The Arts as Mood Makers - new-library.lakeheadu.ca

Responding to Music through Line and ColourElements of Music: Brainstorm and Practice

Elements of Music: Individual EvaluationVocabulary Extensions

Collage PortraitsChunking Language, Chanting Voices

Chanting the Elements of Music Individual Chanting with Portraits

Choral Chanting with Portraits

Including:

October 2002

Written by:

Diana Murrell, Liz Taylor, Michelle Haddad, Dennis Mills (Project

The Arts as Mood MakersExpressing Emotion through the Arts

Length of Unit: approximately: 12 hours

A Unit for Grade 5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Oct 29, 2002 at 11:14:21 PM

The Arts as Mood MakersExpressing Emotion through the Arts A Unit for Grade 5

Diana Murrell, Liz Taylor, Michelle Haddad, Dennis Mills (Project Leader)

Diana Murrell, Liz Taylor, Michelle Haddad, Dennis Mills (Project Leader)

Castlebridge School

Peel DSB

Castlebridge School

Peel DSB

Based on a unit by:

A Unit for Grade 5Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

The Council of Ontario Directors of Education expresses its appreciation to the Boards who took the lead indeveloping these units on

The Arts, Grades 1-8

Health & Physical Education, Grades 1-8

Language, Grades 1-8

and to the many writers from District School Boards across the province.


The Arts as Mood Makers Page 1

Expressing Emotion through the Arts A Unit for Grade 5

Unit Overview

Task ContextUsing an integrated arts approach, students expand their knowledge of how the arts express and evokeemotions.

Student experiences in this unit are based upon the following overall curriculum expectations for the Arts,which demand that students:- demonstrate an understanding of the basic elements of music specified for this grade through listening to,performing, and creating music;- produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings,experiences) for specific purposes and to specific audiences;- interpret and communicate the meaning of stories, films, plays, songs, and other material drawn fromdifferent sources and cultures, using a range of drama and dance techniques (e.g., using a “corridor ofvoices”).

Links to the Language Arts curriculum are addressed in this unit in that students:- produce media texts using writing and materials from other media (e.g., an advertisement for radio ortelevision);- contribute and work constructively in groups.

Students learn how the basic elements of music are combined to create different moods. Studentscommunicate their thoughts and feelings about the music they hear using visual arts and drama processesand techniques. In a small-group presentation format, students develop an ability to express, both individuallyand in a group, emotions evoked in the arts.

Task SummaryStudents identify the elements that create the mood in a variety of musical pieces. In order to accomplish this,students develop a list of appropriate terminology to describe the musical elements (i.e., tempo, dynamics,melody, and tone colour). In large groups, small groups, and individually, students apply this knowledge bylistening to a variety of musical examples and identifying the elements.

Using their knowledge of the elements of music and the moods evoked by music, students working in smallgroups brainstorm to create a list of descriptive words for a particular mood. The teacher prompts studentsto extend their ideas to include situations, dialogue, characters, sounds, etc. that further describe this mood.Working individually, students use a variety of materials to create a portrait, using a collage technique. Theportraits communicate and consolidate the small-group investigations about mood.

Initially, students participate in choral speaking/chanting activities guided by the teacher. The teacher modelshow to "chunk" language to create a chant. Students each compose their own chants using material that ispreviously known to them (e.g., Row Row Row Your Boat). Once students have composed chants on theirown, they are taught a chant. Then in groups students participate in an activity in which groups present thischant in a manner that illustrates a specific element of music. Using the vocabulary that they developed fortheir collage portrait, students apply their understanding of the elements of music by creating a groupdramatic piece (chant) that incorporates visual images (their portraits), sounds, and words.

Culminating Task AssessmentFor the Culminating Task, students create an integrated arts presentation, consisting of portraits and choralchanting, that demonstrates their knowledge of the elements of the arts to evoke a mood. The teacherintroduces the Culminating Task by reading aloud BLM 9.1.

"A note to performers:

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Unit Overview

Please make sure your chants demonstrate your knowledge of the elements of music and include vividvocabulary and interesting images to help make our program a success."

Links to Prior KnowledgeStudents should have some background in:- identifying the elements of music including the tone colours of orchestral instruments;- the emotional quality of line and colour;- an awareness of the concept of portrait;- choral speaking voice techniques (e.g., projection and enunciation).

Considerations

TECHNOLOGY- The teacher may consider videotaping the Culminating Task. (Check with your school board regardingparental permission protocol before videotaping students.)- Students could work with word processing or desktop publishing software to use different fonts toexpress mood (and possibly print those words to use for their collages).

Notes to TeacherThis Elementary Curriculum Unit has been written by a team of teachers for use by other teachers. Itrepresents the approach they took to help students achieve the knowledge and skills described in thecurriculum expectations. It is expected that teachers delivering the unit will use their professional judgementin tailoring the teaching/learning to meet the needs and interests of their students and their communities.Teachers may choose to use all or part of the unit, use additional or different resources, develop additionalsubtasks, and/or use these units as a stimulus to develop their own units.

The times provided by the writers for the unit and each subtask are only approximations. Teachers shouldadjust the task times in consideration of the needs and interests of their students and the organization ofprogram in their school.

Each unit subtask contains strategies for teaching/learning and assessment, as well as assessmentrecording devices. Teachers may wish to adjust strategies based on their particular situations. Wherestrategies are changed, corresponding changes must be made to assessment recording devices.

Some activities in the unit may require written communication with parents and guardians to provideinformation, receive permission or request assistance. Teachers must follow school and board policies andprocedures when communicating with parents and guardians.

The teacher may need to provide background experiences before introducing the culminating task, as somechildren may not have access/exposure to television.

In the classroom, the teacher should start a collection of portraits (e.g., famous artists, calendar examples,magazines). The teacher should include diverse portraits (i.e., age, ethnicity, gender) and a variety of styles,if possible. Also, begin a collection of vocabulary words from books, displayed portraits, and conversationsthat can be classified by mood on a word wall.

The URLs for the websites were verified by the writers before the publication of the units. Given thefrequency with which these designations change, the teacher should always verify the websites beforeassigning them for student use.

The teacher should be prepared with an alternate activity for those students with emotional sensitivities who




Unit Overview

may exhibit an extreme response to the music.

Music Suggestions:The following are suggestions for pieces of instrumental music that evoke the five moods outlined in the unit.These are suggestions only. The teacher is free to select any music he/she feels is appropriate. He/she maywish to include students in the selection process and collect examples from a variety of cultures and timeperiods. Many tapes and CDs are available at local libraries. If the teacher is not sure of the tone coloursused in each piece, he/she should check the liner notes.

Happy:Chopin - The Minute WaltzBach - Jesu Joy of Man's DesiringBeethoven - Symphony #9, Ode to JoyHaydn - Symphony #100, MilitaryBeethoven - Sonata #14, Moonlight (second movement)Schumann - Symphony #1, SpringMahler - Symphony #2, Resurrection (second movement)Grieg - Peer Gynt, MorningBocherin - MinuetHolst - The Planets, Section 4, Jupiter Bringer of Jollity

Sad:Beethoven - Sonata #14, Moonlight (first movement)Chopin - Prelude in e minorChopin - TristesseBeethoven - Fur Elise in a minor (first movement)Holst - The Planets, Section 2, Venus The Bringer of PeaceSchubert - Symphony #4, TragicAlbinoni - AdagioVaughan Williams - Fantasia on Green sleevesBarber - Adagio

Angry:Elfman - Planet of the Apes, Main Title, DeconstructionBeethoven - Symphony # 5 (first movement)Mozart - Symphony # 41, Jupiter (first movement)Mahler - Symphony # 6, Tragic (first and second movement)Holst - The Planets, Section 1, Mars Bringer of War

Scared:Verdi - Dies Irae Tuba MirumBeethoven - Sonata #14, Moonlight (third movement)Mahler - Symphony #2, Resurrection, (first movement)Holst - The Planets, Section 6, Uranus the MagicianOffenbach - Les Contes d'Hoffmann BarcarolleStravinsky - The Rite of Spring, Dance SacralePink Panther ThemeStar Wars - The Darth Vadar Theme

Proud:Bach - Zion hort die wachter singenJurassic Park End CreditsElgar - Nimrod




Unit Overview

Vivaldi - The Four Seasons, SpringStar Wars Main ThemeHaydn - Symphony #85, The Queen (first movement)Schubert - Symphony #1 (first and third movements)Schumann - Symphony #2 (first movement)

AdaptationsAdaptations include adjustments for exceptional pupils, students with special education needs, and/orESL/ELD students. Teachers should consult students' Individual Educational Plans (IEP) for specific directionson required accommodations and/or modifications. Use the Teacher Companion (see Ontario Curriculum UnitPlanner) to browse, copy, or bookmark Special Education and ESL/ELD strategies.

The teacher may consider using charts with visual cues (e.g., a picture of a cheetah for fast or a sad facefor sad) to assist ESL students with their descriptions of the elements of music.



Subtask List Page 1List of Subtasks

Responding to Music through Line and ColourThe teacher plays two pieces of music with different moods (suggested time of music, 30 seconds).Students listen to the piece once to get a sense of the mood. Then, using line and a colour (from eightbasic colours in a box of markers or crayons) students respond to the music as it is being played forthe second time. The responses should be abstract and not representational. On their papers,students explain their colour choice and identify the lines they used (e.g., jagged, curved, smooth,thick, dotted).

1

Elements of Music: Brainstorm and PracticeStudents participate in a whole-class brainstorming session to develop a list of appropriate adjectivesto describe the elements of music (i.e., tempo, dynamics, mood, melody, tone colour). Using onemusical example, students help to complete a class chart to describe the elements of music in acomposition.

Students work in small groups and use the brainstormed adjective list to create group charts thataccurately describe the elements of music in two new compositions with distinct moods. Students thenwrite sentences in their small groups to describe how the mood was created by the elements ofmusic.

2

Elements of Music: Individual EvaluationStudents work individually and use the brainstormed adjective list to create charts that accuratelydescribe the elements of music in two new compositions with distinct moods. Students writesentences to describe how the mood was created by the elements of music.

3

Vocabulary ExtensionsThe teacher divides students into random groupings using a musical chairs game. Once in groups, theteacher assigns students a mood inspired by the five musical selections already heard in class.Groups then generate ideas with the help of the following prompt:

"Now that you have identified the moods (happy, sad, angry, proud and scared) and you havedescribed how they were created by the elements of music for the mood on your chart paper, please:-list as many words as you can to describe this mood (non-musical terms);-identify situations that may bring about this mood;-list any sound effects or images that are suggested by this mood;-include the types of line and colour selections that match your group's assigned mood."

4

Collage PortraitsStudents view a variety of portraits and discuss their artistic characteristics (e.g., profile, front facing,shoulders up, etc.). Applying their knowledge of colour and line, students use a variety of materialsand techniques to create a portrait that reflects the vocabulary and ideas from their group'sbrainstorming sheet.

5

Chunking Language, Chanting Voices Initially, students participate in choral speaking/chanting activities through guided demonstrations withthe teacher. Using a fairy tale, primary picture book, novel, ballad, play, or other source material thatstudents are already familiar with, the teacher engages students in "chunking" language to createchants. Once this activity has been modelled, the teacher asks students to "chunk" languageindividually and then in small groups by composing their own chants using available source material.

6

Chanting the Elements of Music Students learn a chant. Then, in drama groups, they play a game in which groups present the chant ina manner that illustrates a specific element of music (i.e., tempo, dynamics, melody, tone colour, andmood). The rest of the class then guesses what element of music the group has demonstrated.

7

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Subtask List Page 2List of Subtasks

Individual Chanting with Portraits Working individually, students create an original chant that communicates a specific mood usingappropriate images, vocabulary, and sounds. Students employ the elements of music to improve theexpression of the mood in their chant.

8

Choral Chanting with PortraitsFor the Culminating Task, students create an integrated arts presentation, consisting of portraits andchoral chanting, that demonstrates their knowledge of the elements of the arts to evoke a mood. Theteacher introduces the Culminating Task by reading aloud BLM 9.1.

"A note to performers:Please make sure your chants demonstrate your knowledge of the elements of music and include vividvocabulary and interesting images to help make our program a success."

9

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The Arts as Mood Makers Subtask 1Responding to Music through Line and Colour

Expressing Emotion through the Arts A Unit for Grade 5 mins40

Expectations4a32 A • identify the elements of design (colour, line,

shape, form, space, texture), and use them in waysappropriate for this grade when producing andresponding to works of art;

4a6 A • communicate their response to music in waysappropriate for this grade (e.g., through visual arts,drama, creative movement, language).

5a27 A • define the elements of design (colour, line, shape,form, space, texture), and use them in waysappropriate for this grade when producing andresponding to works of art;

DescriptionThe teacher plays two pieces of music with different moods (suggested time of music, 30 seconds). Studentslisten to the piece once to get a sense of the mood. Then, using line and a colour (from eight basic colours ina box of markers or crayons) students respond to the music as it is being played for the second time. Theresponses should be abstract and not representational. On their papers, students explain their colour choiceand identify the lines they used (e.g., jagged, curved, smooth, thick, dotted).

GroupingsStudents Working Individually

Teaching / Learning StrategiesReview

AssessmentUsing the assessment strategies ofobservation and questions and answers, theteacher determines the students' priorknowledge of the elements of design as anappropriate response to the mood of themusic.

Assessment StrategiesObservationQuestions And Answers (oral)

Assessment Recording DevicesAnecdotal Record

Teaching / LearningThe teacher:a. explains to students that they will listen to two pieces of music and respond to what they hear verballyand artistically. Encourage students to listen for the emotions in the music. Students can be thinking ofexperiences or scenes that the music reminds them of and begin to identify instruments they may hear.

b. plays the first piece of music for the students and elicits responses.

c. hands out the art materials (coloured utensils and paper). Explain that, because there are two pieces ofmusic, students should fold their paper in half and label one section "Song A" and the other "Song B."

d. plays the first piece of music a few more times, allowing students to respond to the music using thematerials provided.

e. plays the second piece of music and repeats the process.

f. asks students if they notice any differences between their responses to Song A and Song B. Encouragestudents to volunteer oral responses on their work with the class. Ask students to comment on the use ofline and colour on their own or others' work.

g. uses this discussion to create two class charts: one for line and one for colour. Refer to subtask notes

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The Arts as Mood Makers Subtask 1Responding to Music through Line and Colour


Resources

for chart examples. Display these charts for the duration of the unit.

Adaptations

The Straight Line Wonder Mem Fox

coloured drawing utensils 1 box

11" x 17" white paper 1 piece

Notes to Teacher1. If possible, the teacher should use a visual divider so that students feel free to respond individuallywithout being affected by the work of other students.

2. The teacher may consider repeating the activity on black paper.

3. Examples of lines and colours that can be used for mood.Types of line for mood:

happy - wavy, circular, expanding spiral, flowing, medium thicknesssad - thin, delicate, oval, curved or arching downward, inward-dripping spirals, smudgedangry - choppy, bold, thick, zigzagged, pointed, jagged, exaggerated, inconsistent directionsproud - straight, bold, firm, continuous, horizontalscared - bumpy, intersecting, dotted, diagonal

Colour choices for mood:happy - bright hues or pastel hues of yellow, violet, peach, green, pink, whitesad - pale hues of blue, grey, puce, beigeangry - deep orange, flaming red, black, mustard yellowproud - royal blue, purple, burgundy, true red, metallic coloursscared - neon colours, black, deep blue or purple

The above are suggestions, but student or teacher interpretation may differ due to personalexperience/culture. The teacher should consider all suggestions for inclusion as long as explanations aregiven.

4. The teacher may refer to Teacher Note #5 in the Unit Overview for music suggestions.

5. The teacher should keep completed line compositions. Students may wish to use them in their collageportraits (Subtask 5).

6. The teacher selects five musical compositions that represent the following five moods: happy, sad,angry, afraid, and proud. Use two of the music selections for this subtask. Use the remaining three musicalcompositions for Subtasks 2 and 3.

Teacher Reflections


The Arts as Mood Makers Subtask 2Elements of Music: Brainstorm and Practice


Expectations5a14 A – recognize different kinds of tone colour in pieces

of music (e.g., the sound of steel drums);5a23 A – describe how various elements of music are

combined to create different moods (e.g., comparetempo and melody in “Hard Day’s Night” and“Yesterday” by the Beatles);

5a1 A • demonstrate an understanding of the basicelements of music specified for this grade (seebelow) through listening to, performing, and creatingmusic;

5a3 A • use correctly the musical terminology associatedwith the specific expectations for this grade;

DescriptionStudents participate in a whole-class brainstorming session to develop a list of appropriate adjectives todescribe the elements of music (i.e., tempo, dynamics, mood, melody, tone colour). Using one musicalexample, students help to complete a class chart to describe the elements of music in a composition.

Students work in small groups and use the brainstormed adjective list to create group charts that accuratelydescribe the elements of music in two new compositions with distinct moods. Students then write sentences intheir small groups to describe how the mood was created by the elements of music.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesBrainstormingClassifyingVisual/graphic Organizers

AssessmentThe teacher completes diagnosticassessment at this time. Direct the students'comments to reflect the following criteria:- a good chart contains words from all theelement of music sections (i.e., tempo,dynamics, mood, melody, tone colour);- a good chart contains more than one wordfrom each element if the music changes, inorder to clearly and completely describe themusic (e.g., the music might be quiet andthen become loud);- there can be many tone colours in themusic, so students should concentrate onthe main instruments that play the theme ormelody (three to five instruments is usuallyenough).

Assessment StrategiesQuestions And Answers (oral)Observation


Teaching / LearningThe teacher:a. prepares a piece of chart paper for this lesson by dividing it into five sections. Label each section in adifferent colour with the following headings: tempo, dynamics, melody, tone colour, and mood.

b. gathers the students as a group and talks about the students' opinions about music and tells students thatthey should be able to explain why they have this opinion. In order to do that, however, students must




understand how the music is put together. When a composer writes a piece of music, he or she makesdecisions about different parts of the music that help the music tell a story or evoke a feeling. Today studentsare going to learn how to describe these musical parts.

c. explains to students that they probably know a lot about the different parts or elements of music, but theymay not know the right words to describe them. Today they are going to make a list of words they can use.

d. directs the students' attention to the word "tempo." Elicit responses from students as to theirunderstanding of the word. From the responses, direct students to the correct meaning of tempo: the speedof the music. Ask students to suggest words that describe speed. Write these words with the correspondingcolour under the heading "Tempo." Explain that in music these words are often translated into Italian. Providethe Italian equivalents for their words. Refer to subtask notes for examples.

e. directs students to the word "dynamics." Elicit responses from students as to their understanding of theword. From the responses, direct students to the correct meaning of dynamics: the volume of the music. Askstudents to suggest words that describe volume. Write these words with the corresponding colour under theheading "Dynamics." Explain that in music these words are often translated into Italian. Provide the Italianequivalents for their words. Refer to subtask notes for examples.

f. directs students to the word "mood." Elicit responses from students as to their understanding of the word.From the responses, direct students to the correct meaning of mood: emotions we feel. Ask students tosuggest different moods. Write these words with the corresponding colour under the heading "Mood." Referto subtask notes for examples.

