TASKSRESOURCESASSESSMENTS

1Students will compare different versions of Come TogetherDifferent versions of Come Together The Beatles, Michael Jackson, Sound Garden, Arishai Cohen, Adam Ben Ezra, Miguel Dakota, Tad Jennings, Colton, Pomplamoose, Cobus

Comparison worksheetStudents comparison of cover songs (identification of timbre, texture and dynamics)

Self-evaluation and peer-evaluation

2

Students will recreate the song Mary had a Little Lamb.Mary Had a Little Lamb sheet music handoutVariety of instrumentsIpadSelf-evaluation sheetPeer-evaluation sheet

Performance of task

1. Students response and evaluation of their own work.

2. Student evaluate the work of another group.

3. Completion of rehearsal checklist and notes.

3Finding emotions in music Tamborine Talk Listening and feeling

Variety of instrumental / musical pieces (sad, happy, angry, scary, fast, slow)

Eric Carle See a Song on youtube. Describe how three different musical pieces evoke different feelings worksheet

4Newspaper SoundscapesNewspapersGraphic notation cardsChecklist

5Students will create a soundscape.Pictures for inspirationVariety of instrumentsIpadSelf evaluation sheetPeer evaluation sheetStudents reflection on another groups performance for task

4. Performance of task

Term 2, 2015Year 4

Curriculum LinksArts Skills and ProcessesArts ResponseArts Ideas

ElementsMusic Conventions - NotationCreating Music: Improvisations and compositions Reflecting on ownReflecting on othersEvaluating musical worksInterpreting MusicTechnologies in MusicSafe Music Practices

TIMBREways to select instruments to create sound scapes or retell simple stories

ways to use conventional notation when representing rhythms to create soundscapes that describe a given stimulus (eg from a picture as stimulus)informal and formal strategies to reflect on their own musical experiences (eg group or peer discussion, student reflection sheets)to describe musical works using a range of given frameworks (eg checklists to focus on musical elements such as dynamics, tempo, rhythm/beat)evaluatingto identify some factors that affect the way music works are evaluated (eg the event, music genre, atmosphere)music and sound to accompany a dramatisation of an event (eg a soundscape of a storm)how to record sounds using microphones and computer based musical equipmentGuidelines for safe use of musical equiptment

TIMBREto recognise that sound can be made in a variety of ways(eg aerophones, bowing, plucking)ways to use notation when representing pitch ways to play familiar songs changing an element(eg altering the tempo of a well known song to see how this affects the mood)strategies to give and receive constructive feedback from others (eg teacher-generated rubrics, personal reflections, journals)ways to discuss and identify musical elements and conventions using music terminology (eg brainstorming, small group discussion on tempo, dynamics, instrumentation)evaluatingto recognise that music is created for different purposes and audiences (eg classical music for relaxation, jazz music for dancing and entertainment)Ways to consider own safety

TEMPOways to describe tempi using terms such as very slow and very fast notation of

ways to keep a record of specific musical experiences and features in their own work (eg journal, student reflection sheets)appropriate audience behaviour when listening to a musical performance (eg focusing on the music being played, applauding at the correct time)evaluatingstrategies to describe specific elements of their own musical works and the works of others (eg compare and contrast sheets, graffiti boards about what they have heard)

Select appropriate instruments for sound scapeDescribing own work in terms of tempi. Cover Song comparisons. Notation of Mary had a Little LambCreate a sound scape for a picture. Changing two or more elements of Mary had a Little LambRehearsal journal and checklistInformal reflection on own workFormal reflection of own performance of Mary had a Little LambDescribe another groups version of Mary had a Little Lamb using musical terminologyAppropriate behaviour during student performances of task 1 and 2Evaluating cover songs of Come TogetherEvaluating their own version of Mary had a Little LambCreate a soundscape based on a picture. Use an ipad and appropriate apps to record performance. Observation

TASK Soundscape ORANGETASK Cover Songs BLUETASK Marys Lamb GREENTASK rehearsals - PURPLEWeekly Plan(P) Photocopies needed

WeekImportant EventsActivitiesAssessmentResources

1

Students will watch performance of song. Students will practice singing the song as a class. In small groups students brainstorm descriptive features of the song. Students will complete a self-evaluation of how they sing the song.

