the ! performers how fast or slow to play.__ The tempo fits the message and ! emotion of the song.

__ The dynamics match the message and ! emotion of the song.__ The dynamics change to keep the ! listener interested.

__ The composer made it clear how to ! play the notes by using the correct ! symbols.__ The smooth and / or bumpy sounds ! keep the song interesting.

__ The instrument sounds blend well ! together to create a “musical painting” ! or image of the message.__ There is a variety of high and low sounding instruments.

Total for the trait of TEMPO: Total for the trait of DYNAMICS: Total for the trait of ARTICULATION: Total for the trait of TIMBRE:

Music Elements Feedback for Creating

Composition

REVISINGStage 4

Read the feedback and apply it by:

• adjusting your composition in the elements needed

• editing your notation

Playing

Audio record yourself playing your composition. You could use:

• Photo Booth

•

Listen to your recording. Does it sound right?

Listen to your recording again. Is your notation accurate?

Steps to Improve

PRACTICINGStage 5

1. Practice 5 times slowly

2. Practice 1 time up to speed

3. Check rhythm, pitch and technique

4. For each error ask: What is causing the error?

5. What do I need to do to fix the error?

6. To erase the mistake play the correction 5 times

Visualize

PERFORMINGStage 6

1. yourself performing

2. the venue

3. what it feels like to set up the instrument

4. your motions

5. getting ready

6. breathing

Improvise

Acknowledge

• to internalize the tempo and feel it

• to realize that this takes a few seconds be-

fore you begin - this gives to you and gives to

the audience time to prepare

• after this then begin playing

Take a Moment

• keep going!!!!!!!!

• use improvisation if needed

• bow at the end for 3 seconds

whisper “hello knees”

Note Value

KNOWLEDGE1. BASIC

Beats in a MeasureLIsten and/or work out how many beats are in each measure. Are there 3, 4 or 5?

3 beats per measure! 4 beats per measure! ! 5 beats per measure

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

FormDeciding the form of your piece is like creating a plot plan for a story.

ABA! ! A bright sunny day, B clouds pass by, A the sun comes out again

ABC! ! A waking up, B traveling to school, C learning in class

A’A”"" " A’ a simple motif, A” the same simple motif with harmony

Using this special notation helps us understand the note value and hear the rhythm

at the same time.

7! sa! ! ti-ka - ti-ka! ! ti - ti! ! ta! ! ta-a!! ta-a-a-a

Tempo

KNOWLEDGE2. BASIC

Dynamics

Form

Adagio = slow

Andante = medium slow

Allegro = fast

Name:_________________________________! Title: _______________________________________________! Date:____________________

Instructions: (1) Read/Listen to the Music, (2) Read each criteria item and enter “Y” for “yes”, “N” for “no”, “S” for “sort of”, (3) Make your total score in the space provided.

FORM RHYTHM PITCH TEXTURE

The plan or structure of music Note patterns that make music move High and/or low sounds Layers of sound

__ There is a clear beginning, middle and ! end.__ Itʼs clear when each player enters/exits.

__ There are the correct notes values in ! each measure.__ The composer changes the rhythmic ! patterns to keep the song !interesting.

__ The melody is made of mostly steps, ! skips and repetition.__ You can remember it and sing it back ! easily.

__ The layers sound good together.__ There is a variety of instruments to ! create interesting sounds.

Total for the trait of FORM: Total for the trait of RHYTHM: Total for the trait of PITCH: Total for the trait of TEXTURE:

TEMPO DYNAMICS ARTICULATION TIMBRE (“TAM-ber”)

Fast and/or slow Soft and/or loud The way notes are played The color of music

__ There is a clear tempo marking at the ! beginning of the song that tells the ! performers how fast or slow to play.__ The tempo fits the message and ! emotion of the song.

__ The dynamics match the message and ! emotion of the song.__ The dynamics change to keep the ! listener interested.

__ The composer made it clear how to ! play the notes by using the correct ! symbols.__ The smooth and / or bumpy sounds ! keep the song interesting.

__ The instrument sounds blend well ! together to create a “musical painting” ! or image of the message.__ There is a variety of high and low sounding instruments.

Total for the trait of TEMPO: Total for the trait of DYNAMICS: Total for the trait of ARTICULATION: Total for the trait of TIMBRE:

Music Elements Feedback for Creating

6.) To what extent did we achieve our purpose? 7.) To what extent did we include elements of the PYP?

What were the learning experiences that enabled students to:

Listening to their compositions and explanations of them and looking at their notation (one example provided).

-demonstrate the learning and application of particular transdisciplinary skills?

-develop particular attributes of the learner profile and/or attitudes?

This UOI touched on most of the attitudes but the attitudes were approached from the thinking through the discipline of The Arts so it was a refreshing and new way to practice these attitudes.

Students had the time and opportunity to become more Knowledgable within Music particularly through learning further about the Elements of Music, forms of Notation, Instruments and playing (for creating, practicing and performing):" They explore concepts, ideas and issues that have local and global significance. " In so doing, they acquire in-depth knowledge and develop understanding " across a broad and balanced range of disciplines.

Students were able to Communicate in the language of music though being composers:" They understand and express ideas and information confidently and creatively " in more than one language and in a variety of modes of communication. They " work "effectively and willingly in collaboration with others.

Assess the outcome of the inquiry by providing evidence of studentsʼ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.

How you could improve on the assessment task(s) so that you would have a more accurate picture of each studentʼs understanding of the central idea?

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

We used a tried and tested approach from Writerʼs Workshop and students were able to transfer their familiarity with the assessment tool and how they use the feedback to improve. This helped with providing positive comfortability therefore we could focus on the music rather than spending time on becoming familiar with a feedback / assessment system and how they would feel about it.

" How We Express Ourselves" An inquiry into the ways in which we discover and express ideas, feelings, " nature, culture, beliefs and values; the ways in which we reflect on, extend " and enjoy our creativity; our appreciation of the aesthetic.

Students were able capture their emotion by reflecting using Writerʼs Workshop strategies and techniques (Draw-Label-Caption and Drafting through “Showing”) and express this through music, using the elements, conveying a message of their experience at the Young Authorʼs Book Reading.

-develop an understanding of the concepts identified in “What do we want to learn?”

Questioning “How do we know that we feel x when listening to music?”, “How does a composer use or do that makes a composition work to convey a message?” and “How is our learning in Writerʼs Workshop connected to Composing?” drove the learning experiences of the inquiry in an exciting yet familiar manner for the students.

Particular Music skills that were developed were composing, playing, performing and listening/responding.At the onset we aimed for and constantly refined a Composing Process to specifically scaffold the development and practice of the Transdisciplinary Skills identified and Music skills. This 6 stage process enabled effective learning experiences; demonstrating and applying the particular transdisciplinary skills.

Student Number#1

The Best Experience Ever

Student Number#1

Student

Number#1

Picture

8.) What student-initiated actions arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.

9.) Teacher Notes

Questions such as “How do I show tension?” were abundant and demonstrated the depth of understanding students were working with. Specifically questions centering around taking an abstract feeling in to a concrete process to then create another abstract in the form of representing the feeling with music, fueled much of the inquiry.

Act: Our entire underlying aim was two-fold:" - to equip students with basic skills, knowledge and processes to " " assist them with composing" - for students to see themselves as composers just as they now " " believe themselves to be authors

Reflect: by the nature of the inquiry, it forced students to reflect and capture inspiration which could only be done through self, i.e. it couldnʼt be done for them.

Choose: this was supported during the inquiry, however, the “choice” of inspiration for summative assessment was provided. In reflection, this may not be necessary and providing opportunity for SIA in Choice for the Summative Assessment may have provided a delightful variety and even deeper expression of understanding of the Central Idea.

What student-initiated actions arose from the learning?Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

Process1. Finding: Inspiration2. Pre-writing: decision on message and/or emotion3. Drafting

a. Form (type cake - layered, sandwich, tiered, )b. Identify the length of Music (shape of cake)c. identify the rhythm (d. add the pitch melodye. add tempo, dynamics, articulation

4. share5. revising6. edit7. publish

Here are the elements I'm going with - a bit different from the one Stephen Benavente used in the super hero composition project I sent you. :)   

Music ElementsForm - the plan or structure of musicDuration (Rhythm) - how long does the sound last?Pitch - how high or low is the sound?Tempo - how fast or slow is the music?Dynamics - how soft or loud is the sound?Timbre - the tone color of the sound - what does it look/feel like?

Creative Process for MusicStage 1 Inspiration" " Capturing a Starting PointStage 2 Composing"" Using Elements of Music and StrategiesStage 3 Sharing" " Communicating and Testing Out IdeasStage 4 Revising" " Revisiting Compositions with FeedbackStage 5 Practicing" " Developing instrument playing skillsStage 6 Performing"" For an audience

Jen came up with a rectangular box for measures with dashes for beats - love it!So I ran with the idea for Score/Notation Sheets for 3beasts/measure, 4beats/measure and 5beats/measure on an A3 page so they can get 3 lines of music with max 4 instruments.

Here they are attached - kids using them as I type.Plus I'm not allowing any short-cut yet, such as x4 etc, until they learn how the music works throughout the length of the piece AND with all the instruments.  They need to SEE it unfold and how it is all connected first before introducing short-cuts.  Therefore, we are using the REST symbol for waiting instruments - this is working really well.  It's like a graphic way of showing each role in the group and what they are doing over a timeline - a score is like a participation pie but in a straight line!  Maybe a Chocolate Log!