g. directs students to the word "melody." Elicit responses from students as to their understanding of theword. From the responses, direct students to the correct meaning of melody: the connection of notes thatmakes up the tune of a song or an instrumental line. Ask students to suggest words that describe melody.Write these words with the corresponding colour under the heading "Melody." Refer to subtask notes forexamples.

h. directs students to the term "tone colour." Elicit responses from students as to their understanding of theword. Explain that artists use colours to create their paintings and pictures, and that composers use tonecolours to create their music. Artists choose different colours, and composers choose different sounds. Thesounds might come from instruments, voices, or even found instruments that they create. Ask students tosuggest words that describe tone colour. Write these words with the corresponding colour under theheading "Tone Colour." Refer to subtask notes for examples.

i. explains that the Elements of Music chart can be used to analyse music. The teacher posts the chart in theroom so that students may refer to it for the duration of the unit. Students listen to the piece of music fromSubtask 1 again (or music with distinct moods). Then using Blackline Master 2.1, Elements of Music, as anoverhead, the teacher guides students to complete the chart by describing the music they hear. The teacherplays a short excerpt from the piece of music (suggested time: 30 seconds). Students listen to the selectionagain, and are asked for suggestions to complete the BLM. The teacher writes their correct responses onBLM 2.1 overhead. Congratulate students on their ability to correctly identify the elements of music anddescribe the compositions.

j. puts students into small groups (fours) and gives each group two copies of BLM 2.1 and writingequipment. Explain that they will be working in small groups today to fill in the charts for two new anddifferent songs. Emphasize to students the need to work together to complete the chart and to ensure thateveryone agrees with the words chosen. Remind students that they need speak quietly so that other groupsdo not hear their ideas.




Resources

k. plays two new selections with different moods. If, for example, the teacher previously used happy andsad music, he/she can use proud and scared music today. The teachers plays each selection forapproximately 30 seconds and replays it a few times until students have completed one BLM 2.1. Make surethey label the BLM 2.1 "Song 1." Repeat the procedure for Song 2.

l. When the groups have completed their two charts, the teacher asks them to use the words they chose tocomplete the following sentence starter. The teacher explains that this sentence starter will help themunderstand how the composer creates a specific mood in the music, using the other elements of music(tempo, dynamics, melody, and tone colour). Allow groups to complete the sentence starters on their sheets.Have each group share their sentences and offer any compliments or suggestions that are appropriate.

Sentence starter:The mood of this music is _______________ because the tempo is ____________ , the dynamics are_____________________, and the melody is ____________________. The composer chose theseinstruments to help the music sound (insert mood): ________________, _________________ and__________.

AdaptationsIn addition to consulting the student's IEP, adaptations may include but are not limited to the followingsuggestions.

The teacher may consider using flash cards with clipart for ESL or non-reading students (e.g., faces depictingmoods, or a cheetah for quickness). Abbreviations for certain elements of music (e.g., forte can be written f) arecommonly used. These abbreviations assist students who experience difficulties copying from the chart paper totheir own paper.

For students who have difficulty working cooperatively, the teacher may consider:• setting limits and boundaries consistently, predictably, promptly, and plainly;• acknowledging and praising/rewarding acceptable behaviour;• monitoring progress often;• providing frequent feedback to help keep them on track and let them know what is expected of them whilebuilding self-esteem.

BLM 2.1 Elements of Music: Group Work BLM_2.1_MusicElementsGroup.cwk

The Lost Music Child's Play

Carnival of the Animals Barrie Carson Turner

The Symphony Orchestra: An InteractiveGuideMusical Instruments of the World

Learn About Instruments

Musical Instrument Quiz

The Classic Music Pages




pencil 1

Notes to Teacher1. Students should be familiar with some of the elements of music from prior grades. They should befamiliar with the tone colours of orchestral instruments. If not, consider using some of the websites andbooks listed in the resources.

2. Definitions and possible adjectives for the elements of music follow:

Tempo: the speed of music- slow (largo), medium/walking speed (andante), fast/running speed (presto), speeds up, slows down

Dynamics: the volume of music- pp (pianissimo, very quiet), p (piano, quiet), mp (mezzo piano, moderately quiet), mf (mezzo forte,moderately loud), f (forte, loud), ff (fortissimo, very loud), < (crescendo, gradually getting louder), >(decrescendo, gradually getting softer)

Mood: the emotion of music- sad, happy, scared, angry, proud

Melody: the connection of a series of notes called the song or the instrumental line- high, middle, low- minor key (sounds sad, angry, scared)- major key (sounds happy, proud)

Tone Colour: the unique quality of sounds that allows us to distinguish between them. Also called Timbre.- any instrument (orchestral, world, found, band, electronic)- voice

3. The teacher may refer to Notes to Teacher in the Unit Overview for music suggestions.

4. The teacher should select five compositions that represent the following five moods: happy, sad, angry,afraid, proud. Use two of the music selections for the whole group activity and two selections for thesmall-group activity (one repeated selection and one new selection). Use two new selections for Subtask3.

5. When writing their sentences in response to how composers create mood in a piece of music, groupsmay prefer to write their own rather than relying on the sentence starter. If they choose to do so, theteacher should ensure that they include all the elements of music.

6. The teacher may wish to evaluate the descriptive sentences in Subtasks 2 and 3 for writing as well asmusic.

Teacher Reflections


The Arts as Mood Makers Subtask 3Elements of Music: Individual Evaluation


Expectations5a14 A – recognize different kinds of tone colour in pieces

of music (e.g., the sound of steel drums);5a23 A – describe how various elements of music are


DescriptionStudents work individually and use the brainstormed adjective list to create charts that accurately describe theelements of music in two new compositions with distinct moods. Students write sentences to describe how themood was created by the elements of music.


Teaching / Learning StrategiesVisual/graphic Organizers

AssessmentThe teacher completes formativeassessment at this time. Remind students ofthe following criteria:- a good chart contains words from all theelement of music sections (tempo, dynamics,mood, melody, tone colour);- a good chart contains more than one wordfrom each element if the music changes inorder to clearly and completely describe themusic (e.g., the music might be quiet andthen become loud);- there can be many tone colours in themusic, so students should concentrate onthe main instruments that play the theme ormelody (three to five instruments is usuallyenough).

Assessment StrategiesSelect Response

Assessment Recording DevicesChecklist

Teaching / LearningThe teacher:a. explains to students that today they will identify the elements of music and write sentences to describethe mood of the music on their own. Assure students that they can refer to the list that the class completed,that they can use BLM 3.1, Elements of Music Assessment, to organize their thoughts, and that they can usethe sentence starter to help them describe the music. Hand out BLM 3.1 to each student and make surehe/she has writing supplies.

b. plays the first music selection. (Choose music with different moods from the previous small group activity(e.g., if you used angry, proud, and scared music previously, select happy and sad music today). Replay theselection several times to allow students to complete the elements of music chart. Then, without playing themusic, direct students to complete the sentence starter (or a sentence of their own) on their sheets todescribe the mood of the music.


The Arts as Mood Makers Subtask 3Elements of Music: Individual Evaluation


Resources

c. repeats the procedure with the other musical selection.

d. collects the students' work. Use the Individual Assessment Checklist (BLM 3.2) for assessment.


For students who have difficulty with language, the teacher may provide an activity similar to this:

The mood of this music is _______________ because the tempo is ____________ , the dynamics are_____________________, and the melody is ____________________. The composer chose these instrumentsto help the music sound (insert mood): ________________, _________________ and __________.

BLM 3.1 Elements of Music: IndividualAssessment Checklist

BLM_3.1_MusicElementsIndivi.cwk

BLM 3.2 Teacher Checklist BLM_3.2_TeacherChecklist.cwk

pencil 1

Notes to TeacherThe teacher may refer to Notes to Teacher in the Unit Overview for music suggestions.

Teacher Reflections


The Arts as Mood Makers Subtask 4Vocabulary Extensions


Expectations5e20 A – select and use words to create specific effects

(e.g., to create a mood);5e49 A • contribute and work constructively in groups;5e55 A – use vocabulary learned in other subject areas in a

variety of contexts;5e56 A – use appropriate words and structures in

discussions or classroom presentations;5e61 A – contribute ideas to help solve problems, and listen

and respond constructively to the ideas of otherswhen working in a group;

DescriptionThe teacher divides students into random groupings using a musical chairs game. Once in groups, the teacherassigns students a mood inspired by the five musical selections already heard in class. Groups then generateideas with the help of the following prompt:

"Now that you have identified the moods (happy, sad, angry, proud and scared) and you have described howthey were created by the elements of music for the mood on your chart paper, please:-list as many words as you can to describe this mood (non-musical terms);-identify situations that may bring about this mood;-list any sound effects or images that are suggested by this mood;-include the types of line and colour selections that match your group's assigned mood."

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesBrainstorming

AssessmentThe teacher observes group charts toensure that students are on task andgenerating appropriate ideas.

Assessment StrategiesObservation


Teaching / LearningThe teacher:a. arranges chairs in an open space to form a circle or oval shape with the seats facing outwards. On theback of each chair, the teacher randomly places cards or stickers with the numbers 1, 2, 3, 4, and 5 onthem. These numbers correspond to the musical selections from Subtasks 1, 2, and 3.

b. directs the students to walk around the chairs while music is being played. Instruct students to sit on theclosest chair to them once the music has stopped. The teacher may wish to repeat this a few times withdifferent music so that students have more exposure to the variety of musical selections.

c. stops the music and students sit on a chair. The teacher directs students to look at the number on theirchair.

d. then directs students to different parts of the teaching space (e.g., classroom) based on the number thatis on the back of their chairs. This process determines how the small groups are formed for further subtasks.

e. gives each group a piece of chart paper with a mood word on it (happy, sad, angry, proud, or scared).

f. directs groups with the following prompt:


The Arts as Mood Makers Subtask 4Vocabulary Extensions


Resources

"Now that you have identified the moods (happy, sad, angry, proud, and scared) and you have describedhow they were created by the elements of music for the mood on your chart paper, please:-list as many words as you can to describe this mood (non-musical terms);-identify situations that may bring about this mood;-list any sound effects or images that are suggested by this mood;-include the types of line and colour selections that match your group's assigned mood."

Group charts are posted in the classroom.


The teacher may wish to assign a group writer for this task using a random technique (e.g., the student wearingthe most red).

For students who have difficulty working cooperatively the teacher may wish to consider:• setting limits and boundaries consistently, predictably, promptly, and plainly;• acknowledging and praising/rewarding acceptable behaviour;• monitoring progress often;• providing frequent feedback to help keep them on track and let them know what is expected of them whilebuilding self-esteem.

Students with physical disabilities may require adaptations of the musical chairs grouping activity.

chart paper 1

markers 1 box

thesaurus 1

Notes to TeacherIf the classroom is not large enough to accommodate the musical chairs game, the teacher may consider usingan alternate space (e.g., gym, stage, hallway, or outside). Make sure that there is an electrical outlet for yourmusic source.It is suggested that chairs should have cards or stickers placed on them and be set up in the space beforestudents arrive. The teacher should ensure that the location selected for chairs and the placement of electricalcords promotes a safe learning environment for students. Although some students may be inspired to move withthe music as they play the game, the teacher must prohibit running and other unsafe movements.

Teacher Reflections


The Arts as Mood Makers Subtask 5Collage Portraits


Expectations5a37 A – select the most appropriate tools, materials, and

techniques for a particular purpose, and use themcorrectly.

5a38 A – organize their art works to create a specific effect,using the elements of design (e.g., create a still lifedepicting their favourite foods, and explain how theyused colour, texture, and shape to appeal to theviewer’s senses);

5e20 A – select and use words to create specific effects(e.g., to create a mood);

5a26 • produce two- and three-dimensional works of artthat communicate a range of ideas (thoughts,feelings, experiences) for specific purposes and tospecific audiences;

5a27 • define the elements of design (colour, line, shape,form, space, texture), and use them in waysappropriate for this grade when producing andresponding to works of art;

DescriptionStudents view a variety of portraits and discuss their artistic characteristics (e.g., profile, front facing, shouldersup, etc.). Applying their knowledge of colour and line, students use a variety of materials and techniques tocreate a portrait that reflects the vocabulary and ideas from their group's brainstorming sheet.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesCollageDiscussion

AssessmentThe collage portrait provides a summaryassessment of the student's progress.

Assessment StrategiesPerformance Task

Assessment Recording DevicesRating Scale

Teaching / LearningThe teacher:a. displays a range of portraits and directs students to observe the characteristics of a portrait (i.e., peoplewith faces showing either profile or frontal, figure is in the foreground, only shown from the shoulders up).Using a teacher-directed discussion format, students look at the various portraits that have been collectedand displayed in the room.

b. instructs students to focus on the colours used in the background of the portrait or worn by the subject inthe portrait. Students identify warm and cool colours. The teacher asks students to reflect on the importanceof the colours used by the artists or photographers and how the colours relate to the overall mood of theportrait.

c. directs students to look at the lines in the portrait, both in the background as well as the facial lines of thesubject in the portrait. Students identify the different types of lines (e.g., thick, curvy) present in the portrait.The teacher asks students to reflect on the importance of the lines found in the portraits and their relationshipto the overall mood of the portrait.

d. identifies a portrait with non-traditional choices for some of the elements of design (e.g., colour or line).Students discuss possible reasons why non-traditional artistic choices were made. The teacher remindsstudents that different cultural or familial experiences can influence an artist's work (e.g., the colour red maybe used to denote danger in Canada, but represents good luck and prosperity in China). This discussionshould also generate ideas on facial expression, significant items in the background, colours and lines, andhow these affect the mood of the portrait. Remind students of the charts they created in Subtask 1 at thistime.

e. assigns students the individual task of creating a portrait that reflects the mood from his/her group chart




Resources

(see Subtask 4).

f. shows students the rubric and hands out one copy for each student. An enlarged copy of the rubric mayalso be posted in the room. The teacher explains the criteria on the rubric and how their artwork will beassessed. Remind students that an effective collage should include line, space, colour, texture, form, andshape.

g. displays a variety of paper and mixed media supplies for student use (e.g., newspapers, culturally diversemagazines, fabric, other print materials, paint, oil pastels, markers, tinfoil, wire, etc.)

h. has available left handed scissors

i. provides print materials that depict both male and female images and reflect various cultures.

Direction should be given as follows:

"You will be creating a mood portrait using a variety of materials. Remember to select materials for theportrait that demonstrate the mood you have been assigned. (For example: glitter would be appropriate forwhich mood? Why?)

Students may choose to work on any size (up to 11" x 17") or colour of background paper. They should find,select, and then cut out a face from print materials that reflects the mood they are representing. Otheroptions could be for students to draw, or use an enlarged portrait for the main image. They will then usemixed-media resources and collage techniques to add to their portraits (refer to Teacher Note #3). Portraitsshould contain relevant symbols, lines, colours, words, and backgrounds to convey the mood. Studentsshould also include words or phrases that are cut out of magazines and newspapers, hand written, orprinted in various fonts and sizes from the computer to enhance their work.

Finished portraits can be temporarily displayed or stored safely for further use in Subtask 8 and in theCulminating Task.


ESL students may wish to cut out words from print materials in their first language to include on their portraits.Students with physical disabilities may require assistance with manipulating materials.

Collage Portrait Rubric

BLM 5.1 Collage Portrait Rating Scale BLM_5.1_CollageRatingScale.cwk

Arts Web Adventures

The Creative Impulse

scissors 1




glue 1

variety of colouring utensils

collected mixed media

paper 1

paint palette

computer 1

Notes to Teacher1. The teacher should start a collection of mixed-media materials on his/her own or with help of thestudents and their families: (e.g., newspapers, culturally diverse magazines, fabric, other print materials,paint, oil pastels, markers, tinfoil, wire, etc.)

2. Inappropriate images of a sexual or violent nature should not be permitted.

3. Collage (visual format) is the creation of a new image formed by attaching materials such as paper,fabrics, photos, and other objects to a flat surface. A collage is composed of bits and pieces of originallyunrelated images, including used commercial materials, to illustrate a theme or story, or to create a newaesthetic work. A collage can have a strong impact by making a social statement, often using found objectsor commercial images. The concept of collage can also be transferred to other art forms (e.g.,photomontage, musical collage, dance collage, and multimedia collage). These include similar approaches todesign and composition to create a new work in the particular medium chosen.

4. This unit deals mainly with the elements of line and colour; however, the teacher may choose to includeother elements of design. If so, include these elements in the introductory discussion with students usingportrait examples.

5. Left-handed scissors should be available.

6. The teacher should have print materials that depict both male and female images and reflect the culturalmake up of the community.

The elements of design for visual arts are defined as follows:Colour: a particular hue that is seen when light is reflected off an objectCool Colours: colours that suggest coolness (e.g., blue, green, purple)Warm Colours: colours that suggest warmth (e.g., red, yellow, orange)Colour Wheel: a tool for organizing colours and representing relationships between coloursLine: defined as the visual path left by a moving pointTexture: the feel or appearance of an object or materialShape : a term applied to two-dimensional objects having length and widthSpace: the area around, within, or between images and elementsForm: a sculpture or three-dimensional shape

Teacher Reflections


The Arts as Mood Makers Subtask 6Chunking Language, Chanting Voices


Expectations5a60 A – rehearse and perform small-group drama and

dance presentations drawn from novels, poems,stories, plays, and other source materials;

5a55 – demonstrate the ability to sustain concentration indrama and dance (e.g., by adding transitionsbetween tableaux);

5a46 • interpret and communicate the meaning of stories,films, plays, songs, and other material drawn fromdifferent sources and cultures, using a range ofdrama and dance techniques (e.g., using a “corridorof voices”);

5a66 A – evaluate drama and dance presentations done inclass;

5e6 • produce media texts using writing and materialsfrom other media (e.g., an advertisement for radio ortelevision);

5e20 – select and use words to create specific effects(e.g., to create a mood);

5e49 • contribute and work constructively in groups;5e56 – use appropriate words and structures in

discussions or classroom presentations;5e60 A – speak clearly when making presentations;5e61 – contribute ideas to help solve problems, and listen


5a20 – create musical compositions that show appropriateuse of various elements of music (e.g., tempo,dynamics, melody, form, tone colour), and performthem;

5a61 A – select words, visual images, and sounds fromother subjects in the curriculum for interpretationand dramatization;

DescriptionInitially, students participate in choral speaking/chanting activities through guided demonstrations with theteacher. Using a fairy tale, primary picture book, novel, ballad, play, or other source material that students arealready familiar with, the teacher engages students in "chunking" language to create chants. Once this activityhas been modelled, the teacher asks students to "chunk" language individually and then in small groups bycomposing their own chants using available source material.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesDemonstrationGuided ExplorationRead AloudChanting

AssessmentThe group performance provides formativeassessment. After presentations arecomplete, the teacher discusses withstudents the elements of a successfulchanting performance. Through this classdiscussion, students assist in thedevelopment of a rubric that they will usewhile planning their final two performancetasks. This rubric is being designed forteacher use for assessing Subtasks 8 and 9.

Assessment StrategiesExhibition/demonstrationPerformance TaskSelf Assessment

Assessment Recording DevicesChecklist

Teaching / LearningThe teacher may refer to Notes to Teacher #1 for a suggestion of how to introduce the concept of chants initiallyto students.