Formative Self evaluation

Diagnostic group brainstormWords to the song. Youtube video of Beatles performance. A3 paper per groupSelf-Evaluation sheet per student(P)

2

Students will sing the song Come Together Students will listen to three versions of the song and complete the comparison worksheet. Students will watch the performance of the song by two different artists and conduct a class evaluation and an individual peer evaluation.

Formative Comparison sheet

Formative Peer-evaluations

Words to the songYoutube videos of multiple artistsA3 size peer-evaluationClass set of peer-evaluations(P)

3

Students will watch videos of different versions to the song Come Together and evaluate as a class examine changes artists have made. Students will alter different elements of Come Together as a class to create a new version and sing this. Students will alter different elements of Come Together in groups to create a new version and will share their work with the class.

Diagnostic observe students work

Printed sheet music to Come Together A3 copy of sheet music

(P)

4

D list Due Students will examine their task, brainstorm as a class how they can achieve the task objectives. Students will form groups and start their planning. Students will complete their planning and move on to practicing their item.

Rehearsal bookletsVarious instruments

(P)

5

Students will continue the work on their assignment Students will practice their compositions Students will perform their item to the class and explain what they have done. Students will complete a quick informal self-assessment. Summative performance checklistRUBRIC - summativeRehearsal bookletsIpadVarious instruments

6

Students will watch the performances from the week before Students will students will complete a self-evaluation Students will complete a peer-evaluation

Summative Peer-evaluation

Summative Self-evaluation Performance videoSelf-evaluationsPeer-evaluations(P)

7

Reports Due Students will find emotion in music Students will Students will

Diagnostic Observe drawingsYoutube Eric Caryle I see a SongMixed pieces of music that evokes emotions - (sad, happy, angry, scary, fast, slow)

8

Students will create a newspaper soundscape Students will explore graphic notation Students will explore sound scapes through an interactive activityFormative Observe soundscapeNewspapersGraphic notation cardsInteractive soundscape activity

9

Students will examine different pictures and brainstorm soundscape ideas in groups Students will create a soundscape in response to a picture Students will practice this soundscape and create a graphic notation for their piece

Laminated set of inspirational picturesA3 brainstorm paperVarious instrumentsRehearsal checklist on board

10

Students will perform their soundscape for the class and then explain their soundscape in relation to their picture Students will complete a peer-evaluation of their performance Students will complete a self-evaluation of their performance

Summative - checklistSelf-evaluation sheetsPeer-evaluation sheetsPictures(P)

11Last week of term Students will sort out their paper work into the student files Students will complete a fun musically based activity

Students paper work (ensure this is all marked and recorded)

AssessmentsTask Diagnostic/formative/summativeRecordsSupporting Tasks

Song comparisonDiagnosticWorksheet - ChecklistClass Brainstorm

Finding emotion in songsDiagnosticA4 paper - Checklist

Newspaper soundscapesFormativeChecklistInteractive activity

Rehearsal NotesFormativeBooklet / Rubric

Mary Had a Little LambSummativeRubric - ChecklistEvaluation of original

SoundscapeSummativeWorksheet - ChecklistNewspaper soundscape

Mary Had a Little Lamb Marking Rubric

STUDENTS NAMES

5 Exceptionally achieved4Highly achieved3achieved2Not quite achieved1Attempted but far from achieved0Not attempted

Notation of Mary had a Little Lamb

Change two or more musical elements

Rehearsal journal and checklist (informal reflection)

Performance

Formal reflection of own performance of Mary had a Little Lamb

Describe another groups version of Mary had a Little Lamb using musical terminology

