Marking Schedule Resoures Part 1 (levels 3 & 4)

NAME Sarah Levings

Marking Schedule Resoures Part 1 (levels 3 & 4)

ResourceLevelExplanation and InstructionsSuitabilitySourceComments

1 Ledger linesYesYesSLI think you have taken off some of the reading on the ppt keep working at this in futre ppts you create.

2 Recognising time signatures. YesYesSLIts good to have track lists for different time signatures of all genre. This is well worth while adding to. (further comment below)

3 bars of and 4/4 rhythmYesYesSL.

4 Descriptive wordsYesYesSLSee below

5 Orchestral layoutYesPerhaps not so much for Year 7 - 9SL While this is an excellent resource, be aware that this is probably too detailed for this level and is probably more suited for Level 5 and up. Parts of it however you will find useful Im sure. See below

6 Learning about composersYesAs above! SL Again, more for Level 5, if not 6. See below

7 Rhythm worksheetYesYesSource quoted

8 Listening worksheet. YesNoAs above, periods of music is not something that Year 9 students need to (or want to) grasp. See below

9 Classroom postersYesSome of it. See below?Your final chart that shows the subdivisions of notes is great.

10 Naming parts of a drum kit etc. YesProbablySource quoted. See other comments about learning about ALL the instruments.

11. Guitar major chordsYesYesSource quoted

Time signatures. You may like to think through whether or not we really can tell the difference between 2/4 and 4/4. I can only guess unless I have seen the music!

Descriptive words. Be aware that a) this is more for describing style and mood. Further specific vocab is required to start considering the elements of music (and therefore what it is about the music that makes it joyful, jolly, etc etc) and b) for some students this would be an extrememly difficult task because of low reading levels.

Orchestra layout Instruments of the orchestra is another of those areas of musical knowledge which I dont teach at this level because it takes a lot of listening and muscial experience to understand all the instruments. I consider a better approach to be one where, as a result of coming across a paticular insturment in a unit, students explore related instruments. (eg The Surprise Symphony by Haydn has a timpani in it what is a timapni , to what section does it belown, how is it different from other percussion isntruments etc etc). Composers A great resource, but unlikely to be used in the context of Year 7 to 9 where time is at a premum. As above, better to listen to and explore and play etc one piece of music from one composer. Then they have something to hang further information on to when it comes to other composers. A basic learning stratetgy go from the known, to the unknown.

Periods of music Definitely not for Year 9. The worksheet has far too much vocabulary that students would not have a clue about. (ornaments, unity of mood, independent melodic lines, contrapuntal writing, dynamic range) This resource was designed for the aural section of a Grade 7 practial exam. These three above are all about categortizing/grouping and in order to do this, students need to have some experience of what it is they are puttring into groups. There are too many learning steps to take before students can do this successfully. Year 10 at the earliest, maybe not till Level 1 NCEA

Simple Duple posters etc Remember that many Year 9 students will have not heard of a time signature. In my opinion this chart provides far too much information to be useful for these students. What might be more useful is to have just the middle line. (forget the simple duple because this vocabularly only makes sense when students look at compound time). Then add some very simple rhythms (say, two bars) in those time signatures using only pairs of quavers, crotchts, and minums, with counting underneath the notes. This then would illustrate clearly the concept of time signatures they will come across at this level. Im not sure how often I have played any music with a 4/2, or a 2/8 time signature! Have you????

Note values chart. This chart is only valid for the time signature being 4/4 (or 2/2). Therefore I think this is misleading as a classroom poster. Bear in mind, too, that whole note, half note etc is American terminology. Most Nzers (for better or for worse) use semibreve, minum etc.

PASS

Sarah, the resources you have selected show that you have some way to go in understanding the steps to learning at this level, and therefore how far students can progress. You also need to adjust your ideas on what is important for students to know and experience. What does it really matter, for instance, where the players sit in an orchestra (conductors keep changing it anyway Friday night at the Regent was an example). If you are to engage students in their learning there needs to be a sense of I need to know/be able to do/recognise this for them.

Yes, I have passed you. This is because you do have some great resources and out of the 11, there was only one that I consider definitely not appropriately to the level. I am certain also that you will learn from my comments. Some College of Ed students take longer than others to make the adjustments to the what and how much to teach. Thats ok.

So. Working on your Year 9 Unit will be critical for you, and I would like you to run past your ideas to me as often as you need to, to ensure it will be appropriate for a range of learners in a compulsory Year 9 class. Also, while on section, take particular note of a) the students starting point (their prior knowledge) and b) the steps to learning a skill or concept.

Kathy Thompson

6 April 2013