Bop it! Twist it! Shake it! FLIP IT!  

Class/grade: Grade 4/5                                                  Age group:             10-11

School: Qatar Academy Al Wakra                                School code:          538310

Title: Bop it! Twist it! Shake it! FLIP IT!

Teacher: Kehri Magalad

Date: W4 August

Proposed duration: 15 weeks (15 hours)

1 What is our purpose?

 To inquire into the following:

Central Idea:

Musicians practice and reflect to improve their skills for a successful performance.

Summative assessment task(s): 

Students will create a teaching and learning video instructing their peers (and/or others) how to play (insert music title) on a variety of instruments. They will demonstrate their knowledge of the music by performing and modeling how the music should be played. They will use (tech tbd) to create their videos and upload it to Google Classroom for reflection, feedback and assessment. As a result, we will have a collection of teaching and learning videos to share with the school community.

What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student initiated actions, will we look for?

Task

Performing on instruments and teaching those skills to others

Evidence

Teacher observation/student observation while using a rubric for performance assessment

Assessment

Students will create a video teaching their peers and/or others how to play (insert music title) on a variety of instruments. They will demonstrate their knowledge of the music by performing and modeling how the music should be played. They will use (tech tbd) to create their videos and upload it to Google Classroom for reflection, feedback and assessment. As a result, we will have a collection of teaching and learning videos to share with the school community.  Videos will be assessed by their peers in class in order to give opportunity to make changes before teacher assessment using the same rubric. Videos will then be assessed by the teacher based on musical skills and technology skills

Learning Outcomes  from PYP Arts Scope and Sequence

Learning Outcomes: Responding

P1 describe the differences in music

P1 distinguish the sounds of different instruments in music

P2 reflect on and communicate their reactions to music using musical vocabulary

P2 share performances with each other and give constructive criticism

P3 share and compare their experiences as audience members at various performances

P3 analyse different compositions describing how the musical elements enhance the message

P4 modify their practices and/or compositions based on the audience’s responses

Learning Outcomes: Creating

P1 participate in performing and creating music both individually and collectively

P2 collaboratively create a musical sequence using known musical elements

P2 read, write and perform simple musical patterns and phrases

P3 deliver a musical message to different audiences

P4 read and write music in traditional and/or nontraditional notation

2 What do we want to learn?

What are the key concepts to be emphasised within this inquiry?

Key Concept: Form and Change

Related Concept: Performance and Technique

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

     How to improve our skills through structured practice (change)

     Musical form (form)

     How to reflect on our playing and practice in order to have a successful performance (performance and technique)

What teacher questions/provocations will drive these inquiries?

  • What are performances?  
  • What makes a performance good or bad?
  • What transdisciplinary skills does our performance help us to develop?
  • Why do people perform?
  • What is the structure (form) of the music?
  • What makes a significant and meaningful performances?

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?

  • Performance skills on instruments; look for evidence by having students respond to the questions such as: What is a performance? What makes a performance good or bad? Why do people perform? What makes a significant and meaningful performance
  • Students will discuss, analyze and/or explain any performances that they have seen or participated in

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

How to improve our skills through structured practice (Change)  

Musical form (Form)

Creating teaching and learning videos (Performance and Technique)

Students will practice and consistently reflect on their playing (they can write their reflections or verbally share with others). The students will explain the changes in their approach and/ or technique which results in the improvement of their skills and performance

Students create a graphic organizer (chart, list, diagrams, mind maps, etc.) to show/demonstrate their knowledge of  musical form: AB, ABA, ABACA, Rondo, etc.

 Students create a teaching and learning video that demonstrates their skills and their analysis of the music through structured/guided steps for the viewer

4 How best might we learn? 

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?

Provocation: Students will watch a short video of a person teaching them a musical skill to apply on an instrument. If able, the student may apply their knowledge on the instruments while some will continue to review the video for clarity. The whole class will be guided towards a discussion on the pros and cons of the video. Was it easy to understand? Was the ‘instructor’ clear with giving directions? How well was the video put together? The answers will be logged on a graphic organiser and maintained for the duration of the unit.  

Throughout the inquiry, students will learn short melodies using the Orff approach and (MfC Vol 1 and 2) to gain musical knowledge, vocabulary, and technique.

Reflection throughout the inquiry allows the student to understand the process of structured practice, improvement of skills and gaining musical knowledge.

Technology lessons will then be incorporated to record and to respond to each others’ performances.

Students will then make connections with their musical skills, as well as, their technology skills to then create a teaching and learning video to share with their peers (and/or others).

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

Selected Learner Profile Items

Knowledgeable - acquire in depth knowledge of the concepts (change, form, performance, technique) from a musical perspective

Communicator - understand and express ideas and information confidently and creatively through listening, reading, speaking, non-verbal (musical); work effectively and willingly in collaboration with others

Attitudes

Commitment - demonstrating perseverance through the duration of the unit of inquiry and following through with end goals

Creativity - expression of unique ideas as evidenced by their teaching and learning video 

Transdisciplinary Skills

Communication Skills - listening, speaking, viewing, presenting and nonverbal communication

Thinking Skills - acquisition of knowledge by gaining specific facts, ideas and vocabulary; analysis by taking apart their knowledge, separating into component parts, seeking relationships

Self-Management Skills - gross motor skills, fine motor skills, organization skills, and time management skills

5 What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Spotlight on Music; Orff instrumentarium; Music for Children Vol. 1 and 2 Orff-Keetman; teacher created materials; selected YouTube videos; Mallet Madness A. Armeida; Google Classroom; iPads and/or IT Lab; variety of auxiliary percussion instruments

6 To what extent did we achieve our purpose?  (to be filled after the unit)

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.

7 To what extent did we include the elements of the PYP? (to be filled after the unit)

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?

8 What student-initiated inquiries arose from the learning? (to be filled after the unit)

9 Teacher Notes (to be filled after the unit)

Scope and Sequence 

Responding

Learning Outcomes

P1 describe the differences in music

P1 distinguish the sounds of different instruments in music

P2 reflect on and communicate their reactions to music using musical vocabulary

P2 share performances with each other and give constructive criticism

P3 share and compare their experiences as audience members at various performances

P3 analyse different compositions describing how the musical elements enhance the message

P4 modify their practices and/or compositions based on the audience’s responses

Creating

Learning Outcomes

P1 participate in performing and creating music both individually and collectively

P2 collaboratively create a musical sequence using known musical elements

P2 read, write and perform simple musical patterns and phrases

P3 deliver a musical message to different audiences

P4 read and write music in traditional and/or nontraditional notation

ISTE Standards for Students

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others

  1. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
  2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats