How To Structure an MYP Music Unit
Topic: Elements of Music Grade: 6 / Level 1
Significant Concept / Enduring Understanding:
For example: Grade 10 Modern Music: "Why is it acceptable to break the rules?"
Communicative – Discussing their knowledge and using their skills to communicate music to their peers
Criterion B: Students will effectively use the creative cycle to put together an ensemble performance, demonstrating sensitivity to the different Elements of Music studied previously in Criterion A. Strand 1 will be assessed through the developmental workbook; strand 2 will be assessed through a live performance.
Criterion C: The student DWs will show evidence of evaluations and responses to individual, peer, and familial feedback in putting together an ensemble piece. This will encompass all strands of Criterion C.
Criterion D: Students' artistic awareness and personal engagement in tasks will be assessed using the following means:
* Well decorated DW that shows care and interest were put into the processes involved throughout Criteria A, B, and C
* Photographs of the student on-task and engaged in class
* Short videos showing students' work in class, including both on and off-task behaviours
* Writing in the DW that highlights their work with their peers / teammates (e.g. writing about the team troubleshot their problems, etc.)
Criterion A Comes First:
Now, in my class, I have the kids use whichever skills they currently have. We are running a general music programme and so don't have access to band instruments. My grade 6s include ukuleles, guitars, a piano, a drum, 3 violins, and a bunch of singers. I put one kid on bass guitar. Now we have a band.
We start each lesson with "general musicianship." We work on rhythms using Orff Patsching, we do sight-singing exercises, ear-training exercises, etc.
Next, we go open the Silver Burdett music textbook and do all the lesson focusing on an Element of Music. This is really typical, North American-style, skills stuff. The kids love it. So, for example, we learned, "Lean On Me" when we were looking at Form and we covered the following topics:
Da Capo Al Fine
Outro / Coda
After we are finished singing the song together, and really studying it, then we all pull out our instruments and we play it as a band. This is really helping the rock bands in the school because I'm not writing out any music for these kids. The guitars, ukuleles and piano have to figure out the chords. The bass guitar knows to play the name of the chord. The violins decide between themselves who will be playing the top note and who will be playing the bottom note. We play the music. See, knowledge needs to be connected to something, right? So after we are done analysing/studying a score, we get out our instruments and we play!
We finish the lesson 10 minutes early and we open our DWs and do some paperwork on what we've just learned. (This is where your Criterion A comes in!) The kids will define the terms and will answer some questions using the DeBono Thinking Hats.
I don't always use Silver Burdett for everything. When we melody contours, I use a British book called Music Matters. There's a great exercise there on melody mapping, which the kids always think is really fun. Then their homework is to use GarageBand to cut up 20 seconds of a favourite song and then to "draw" the melody for me to hear with my eyes. It's very cool. I typically know the songs they've chosen and the kids are really accurate. Some draw bubbles, some draw lines, etc.
During this time, do your normal assessments that you would do regardless of what education system you were in. Do your playing test that is out of 10 marks (not using a rubric). Do a pop quiz. These are all formative / diagnostic assessments that do not affect your Criteria-based assessments - they just let you know how the class is doing so you can change your teaching as needed.
Now do Criteria B & C Together
1) No more than 1 language group except for English;
2) A mixture of boys and girls;
3) Must have someone who will play melody, someone who will play harmony, and someone who will play bass;
4) Must have an advanced musician, an intermediate musician, and a beginner musician.
Next, we have a non-playing lesson in which they discuss, in their groups, what piece they want to play. This depends entirely on the topic studied. If they are studying Chinese music, the piece they choose will be Chinese, etc. When they are finished, they write this in their DWs:
Criterion B Planning:
1) Who is in your group?
2) Which instruments will they play?
3) Who will be playing melody, harmony and bass?
4) Who are the advanced, intermediate and beginner players?
5) What piece have you chosen? Who wrote it?
6) What looks pretty easy about this piece?
7) What looks challenging about this piece?
8) What strategies are you going to use when starting to learn this piece?
9) How are you feeling at the moment about this ensemble and your piece?
10) What is your personal interpretation of this piece (a.k.a. how do you want it to sound? What are you trying to do with it?)
Give the kids maybe 5 or 6 classes to go through the creative cycle. In the following classes, just walk around with a camera that does video and pop into their practice sessions. Trouble shoot problems. Give advice as needed. Walk away when they don't need you. Take photos and videos at all times. Every time you give the kids advice, remind them, "Now, remember, write down what I said in your DW and write a response to it..." For Criterion C, they need to prove that they responded to feedback. Their responses might be "NO!" but they need to respond.