Appropriate behaviour during student performance

Performance

OVERALL /35 COMMENTS

STUDENT NAME

5

4

3

2

1

0

Self Evaluation

Peer Evaluation

Performance

Preparation

Appropriate choice of instruments

Item is appropriate for selected picture

STUDENT NAME

5

4

3

2

1

0

Self Evaluation

Peer Evaluation

Performance

Preparation

Appropriate choice of instruments

Item is appropriate for selected picture

STUDENT NAME

5

4

3

2

1

0

Self Evaluation

Peer Evaluation

Performance

Preparation

Appropriate choice of instruments

Item is appropriate for selected picture

STUDENT NAME

5

4

3

2

1

0

Self Evaluation

Peer Evaluation

Performance

Preparation

Appropriate choice of instruments

Item is appropriate for selected picture

Soundscape checklist

STUDENT NAME

5

4

3

2

1

0

Self Evaluation

Peer Evaluation

Performance

Preparation

Appropriate choice of instruments

Item is appropriate for selected picture

STUDENT NAME

5

4

3

2

1

0

Self Evaluation

Peer Evaluation

Performance

Preparation

Appropriate choice of instruments

Item is appropriate for selected picture

Self-EvaluationI tried my best

I was a valuable group member

I am happy with my performance

Two things I really liked about my performance1. ______________________________________________2. ______________________________________________Something I would change about my performance_________________________________________________________________________________Self-EvaluationI tried my best

I was a valuable group member

I am happy with how I performed

Two things I really liked about my performance1. ______________________________________________2. ______________________________________________Something I would change about my performance_________________________________________________________________________________Self-EvaluationI tried my best

I was a valuable group member

I am happy with how I performed

Two things I really liked about my performance1. ______________________________________________2. ______________________________________________Something I would change about my performance_________________________________________________________________________________

Peer-EvaluationI liked the performance

The group worked well together

I am happy with how I performed

Two things I really liked about the performance__________________________________________________________________________A recommendation I would make_______________________________________________________________________________________________________________Peer-EvaluationI liked the performance

The group worked well together

I am happy with how I performed

What I really liked about the performance______________________________________________________________________A recommendation I would make_________________________________________________________________________________________________________

Come Together

Song 1Song 2Song 3

Artist

ArtistArtist

Tempo

Slow Fast

Tempo

Slow Fast

Tempo

Slow Fast

Texture

I___________________________________________IBeginning EndTexture

I___________________________________________IBeginning EndTexture

I___________________________________________IBeginning End

Effect/feeling

Effect/feelingEffect/feeling

What has changed from the original

/5

What has changed from the original /5

What has changed from the original /5

Rehearsal Booklet

Song CompositionWhat elements will you change?Tempo how fast or slow the song is played.Dynamics how loud or soft the song is played.Texture introduce different instruments.Use your imagination!!!

Other things you can change Create a new part of the song Repeat sections of the song Remove parts of the song

Your ideas here

Group Name:___________________________Group Members:_______________ _____________________________ ______________

InstrumentsDrums Triangles Rhythm Sticks Xylophone Metallophone Tamborine cymbals Wooden Block Voice Body Percussion Boomwackers Bells

What instruments have you chosen?

Why?

Rehearsal

Complete the rehearsal process several times. Each time write down what you practiced, how you felt your rehearsal went, how you can improve, and then practice again.

Group Member RolesGroup Members:Roles:_______________ _____________________________ _____________________________ _____________________________ ______________

Mary Had a Little Lamb

Mary Had a Little Lamb

Performance Checklist

Group Reflection

How do you think you worked as a group?

Did you have any problems working as a group?

How do you feel about your performance?

How do you think your performance will vary from another groups?

Rehearsal booklet

Rehearsal bookletRehearsal booklet

Rehearsal booklet

rehearsal plan song plan group evaluation instruments log on rehearsal time