The teacher selects a short text that students will use as source material for the "chunking" activity. Read theselection to the class. Then, using an overhead transparency, chart paper, or the blackboard, compose asummary of the text. The teacher reads the summary aloud to the class, asking students to identify key words andphrases. Once the key words and phrases are identified, they are arranged to form a chant (refer to Notes toTeacher #2 for a detailed example of this activity). When the chant has been written, the teacher and studentsdiscuss ways of presenting the chant dramatically, keeping in mind the elements of music that have previouslybeen discussed in Subtask 2. Students then experiment with different ways of presenting the chant.




Resources

Once students have participated in the initial chunking/chanting activity, they compose their own chant, usingavailable source material (refer to Notes to Teacher #3). With students working individually, they select a text thatthey have previously explored (e.g., novel study, independent reading, social studies textbook, primary picturebook, etc.) Students compose a chant that successfully communicates the plot of the text they have selected.Students rehearse their chants and then present their chants to a classmate. In pairs, students provide feedbackfor each other by completing an Individual and Peer Chanting Reflection Sheet (BLM 6.1; refer to Notes toTeacher #4).

Working in small groups or pairs, students compose another a chant. Groups choose the text that they will useand identify the specific aspect of the text that they will be expressing. They compose a chant, considering theme,mood, main idea, etc. The teacher encourages students to move beyond summarizing the plot by focusing on lessobvious aspects of the text (e.g., theme, mood, main idea). Students compose their chant, using keywords/phrases from the text as well as vocabulary from their own ideas and experiences with the text. The teacherencourages the groups to apply the elements of music when considering the presentation of their chant. Groupsrehearse presentations and then present their chants to the entire class. Once all groups have presented, theteacher should conduct a discussion/lesson leading to the creation of a rubric for the chanting presentation. Thisrubric will eventually be used for assessing the final two subtasks. Refer to the Chanting Performance Rubrics inSubtask 8 and 9 for guidelines on criteria and level indicators.


For students who experience language difficulties, the teacher may consider pairing for planning and performance.

For students who have difficulty working cooperatively the teacher may wish to consider:• setting limits and boundaries consistently, predictably, promptly, and plainly;• acknowledging and praising/rewarding acceptable behaviour;• monitoring progress often;• providing frequent feedback to help keep them on track and let them know what is expected of them whilebuilding self-esteem.

BLM 6.1 Individual and Peer ChantingChecklist

BLM_6.1_ChantingChecklist.cwk

Crackers and Crumbs Sonja Dunn and Lou Pamenter

Butterscotch Dreams Sonja Dunn and Lou Pamenter

Gimme A Break Rattlesnake Sonja Dunn, Mark Thurman

Mike's Nursery Rhymes

paper 1

pencil 1




Notes to Teacher1. Chants are rhythmic little verses. The teacher may want to introduce the idea of a chant initially bylooking at nursery rhymes and play chants (i.e., those little songs children sing when they are skipping,clapping, etc.) Ask students what chants they know already and spend some time as a whole classexploring ways of saying these chants or ways of rewriting them. For example, some students may befamiliar with this hand chant:

A sailor went to sea sea seaTo see what he could see see seeAnd all that he could see see seeWas the bottom of the deep blue sea sea sea

The teacher should start with this original verse and then play around with additional verses that could beadded. For example:

The pilot flew the plane plane planeTo see the sights of Spain Spain SpainBut once inside the plane plane planeHe forgot the route to Spain Spain Spain

Another possibility for introducing chants to students would be by connecting the poetic and rhythmicnature of rap music to the idea of chanting. Many students are familiar with rap music, and this would bean opportunity for students to provide many examples that they are familiar with.

2. The teacher should choose a version of a well-known fairy tale or a short primary book that can beeasily read to the class. Read the story to the class. Write a summary of the story with students and then,with input from students, underline key words and phrases. Then, using the underlined words andphrases, create a free-form poem/chant. Use repetition and additional vocabulary. Using the fairy taleCinderella as an example, first summarize:

"There once was a young maiden named Cinderella who lived with her wicked stepmother and her twowicked stepsisters. Cinderella worked from morning until night doing chores ..."

Once the summary is completed, the teacher should underline the key words and phrases:

There once was a young maiden named Cinderella who lived with her wicked stepmother and her twowicked step sisters. Cinderella worked from morning until night doing chores ....

Now the teacher arranges the underlined words and phrases into a poem/chant:

Cinderella CinderellaPoor young maidenWicked Stepmother, wicked stepsistersCinderella CinderellaPoor young maidenWorking, working hard,doing her chores.Cinderella Cinderella

3. If possible, the teacher takes students to the library, where they can each select a primary book to read,or provide the books in class for students. Once students have selected their books, they are to read the




story to themselves more than once so that they clearly know the plot. Then the teacher instructs studentsto compose a summarized version of the story in rhythmic form. Students may choose to utilize thepreviously used method of first summarizing the text in prose, underlining key words and phrases, and thenarranging those words and phrases in poetic form. Some students may choose to bypass the summarizingstep and go immediately to arranging key words and phrases. The teacher should remind students that theirtask is two-fold: within their chant they must communicate the plot of the text using the elements of music(tempo, dynamics, mood, melody, and tone colour).

4. The students' reflective comments on BLM 6.1 should be helpful to the teacher in his/her formativeassessments.

5. The teacher may wish to assign a group writer for this task using a random technique (e.g., the studentwearing the most red).

Teacher Reflections


The Arts as Mood Makers Subtask 7 Chanting the Elements of Music


Expectations5a20 A – create musical compositions that show appropriate

use of various elements of music (e.g., tempo,dynamics, melody, form, tone colour), and performthem;

5a60 – rehearse and perform small-group drama anddance presentations drawn from novels, poems,stories, plays, and other source materials;

5e49 • contribute and work constructively in groups;5e60 – speak clearly when making presentations;5e61 – contribute ideas to help solve problems, and listen


5a1 • demonstrate an understanding of the basicelements of music specified for this grade (seebelow) through listening to, performing, and creatingmusic;

5a66 – evaluate drama and dance presentations done inclass;

5a22 A – sing familiar songs and manipulate a musicalelement to change the overall effect (e.g., changetempo or rhythm in “Hot Cross Buns”).

DescriptionStudents learn a chant. Then, in drama groups, they play a game in which groups present the chant in amanner that illustrates a specific element of music (i.e., tempo, dynamics, melody, tone colour, and mood). Therest of the class then guesses what element of music the group has demonstrated.

GroupingsStudents Working In Small GroupsStudents Working As A Whole Class

Teaching / Learning StrategiesReviewTask CardsChanting

AssessmentThe teacher completes a diagnosticassessment at this time. This is a goodopportunity to verify that all students canappropriately apply the elements of musicand guide those students who need moreattention.

Assessment StrategiesPerformance Task


Teaching / LearningThe class reviews the activities and skills that they have explored to this point. With the whole class, the teacherintroduces another simple chant to students. This chant can be an original one that the teacher has composed, aplay chant, or a nursery rhyme. The teacher displays the chant so that all students can see it and read it. Inunison, students practise saying the chant.

Once students are familiar with the language of the chant, they recite the chant repeatedly, focusing on oneelement of music at a time. For example, when students recite the chant for the first time, they can experiment withthe tempo, speeding it up or slowing it down. The second time students recite the chant, they can experiment withthe dynamics, gradually making it louder (crescendo) or softer (decrescendo). The third time, they can experimentwith mood, reciting the chant in angry, sad, or happy voices (i.e., putting emotion into the piece).

Refer to Notes to TeacherThe teacher puts students into small groups (three to five). Give each group a task card that has a chant writtenon it and a specific element of music noted. Each group rehearses and presents the chant that they have beengiven to illustrate the element of music noted. Each group then presents its chant to the rest of the class.Students watching the presentation identify what element of music was demonstrated through the grouppresentations.



The Arts as Mood Makers Subtask 7 Chanting the Elements of Music


Resources

For students who have difficulty working cooperatively, the teacher may wish to consider:• setting limits and boundaries consistently, predictably, promptly, and plainly;• acknowledging and praising/rewarding acceptable behaviour;• monitoring progress often;• providing frequent feedback to help keep students on track and let them know what is expected of them whilebuilding self-esteem.

Butterscotch Dreams Sonja Dunn and Lou Pamenter

Crackers and Crumbs Sonja Dunn and Lou Pamenter

Gimme A Break Rattlesnake Sonja Dunn, Mark Thurman


Notes to TeacherThe teacher should make task cards containing a chant and one element of music before the lesson. Thenumber of cards made depends on the number of groups. The chants written on the cards can be taken fromnursery rhymes or an assortment of poetry anthologies and books. Another option could be to give all thegroups the same chant and simply change the element of music that needs to be demonstrated.

Teacher Reflections


The Arts as Mood Makers Subtask 8Individual Chanting with Portraits







5e56 – use appropriate words and structures indiscussions or classroom presentations;

5e60 – speak clearly when making presentations;5a1 A • demonstrate an understanding of the basic

elements of music specified for this grade (seebelow) through listening to, performing, and creatingmusic;

5a66 – evaluate drama and dance presentations done inclass;

5a55 A – demonstrate the ability to sustain concentration indrama and dance (e.g., by adding transitionsbetween tableaux);

5a23 A – describe how various elements of music arecombined to create different moods (e.g., comparetempo and melody in “Hard Day’s Night” and“Yesterday” by the Beatles);

DescriptionWorking individually, students create an original chant that communicates a specific mood using appropriateimages, vocabulary, and sounds. Students employ the elements of music to improve the expression of themood in their chant.


Teaching / Learning StrategiesDemonstrationChanting

AssessmentStudents may complete a self-assessment oftheir performance, using the ChantingPerformance Rubric. Then the teacher canuse the same rubric to evaluate theCulminating Task using a different colouredpen.

Assessment StrategiesPerformance TaskSelf AssessmentExhibition/demonstration

Assessment Recording DevicesRubric

Teaching / LearningUsing the portraits that students created in Subtask 5, students each compose original chants that communicatethe mood of their portraits. To accomplish this task, students write a brief prose piece explaining a situation orsituations that would elicit the mood of their portrait (refer to Notes to Teacher #1). Once this piece has beenwritten, students identify the key words and phrases that they will use to compose their chant. The teacherreminds students that they may also use the sound effects, additional vocabulary, and situations that theygenerated in their groupings from Subtask 4.

Once students have composed their chants, the teacher reminds them that they must now present their chant insuch a manner that best expresses the particular mood. In deciding how best to present their chant, studentsshould practise saying their chants using the elements of music. Once they have experimented with a variety ofapproaches, they complete a script that includes the chant and the specific notations/directions on how to presentit (refer to Notes to Teacher #2). This is to be submitted for evaluation along with their individual presentations.

Students present their chants to the class.

Students complete the chanting performance rubric to assess their performance.

Using the same copy of the rubric, the teacher evaluates the students' performances.


The Arts as Mood Makers Subtask 8Individual Chanting with Portraits


Resources


For students who are experiencing language difficulties, the teacher may consider pairing for planning andperformance.

Chanting Performance Rubric

paper 1

pencil 1

collage portaits (subtask 5) 1

Notes to Teacher1. The following is an example of this activity using the mood "proud." Situations when someone might feelproud: becoming a citizen of a country, accomplishing an individual achievement (e.g., receiving an award), agroup achievement (e.g., winning a hockey trophy), how a parent might feel for a child, the Olympics, etc.

2. In completing the scripts of their chants, students create presentation notes focusing on the elements ofmusic. For example, they would indicate the tempo, whether any words or phrases would have a different tempo,and what the intended effect of that would be. Students would indicate on their script how the element ofdynamics would be used and what the intended effect of that would be. As a final reflective piece to their script,students would indicate how all the elements of their chants (content and presentation) work together to expressthe emotion of the chants.

Teacher Reflections


The Arts as Mood Makers Subtask 9Choral Chanting with Portraits




5a55 A – demonstrate the ability to sustain concentration indrama and dance (e.g., by adding transitionsbetween tableaux);

5a60 A – rehearse and perform small-group drama anddance presentations drawn from novels, poems,stories, plays, and other source materials;




5e56 – use appropriate words and structures indiscussions or classroom presentations;

5e60 – speak clearly when making presentations;5e61 – contribute ideas to help solve problems, and listen


5a1 A • demonstrate an understanding of the basicelements of music specified for this grade (seebelow) through listening to, performing, and creatingmusic;

5e49 • contribute and work constructively in groups;5a23 A – describe how various elements of music are


DescriptionFor the Culminating Task, students create an integrated arts presentation, consisting of portraits and choralchanting, that demonstrates their knowledge of the elements of the arts to evoke a mood. The teacherintroduces the Culminating Task by reading aloud BLM 9.1.

"A note to performers:Please make sure your chants demonstrate your knowledge of the elements of music and include vividvocabulary and interesting images to help make our program a success."

GroupingsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesDemonstrationChanting

Assessment

Assessment StrategiesPerformance TaskSelf Assessment

Assessment Recording DevicesRubric

Teaching / LearningThe producers of the show also want you to ensure that the chants demonstrate knowledge of the elements ofmusic and include vivid vocabulary and interesting images to help make the program a success. They are askingthat each group performs for a maximum time of (10 min).

Students return to the groupings that were created in Subtask 4. These groups reflect the five moods that werepreviously explored (i.e., sad, happy, scared, angry, and proud). Within groups, students each share their portraitsand the individual chants they created based on their portrait (Subtask 8). Students build on the chants/ideas fromall the group members to compose one chant for the group. The chant is based on one of the five moods and


The Arts as Mood Makers Subtask 9Choral Chanting with Portraits


Resources

uses all of the portraits which illustrate that mood. The teacher should remind students of their objective: torepresent the mood and use visual images (portraits, etc.), vivid vocabulary, sound effects, and possiblybackground music. The teacher should also remind students of the length of their chant. Once students havecomposed their chants, the teacher may choose to conference with groups on the content. The teacher shouldgive students time to work on all aspects of their final presentation (e.g., rehearse choral chanting with a focus onthe elements of music, decide how they will use their portraits, discuss and plan for any instrumental music thatwould be suitable in communicating the mood.)

Students have a "dress rehearsal," where informal teacher and peer feedback is given to the groups. If needed,after the dress rehearsal, the teacher provides groups with additional time to rehearse.

Groups present their chants to an audience (the class or perhaps a larger audience). The final performance isassessed.


For students who have difficulty working cooperatively, the teacher may wish to consider:• setting limits and boundaries consistently, predictably, promptly, and plainly;• acknowledging and praising/rewarding acceptable behaviour;• monitoring progress often;• providing frequent feedback to help keep students on track and let them know what is expected of them whilebuilding self-esteem.

Chanting Performance Rubric

BLM 9.1 Culminating Task Description BLM_9.1_CulminatingTaskDesc.cwk

paper 1

pencil 1

collage portraits 1

Notes to Teacher1. Videotaping the final presentations allows students to view these presentations in the context of a televisionformat as outlined in the subtask description. Videotaping would also allow students a better opportunity forself-assessment. Please check with your school board regarding parental permission protocol before videotapingstudents.

The teacher may choose to say the following to students: "The producers have also noted that you may want to,but do not have to, include movement, costuming, and background music to enhance the presentations."

2. Students should be evaluated individually using the rubric provided.

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List

A Unit for Grade 5

Page 1

Rubric

Chanting Performance Rubric2

ST 8

Chanting Performance Rubric2

ST 9

Collage Portrait Rubric3

ST 5

Blackline Master / File

BLM 2.1 Elements of Music: Group WorkBLM_2.1_MusicElementsGroup.cwkAn overhead of this BLM should be prepared for thewhole-group lesson. Student groups will then need twocopies to complete the small group response.

ST 2

BLM 3.1 Elements of Music: IndividualAssessment Checklist

BLM_3.1_MusicElementsIndivi.cwkStudents will need one copy each for the assessmentactivity.

ST 3

BLM 3.2 Teacher ChecklistBLM_3.2_TeacherChecklist.cwkThis checklist can be used to evaluate student'sindividual assessment sheet.

ST 3

BLM 5.1 Collage Portrait Rating ScaleBLM_5.1_CollageRatingScale.cwkUse this checklist to assess students' collageporttraits.

ST 5

BLM 6.1 Individual and Peer Chanting ChecklistBLM_6.1_ChantingChecklist.cwkSelf-assessment checklist for students' initial chantingpresentation.

ST 6

BLM 9.1 Culminating Task DescriptionBLM_9.1_CulminatingTaskDesc.cwkThis Culminating Task description can be photocopiedfor each student or group. Consider attaching it to therubrics.

ST 9

Print

Butterscotch DreamsSonja Dunn and Lou Pamenter

A book full of chants that helps teachers withextensions in music, drama, and art.

0-921217-07-2 Pembrooke Publishers

ST 6

Butterscotch DreamsSonja Dunn and Lou Pamenter

A book full of chants that helps teachers withextensions in music, drama, and art.

0-921217-07-2 Pembrooke Publishers

ST 7

Carnival of the AnimalsBarrie Carson Turner

This book tells the stories included in Saint-Saenscomposition Carnival of the Animals with an explanationof instruments, stories told, and techniques used by thecomposer with an accompanying CD of music.

0-333-72305-8 MacMillan Children's Books

ST 2

Crackers and CrumbsSonja Dunn and Lou Pamenter

A book full of chants that will help teachers withextensions in music, dramas and art.

0921217-447 Canadian Cataloguing Pub. Data

ST 6

Crackers and CrumbsSonja Dunn and Lou Pamenter

A book full of chants that will help teachers withextensions in music, drama, and art.

0921217-447 Canadian Cataloguing Pub. Data

ST 7

Creative Drama in the Primary GradesNellie McCaslin

Contains methodology, lesson components, andactivities step by step. Designed for teachers with littledrama experience.

0-88734-606-5

Unit

Drama 5-14: A Practical Approach to ClassroomDrama

Irene Rankin

Practical classroom activities.0-340-65562-3

Unit

Gimme A Break RattlesnakeSonja Dunn, Mark Thurman

A collection of chants and rhymes to stimulate dramaand movement.

0-7737-5696-5 Stoddard Publishers

ST 6

Gimme A Break RattlesnakeSonja Dunn, Mark Thurman

A collection of chants and rhymes to stimulate dramaand movement.

0-7737-5696-5 Stoddard Publishers

ST 7

The Lost MusicChild's Play

The book and tape tell the story of a family of moleswho travel the world to hear music. It provides soundexamples of some world instruments for students.

0-85953-327-1

ST 2

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Oct 29, 2002 at 11:14:58 PM Page D-1


Resource List

A Unit for Grade 5

Page 2

The Straight Line WonderMem Fox

The book introduces the different types of lines in acreative and fun way for students.

1-57255-206-9

ST 1

Weaving in the ArtsSharon Blecher and Kathy Jaffee

A practical approach to the integration of the artsacross the curriculum.

