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