Class/grade: Year 3/4/5

School: Waikerie Lutheran Primary School

Title: Music Eras and Styles

Teacher(s): Cheryl Burgemeister

Date: 2014

Proposed duration: 50 minutes per week

PYP planner

1. What is our purpose?

To inquire into the following:

transdisciplinary themes

How We Express Ourselves

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

central idea

Throughout time music style has changed, creating eras in history

Summative assessment task(s):

1. iPad project using Garage Band to compose their own “signature tune” (their name in rhythm & melody) and export as a ringtone. (see teacher notes box)

2. Students learn to read music and play the recorder

ACARA Music Outcomes 3-4 ACARA Music Outcomes 5-6ACAMUM084 ACAMUM088ACAMUM085 ACAMUM089ACAMUM086 ACAMUM090ACAMUR087 ACAMUR091

ACARA General CapabilitiesLiteracyNumeracyInformation and communication technology (ICT) capabilityCritical and creative thinkingPersonal and social capability☐Ethical understanding☐Intercultural understanding.

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What are the related concept?

Form: patterns, structure

Function: pattern, role

Causation: relationship

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

1. Eras in Music2. Different styles in music

What teacher questions/provocations will drive these inquiries?

What is the difference between beat and rhythm? What is the relationship between beat and rhythm? How do we create a rhythm? What things do we need to think of when creating a rhythm?

Planning the inquiry

© International Baccalaureate Organization 2007

Planning the inquiry

4. How best might we learn?

clapping and playing instruments to the beat & rhythm of the song moving around the room to the beat & rhythm playing together in groups keeping the beat or rhythm. Playing recorder in time to the beat Playing melodic rhythms on the recorder represent beat and rhythm through notation echoing patterns playing an arrangement creating own arrangement recording and editing own arrangement NB see teacher notes re SAT

Transdisciplinary SkillsSocial: cooperating, weekly group leaderCommunication: listening, speaking, reading, viewingThinking: Acquisition of knowledge, comprehension, applicationSelf Management: Gross motor, fine motor, spatial awareness

Learner ProfileInquirer, knowledgeable, communicators, balanced, principled, reflective, risk-taker, thinker.

AttitudesConfidence, enthusiasm, creativity, independence

5. What resources need to be gathered?

Fairbairn, Leehy & O’Mara, 2007, Music Room: A developmental classroom music program, Book 4 -Middle Primary, Bushfire Press (printed resource & accompanying music CD & CD ROM)

DRAFT: Burgemeister, Fairbairn, Leehy & O’Mara, The Interactive Music Room: A developmental classroom music program for interactive whiteboards, Book 4 -Middle Primary

O’Brien & Carthew, 2013, We’re Orff 2, Bushfire Press Recorder Room, Bushfire Press Merry Merry Christmas, from album King of Christmas by Colin Buchanan iPad, Garage Band, Recorder Room Tuned percussion instruments: xylophone, glockenspiel, chime bars Untuned percussion instruments: tapping sticks, drums, maracas, bells, tambourines, guiros, cymbals Pencils, glue, scissors, paper

 

3. How might we know what we have learned?

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

Asking students to clap, move or play along with the beat and rhythm.

Discussion with students about beat and rhythm.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

Observation of students moving, playing instruments and singing to the rhythm and beat

Students write and compose rhythms.

Students perform rhythms solo to the class.

Students record beat and rhythms in Garage band using various instruments.

Students play melodic rhythms on the recorder in time to the beat. (rubric assessment)

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

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

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

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

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

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

demonstrate the learning and application of particular transdisciplinary skills?

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

© International Baccalaureate Organization 2007

8. What student-initiated inquiries arose from the learning?

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

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

 

Reflecting on the inquiry

9. Teacher notes

SAT 1:

Lesson 1:

Learn Garage Band basics (settings, adding track, recording)

Investigate Garage band trial & error (free playing)

Lesson 2:

Music Room Book 4 Unit 2 Lesson 1

Pitch maps

Look at bird calls

Learn app Explain Everything or Book Creator

Draw a pitch map & record your own voice singing the pitch map

Lesson 3

Music Room Book 4 Unit 2 Lesson 1

Create own bird call “signature tune” using own name as rhythm and adding melody to the rhythm

1. Notate signature tune on BLM

2. First use untuned percussion instruments

3. Next use tuned percussion instruments

4. Play your tune in Garage band (NB provide image of garage band piano with note names)

Lesson 4 & 5:

Record signature tune in Garage band, arrange in in a 2 or 4 bar pattern

Export as a ringtone for an alert.

Lesson 10 – reflect NB this project actually took a whole term!