0-325-00032-8

Unit

Website

Arts Web Adventures

A list of interactive sights that focus on the elementsand principles of design as well as art appreciation andcriticism.

http://www.eduweb.com/adventure.htmlST 5

Learn About Instruments

This site has information and audio files for theorchestral instruments.

http://DataDragon.com/education/instruments/ST 2


This website has an excellent collection of nurseryrhymes organized alphabetically and by subject.

http://www.collingsm.freeserve.co.ukST 6


This website has an excellent collection of nurseryrhymes organized alphabetically and by subject.

http://www.collingsm.freeserve.co.ukST 7

Musical Instrument Quiz

This site offers an interactive quiz on the instruments ofthe orchestra. The sound files are saved in "read audio"format.

http://www.Lehigh.EDU/zoellner/quiz1.htmlST 2

Musical Instruments of the World

This site shows students pictures and audio files forworld instruments. Sound files are saved in Quicktime orwave format.

http://www.eyeneer.com/World/Instruments/index.html

ST 2

The Classic Music Pages

This site includes biographies and musical samples of avariety of classical music composers. Tone colours foreach composition are listed. Music examples areprovided in wave format (no plugin required).

http://w3.rz-berlin.mpg.de/cmp/classmus.htmlST 2

The Creative Impulse

An examination of the arts throughout history, referringto the social conditions that motivated them.

http://history.evansville.net/index.htmlST 5

The Symphony Orchestra: An Interactive Guide

This site allows students to see the instrument, read ashort description, and hear it being played.

http://library.thinkquest.org/22673/orchestra.htmlST 2

Material

11" x 17" white paper1 piece

The bigger the paper the better.per person

ST 1

chart paper1

Remember to record a different mood on each paper.per group

ST 4

collage portaits (subtask 5)1per person

ST 8

collage portraits1per person

ST 9

collected mixed mediaper class

ST 5

coloured drawing utensils1 box

Utensils could include markers, crayons, pencilscrayons, pastels, paints in the 8 basic colours.

per pair

ST 1

computer1

Word processing and desktop publishing software couldbe useful for printing mood vocabulary.

per class

ST 5

glue1per person

ST 5

markers1 boxper group

ST 4

paintpalette

Primary colours (red, blue, yellow) should be availablefor mixing. Tempera, paint pucks, or acrylic paints aresuggested.

per group

ST 5

paper1

A variety of colour and sizes should be available.per person

ST 5

paper1

linedper person

ST 6

paper

1per person

ST 8



Resource List

A Unit for Grade 5

Page 3

paper1per person

ST 9

pencil1per person

ST 2

pencil1per person

ST 3

pencil1per person

ST 6

pencil1per person

ST 8

pencil1per person

ST 9

scissors1

left-handed scissorsper person

ST 5

thesaurus1per group

ST 4

variety of colouring utensilsper class

ST 5


Elements of Music

Mood Description:

BLM 2.1Name: ____________________________________ Date: ___________________

Composition: ________________________________________________________

BLM 3.1Elements of Music Assessment

Name: __________________________________________ Date: ___________________

1. Song Title: ________________________________________________

Tempo Dynamics Mood Melody Tone Colour

___________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Song Title: _________________________________________________

Tempo Dynamics Mood Melody Tone Colour

______________________________________________________________________________________________________________________________________________________________________________________________________________

BLM 3.2Elements of Music: Individual Assessment Checklist

Student Name: ______________________________ Date: ________________________

1 = a few 2 = some 3 = most 4 = all

1. The student included the appropriate dynamics for this composition: 1 2 3 4

2. The student included the appropriate melody for this composition: 1 2 3 4

3. The student included the appropriate tone colours (3 to 5) for this composition: 1 2 3 4

4. The student included the appropriate tempo for this composition: YES NO

5. The student included the appropriate mood for this composition: YES NO

6. The student included a clear sentence that explained the mood based on the elements of music:

The sentence is very clear and includes all the elements of music. 1- __

The sentence is clear and includes most of the elements of music. 2 - __

The sentence is somewhat clear and includes some of the elements of music. 3 - __

The sentence is unclear and includes a few of the elements of music. 4 - __

Comments:

BLM 5.1Name of Student: _______________________________________________

Collage Portrait Rating Scale

Student explains how the collage creates a specificmood.

The design of the collage creates a mood.

Three or more materials have been used in thecollage.

Colour used in the collage supports the mood.

1.

2.

3.

4.

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

Comments:

BLM 6.1Individual and Peer Chanting Checklist

Task: ______________________________________________________________________

Performer: __________________________________________

Peer: _________________________________________

Content: (To be completed by the performer)1. Did I compose a chant? Yes No

Comment________________________________________________________________

2. Did I tell the plot in a clear way? Yes No

Comment________________________________________________________________

3. Was my chant presented in a clear order? Yes No

Comment________________________________________________________________

Presentation: (To be completed by peer)4. Presenter could be heard and understood? Yes No

Comment________________________________________________________________

5. Was the presentation logical? Yes No

Comment________________________________________________________________

6. Did the chant express a mood or feeling? Yes No

Comment________________________________________________________________

To be completed by the performer.Use the above checklist to complete the following:

In my next performance, I would improve my work by ____________________________________

_____________________________________________________________________________

BLM 9.1

Task Description

Your class has been chosen to participate on the network, MoodMusic Television (MMT). The producers of MMT have requested that your class perform on the show entitled Mood Makers.

Your class is responsible for creating a variety of chants that represent different moods. The producers are asking that you include visual images along with your chant for the viewing audience.

The target audience for the broadcast will be Grade 5 teachers, students, and their parents. Each group should perform for the maximum time specified by your teacher.

A Note to Performers:Please make sure your chants demonstrate your knowledge of the elements of music and include vivid vocabulary and interesting words to help make our program a success.

Expectations for this Subtask to Assess with this Rubric:

Understanding ofConcepts5a1

Critical Analysis andAppreciation5a23

Performance andCreative Work5a20, 5a55

Communication5a61

- shows understanding of fewof the elements of musicwhen creating the chant

- applies a few of theelements of music whencreating the chant- performs chant with limitedconcentration

- selects words, visual imagesand sounds from othersubject areas for the chantwith limited effectiveness

- shows understanding ofsome of the elements ofmusic when creating thechant

- provides some analysiswhen describing howelements of music createmood in the chant

- applies some of theelements of music whencreating the chant- performs chant withmoderate concentration

- selects words, visual imagesand sounds from othersubject areas for the chantwith some effectiveness

- shows understanding ofmost of the elements ofmusic when creating thechant

- provides considerableanalysis when describinghow elements of musiccreate mood in the chant

- applies most of theelements of music whencreating the chant- performs chant withconsiderable concentration

- selects words, visual imagesand sounds from othersubject areas for the chantwith considerableeffectiveness

- shows understanding of allor almost all of the elementsof music when creating thechant

- provides thorough analysiswhen describing howelements of music createmood in the chant

- applies all or almost of theelements of music whencreating the chant- performs chant with highdegree of concentration

- selects words, visual imagesand sounds from othersubject areas for the chantwith a high degree ofeffectiveness

Level 1 Level 2 Level 3 Level 4

Chanting Performance Rubricfor use with Subtask 8 : Individual Chanting with Portraits

from the Grade 5 Unit: The Arts as Mood MakersStudent Name:Date:

- provides limited analysiswhen describing howelements of music createmood in the chant

5a1 • demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to, performing, and creating music;

5a20 – create musical compositions that show appropriate use of various elements of music (e.g., tempo, dynamics, melody, form, tone colour), and perform them;

5a23 – describe how various elements of music are combined to create different moods (e.g., compare tempo and melody in “Hard Day’s Night” and “Yesterday” by theBeatles);

5a55 – demonstrate the ability to sustain concentration in drama and dance (e.g., by adding transitions between tableaux);

5a61 – select words, visual images, and sounds from other subjects in the curriculum for interpretation and dramatization;

Category/Criteria

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Oct 29, 2002 at 11:15:01 PM Page E-1

Expectations for this Subtask to Assess with this Rubric:

Understanding ofConcepts5a1

Critical Analysis andAppreciation5a23

Performance andCreative Work5a20, 5a55

Communication5a61

- shows understanding of afew of the elements of musicwhen creating the chant

- applies a few of theelements of music whencreating the chant- performs chant with limitedconcentration

- selects words, visual imagesand sounds from othersubject areas for the chantwith limited effectiveness

- shows understanding ofsome of the elements ofmusic when creating thechant

- provides some analysiswhen describing howelements of music createmood in the chant

- applies some of theelements of music whencreating the chant- performs chant withmoderate concentration

- selects words, visual imagesand sounds from othersubject areas for the chantwith some effectiveness

- shows understanding ofmost of the elements ofmusic when creating thechant

- provides considerableanalysis when describinghow elements of musiccreate mood in the chant

- applies most of theelements of music whencreating the chant- performs chant withconsiderable concentration

- selects words, visual imagesand sounds from othersubject areas for the chantwith considerableeffectiveness

- shows understanding of allor almost all of the elementsof music when creating thechant

- provides thorough analysiswhen describing howelements of music createmood in the chant

- applies all or almost of theelements of music whencreating the chant- performs chant with highdegree of concentration

- selects words, visual imagesand sounds from othersubject areas for the chantwith a high degree ofeffectiveness


Chanting Performance Rubricfor use with Subtask 9 : Choral Chanting with Portraits


- provides limited analysiswhen describing howelements of music createmood in the chant

Category/Criteria


Expectationsfor this Subtask to Assess with this Rubric:

Communication5e20

Performance andCreative Work5a37

Performance andCreative Work5a38

- uses words to create aspecific mood on theircollage with limitedeffectiveness

organizes the collage tocreate a specific mood usingthe elements of design withlimited effectiveness.

- uses words to create aspecific mood on theircollage with someeffectiveness

- selects a few of theappropriate tools, equipment,materials, and instrumentsand sometimes uses themcorrectly while creating thecollage portrait.

organizes the collage tocreate a specific mood usingthe elements of design withmoderate effectiveness.