Always stop the lesson 10 - 15 minutes early and have the kids write in their DWs. While they are doing this, post the videos or photos you've taken to the school server so they can pop them into their DWs as they are writing. Have them play their videos for friends and write down their friends' comments. Have them answer questions using the DeBono Thinking Hats.
Where Do I find Criteria B & C?
Criterion B is about their work through the creative cycle. Do they have planning, practicing, polishing, and performing videos? Did they state an intention about their performance and try to follow through on it?
How did the realisation of your plan match with your written plan?
How authentic did your music sound to the World Music style in which you are working? If not, then why not? Did you choose to depart from the authentic style or did it just happen? How did you make your music creative and musical (personal interpretation)?
Criterion C is about their reflections and evaluations through the creative cycle. Yes, they had their videos, but did they reflect on their videos? Did they get feedback from mum and dad and then try to fix their performances? Did their reflections cause them to practice differently and in so doing improve?
What were the positive aspects of your group’s performance? Remember to use The Elements of Music when critiquing your performance.
What needed to be improved about your ensemble? What have you learned about ensembles and how will this inform your future ensembles?
What strategies did you use in working together as a group?
How well did you stay on task?
How well was the division of the workload?
How did you change or “tweak” your plan as problems arose?
How did it feel working in your group?
Were the relationships healthy?
How have members been supporting and encouraging each other?
How did your group work through any problems that arose?
But how does this all look at the end? Are the kids doing 3 different assessments?
The kids watch their videos, read through their DWs, and then answer the questions on this sheet.
I know that each question is linked to one of my assessment strands.
Video: CritB Strand 2
White: CritB Strand 1
Blue: CritC Strand 1
Yellow: CritC Strand 2
Black: CritC Strand 2
Blue & Red Hats: Criterion D
Actually, now that I look at this task sheet, there's two questions that I think need to be added:
What feedback did you receive and how did you respond? (CritC Strand 3). Of course, I can also judge this by reading their DWs and finding evidence of responses to feedback.
During which states of the creative cycle did you work the best? the least? (CritC Strand 1)
Sample Unit Planners
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Global Context: Orientation in space and time
Discuss: Innovation, creation, development and change
Reflect upon / Explain: The desire to create, develop or change
Reflect upon / Explain: Thinking creatively
Evaluate: Solutions, and products
Evaluate: Transfer of knowledge and skills
This is the leading or guiding statement that will drive the unit. The students must be able to answer/discuss it at the end of the unit.
1. It must not be answered using YES or NO.
Examples of BAD guiding questions:
"Is the cold war truly over?"
"Was Freud correct?"
"Can we ever truly know another person?"
2. It must not be answered with a list of facts.
"What are the Elements of Music?"
"Who was the greatest composer to have ever lived?"
The Elements of Music gives us a deeper understanding of musical links across time and genres.
Sub-Unit Questions (Formerly known as "Sub-Guiding Questions."
How are the Elements of Music used to create music?
Why are the elements all interconnected?
Why do musicians argue over the number of musical elements?
Essay on Culture And Music Reflection
1054 WordsJan 24th, 20155 Pages
9 September, 2014
Culture & Music Reflection
"Culture" is defined as the belief systems and value orientations that influence customs, norms, practices, and social institutions, including psychological processes and organizations It acknowledges that all individuals are cultural beings and have a cultural, ethnic, and racial heritage. Culture has been described as the personification of a worldview through learned and transmitted beliefs, values, and practices, including religious and spiritual traditions. It also encompasses a way of living informed by the historical, economic, ecological, and political forces on a group.
The biological basis of race has, at times, been the source of fairly heated debates…show more content…
But to be completely honest, many Hispanics do not believe in going to the doctor. We have generations and generations of different home remedies that our ancestors swore work. If we can come up with a home remedy, why would we need to go to the doctor? In my opinion, I feel like it’s simply pride and stubbornness. We are very prideful and stubborn, so when we have a high fever or a serious cold, going to the doctor is not even an option; calling grandma for a remedy is.
On the other hand, Americans is everything. They believe that if a doctor tells them to take a certain medicine, they have no doubt that the medicine will cure them and not any other remedy. In American culture, research in medicine is very popular and important. Thankfully, because of this research, many cures and vaccines to serious medical conditions have been produced. According to me, I don’t believe and do not believe in both cultures beliefs about medicine. I grew up with the Hispanic belief and all of the remedies, so of course I think that some of them actually work. Additionally, I believe that if a doctor tells you to take a certain medicine is because they know what you have and what you need to take to feel better. I do believe that doctors know best.
Multiculturalism, in an absolute sense, recognizes the broad scope of dimensions of race, ethnicity, language, sexual orientation, gender, age,