- uses words to create aspecific mood on theircollage with considerableeffectiveness

- selects most of theappropriate tools, equipment,materials, and instrumentsand regularly uses themcorrectly while creating thecollage portrait.

organizes the collage tocreate a specific mood usingthe elements of design withconsiderable effectiveness.

- uses words to create aspecific mood on theircollage with a high degree ofeffectiveness

- selects all, or almost all, ofthe appropriate tools,equipment, materials, andinstruments and infrequentlyuses them routinely whilecreating the collage portrait.

organizes the collage tocreate a specific mood usingthe elements of design with ahigh degree of effectiveness.


Collage Portrait Rubricfor use with Subtask 5 : Collage Portraits


- selects a few of theappropriate tools, equipment,materials, and instrumentsand infrequently uses themcorrectly while creating thecollage portrait.

5e20 – select and use words to create specific effects (e.g., to create a mood);

5a37 – select the most appropriate tools, materials, and techniques for a particular purpose, and use them correctly.

5a38 – organize their art works to create a specific effect, using the elements of design (e.g., create a still life depicting their favourite foods, and explain how they usedcolour, texture, and shape to appeal to the viewer’s senses);

Category/Criteria


Expectation List

Selected


Page 1

Assessed

The Arts---Music• communicate their response to music in ways appropriate for this grade (e.g., through visual arts, drama, creative

movement, language).14a6

The Arts---Visual Arts• identify the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade

when producing and responding to works of art;14a32

English Language---Writing• produce media texts using writing and materials from other media (e.g., an advertisement for radio or television); 35e6

– select and use words to create specific effects (e.g., to create a mood); 3 25e20

English Language---Oral and Visual Communication• contribute and work constructively in groups; 3 15e49

– use vocabulary learned in other subject areas in a variety of contexts; 15e55

– use appropriate words and structures in discussions or classroom presentations; 3 15e56

– speak clearly when making presentations; 3 15e60

– contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group; 3 15e61

The Arts---Music• demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to,

performing, and creating music;1 35a1

• use correctly the musical terminology associated with the specific expectations for this grade; 15a3

– recognize different kinds of tone colour in pieces of music (e.g., the sound of steel drums); 25a14

– create musical compositions that show appropriate use of various elements of music (e.g., tempo, dynamics, melody, form,tone colour), and perform them;

1 35a20

– sing familiar songs and manipulate a musical element to change the overall effect (e.g., change tempo or rhythm in “HotCross Buns”).

15a22

– describe how various elements of music are combined to create different moods (e.g., compare tempo and melody in “HardDay’s Night” and “Yesterday” by the Beatles);

45a23

The Arts---Visual Arts• produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for

specific purposes and to specific audiences;15a26

• define the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this gradewhen producing and responding to works of art;

1 15a27

– select the most appropriate tools, materials, and techniques for a particular purpose, and use them correctly. 15a37

– organize their art works to create a specific effect, using the elements of design (e.g., create a still life depicting their favouritefoods, and explain how they used colour, texture, and shape to appeal to the viewer’s senses);

15a38

The Arts---Drama & Dance• interpret and communicate the meaning of stories, films, plays, songs, and other material drawn from different sources and

cultures, using a range of drama and dance techniques (e.g., using a “corridor of voices”);15a46

– demonstrate the ability to sustain concentration in drama and dance (e.g., by adding transitions between tableaux); 1 25a55

– rehearse and perform small-group drama and dance presentations drawn from novels, poems, stories, plays, and othersource materials;

1 25a60

– select words, visual images, and sounds from other subjects in the curriculum for interpretation and dramatization; 35a61

– evaluate drama and dance presentations done in class; 2 15a66

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Oct 29, 2002 at 11:15:06 PM Page F-1


Expectation Summary

A Unit for Grade 5

Selected Assessed

English Language5e1 5e2 5e3 5e4 5e5 5e6 3 5e7 5e8 5e9 5e105e11 5e12 5e13 5e14 5e15 5e16 5e17 5e18 5e19 5e20 235e21 5e22 5e23 5e24 5e25 5e26 5e27 5e28 5e29 5e305e31 5e32 5e33 5e34 5e35 5e36 5e37 5e38 5e39 5e405e41 5e42 5e43 5e44 5e45 5e46 5e47 5e48 5e49 13 5e505e51 5e52 5e53 5e54 5e55 1 5e56 13 5e57 5e58 5e59 5e60 135e61 13 5e62 5e63 5e64 5e65 5e66

French as a Second Language5f1 5f2 5f3 5f4 5f5 5f6 5f7 5f8 5f9 5f105f11 5f12 5f13 5f14 5f15 5f16 5f17 5f18

Mathematics5m1 5m2 5m3 5m4 5m5 5m6 5m7 5m8 5m9 5m105m11 5m12 5m13 5m14 5m15 5m16 5m17 5m18 5m19 5m205m21 5m22 5m23 5m24 5m25 5m26 5m27 5m28 5m29 5m305m31 5m32 5m33 5m34 5m35 5m36 5m37 5m38 5m39 5m405m41 5m42 5m43 5m44 5m45 5m46 5m47 5m48 5m49 5m505m51 5m52 5m53 5m54 5m55 5m56 5m57 5m58 5m59 5m605m61 5m62 5m63 5m64 5m65 5m66 5m67 5m68 5m69 5m705m71 5m72 5m73 5m74 5m75 5m76 5m77 5m78 5m79 5m805m81 5m82 5m83 5m84 5m85 5m86 5m87 5m88 5m89 5m905m91 5m92 5m93 5m94 5m95 5m96 5m97 5m98 5m99 5m1005m101 5m102 5m103 5m104 5m105 5m106 5m107 5m108 5m109 5m1105m111 5m112 5m113 5m114 5m115 5m116 5m117 5m118 5m119 5m1205m121 5m122 5m123 5m124

Science and Technology5s1 5s2 5s3 5s4 5s5 5s6 5s7 5s8 5s9 5s105s11 5s12 5s13 5s14 5s15 5s16 5s17 5s18 5s19 5s205s21 5s22 5s23 5s24 5s25 5s26 5s27 5s28 5s29 5s305s31 5s32 5s33 5s34 5s35 5s36 5s37 5s38 5s39 5s405s41 5s42 5s43 5s44 5s45 5s46 5s47 5s48 5s49 5s505s51 5s52 5s53 5s54 5s55 5s56 5s57 5s58 5s59 5s605s61 5s62 5s63 5s64 5s65 5s66 5s67 5s68 5s69 5s705s71 5s72 5s73 5s74 5s75 5s76 5s77 5s78 5s79 5s805s81 5s82 5s83 5s84 5s85 5s86 5s87 5s88 5s89 5s905s91 5s92 5s93 5s94 5s95 5s96 5s97 5s98 5s99 5s1005s101 5s102 5s103 5s104 5s105 5s106 5s107 5s108 5s109 5s1105s111 5s112 5s113 5s114 5s115 5s116 5s117 5s118 5s119 5s1205s121 5s122 5s123 5s124 5s125 5s126 5s127 5s128

Social Studies5z1 5z2 5z3 5z4 5z5 5z6 5z7 5z8 5z9 5z105z11 5z12 5z13 5z14 5z15 5z16 5z17 5z18 5z19 5z205z21 5z22 5z23 5z24 5z25 5z26 5z27 5z28 5z29 5z305z31 5z32 5z33 5z34 5z35 5z36 5z37 5z38 5z39 5z405z41 5z42 5z43 5z44 5z45 5z46 5z47 5z48

Health & Physical Education5p1 5p2 5p3 5p4 5p5 5p6 5p7 5p8 5p9 5p105p11 5p12 5p13 5p14 5p15 5p16 5p17 5p18 5p19 5p205p21 5p22 5p23 5p24 5p25 5p26 5p27 5p28 5p29 5p305p31 5p32 5p33 5p34 5p35 5p36 5p37 5p38 5p39 5p40

The Arts5a1 31 5a2 5a3 1 5a4 5a5 5a6 5a7 5a8 5a9 5a105a11 5a12 5a13 5a14 2 5a15 5a16 5a17 5a18 5a19 5a20 315a21 5a22 1 5a23 4 5a24 5a25 5a26 1 5a27 11 5a28 5a29 5a305a31 5a32 5a33 5a34 5a35 5a36 5a37 1 5a38 1 5a39 5a405a41 5a42 5a43 5a44 5a45 5a46 1 5a47 5a48 5a49 5a505a51 5a52 5a53 5a54 5a55 21 5a56 5a57 5a58 5a59 5a60 215a61 3 5a62 5a63 5a64 5a65 5a66 12 5a67 5a68 5a69

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Oct 29, 2002 at 11:15:10 PM Page G-1


Page 1Unit Analysis

Assessment Recording Devices

4 Anecdotal Record2 Checklist1 Rating Scale2 Rubric

Assessment Strategies

2 Exhibition/demonstration3 Observation5 Performance Task2 Questions And Answers (oral)1 Select Response3 Self Assessment

Groupings

5 Students Working As A Whole Class1 Students Working In Pairs5 Students Working In Small Groups6 Students Working Individually

Teaching / Learning Strategies

2 Brainstorming4 Chanting1 Classifying1 Collage3 Demonstration1 Discussion1 Guided Exploration1 Read Aloud2 Review1 Task Cards2 Visual/graphic Organizers

Analysis Of Unit Components

9 Subtasks 61 Expectations 52 Resources 61 Strategies & Groupings

-- Unique Expectations -- 7 Language Expectations 17 Arts Expectations

Resource Types

3 Rubrics 6 Blackline Masters 0 Licensed Software 12 Print Resources 0 Media Resources 9 Websites 22 Material Resources 0 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Oct 29, 2002 at 11:15:16 PM Page H-1

Documents

The Arts as Mood Makers - new-library.lakeheadu.ca