Performance Skills Unit Plan
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):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student- initiated actions, will we look for?
Performance Task: You are a performer for the end of year school celebration. You task is to perform and demonstrate your musical skills for the school community.
Goal - to show their understanding of the elements of music
Role - musician; singer; song writer; dancer (movement)?
Audience - parents and the school community
Situation/Setting - school auditorium/theatre
Product - performance via singing, playing on instruments, movement; written song (*note differentiation by product or content)
Success Criteria - did the students demonstrate the musical elements? Knowledge? Skills? Key Concepts? Attitudes? Profile?
Assessment tool: performance rubric
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasised within this inquiry?
Key Concepts: Change, Reflection
Related Concepts: Performance, Technique
Elements of music: (elements will be appropriate per grade level)
What lines of inquiry will define the scope of the inquiry into the central idea?
• how to improve our skills through structured practice
• how to reflect on our performances
• what music is
What teacher questions/provocations will drive these inquiries?
• What are the elements of music?
• How can we change the music?
• How can we improve our music skills?
Students will watch a selection of performance videos in which they will evaluate and assess a successful or not successful performance. This provocation will hopefully spark a brainstorming session where students will create a list of characteristics that form a successful performance.
Show a video clip or listen to an audio clip
Video of 'what is music' that caters to our age group
Movement activity to explore the concept of form (i.e. Syncopated Clock)
Movement activity to explore the concept of tempo changes (i.e. train song)
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?
• Notation pretest
• Instrument playing technique through teacher observation and feedback
• Vocal exercises through teacher observation and feedback
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
• how to reflect on our performances
• what music is
This unit is a stand alone, year long unit for grades 1-5.
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?
See weekly lesson plan for specific learning experiences for grades 1-5.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
LP Risk-takers - students participating and volunteering to play a solo to show their skills for their peers
LP Reflective - reflecting on their own and each other's performances and providing feedback on how to improve
A Confidence - student performance among their peers
A Commitment - students committed to structured practice to improve their skills
TS Self-Management - developing gross and fine motor skills through structured practice on instruments
TS Thinking - developing critical and creative thinking skills to analyse and perform musical excerpts
Selected Learner Profile Items:
Risk-takers (Courageous): We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Attitudes: Commitment, Confidence
Transdisciplinary Skills: Self-Management Skills: Gross Motor, Fine Motor
Thinking Skills: Acquisition of knowledge, Application, Analysis.
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?
Music for Children Vol 1, 2, 3 (Orff-Keetman)
Mallet Madness by Artie Almeida
Teacher created materials
Introduction to performers around the world
6. To what extent did we achieve our purpose?
(pending end of unit)
7. To what extent did we include the elements of the PYP?
(pending end of unit)
8. What student-initiated inquiries arose from the learning?
(pending end of unit)
9. Teacher Notes
ISTE Standards for Educators:
1 LEARNER: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators: 1a Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
2 LEADER: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators: 2c Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
4 COLLABORATOR: Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators: 4b Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
5 DESIGNER: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: 5a Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Scope and Sequence
Music – Responding (Phase 1)
• show an understanding that the different forms of arts are forms of expression to be enjoyed.
They know that dance, drama, music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others.
• We enjoy and experience different forms of arts.
• The art is a means of communication and expression.
• People make meaning through the use of symbols.
• People share art with others.
• We express our responses to artwork in a variety of ways.
• We reflect on our artwork and the work of others.
• explore body and untuned percussion instrument sounds
• recognise different sources of music in daily life
• recognise that sound can be notated in a variety of ways.
• use voice to imitate sounds and learn songs
• move their bodies to express the mood of the music
• bring music from home to share
• describe how music makes them feel
• describe the differences in music
• distinguish the sounds of different instruments in music
• listen to music and create their own work in response
• express their responses to music in multiple ways (drawings, games, songs, dance, oral discussion)
Music – Responding (Phase 2)
• show an understanding that ideas, feelings and experiences can be communicated through arts. They recognise that their own art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of creating arts. They are aware that artworks may be created with a specific audience in mind. Conceptual Understandings
• People communicate ideas, feelings and experiences through the arts.
• We can reflect on and learn from the different stages of creating.
• We are receptive to art practices and artworks from different cultures, places and times (including our own).
• There is a relationship between the artist and the audience.
• express their responses to music from different cultures and styles
• sing individually and in unison
• create a musical composition to match the mood of a visual image (for example, paintings, photographs, film)
• recognise music from a basic range of cultures and styles
• explore individually or collectively a musical response to a narrated story
• reflect on and communicate their reactions to music using musical vocabulary
• record and share the stages of the process of creating a composition
• share performances with each other and give constructive criticism.
Music – Responding (Phase 3)
• show an understanding that issues, beliefs and values can be explored in arts. They demonstrate an understanding that there are similarities and differences between different cultures, places and times. They analyse their own work and identify areas to revise to improve its quality. They use strategies, based on what they know, to interpret arts and understand the role of arts in our world.
• When experiencing arts, we make connections between different cultures, places and times.
• People explore issues, beliefs and values through arts.
• There are different kinds of audiences responding to different arts.
• We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.
• sing with accuracy and control focusing awareness on the musical elements
• sing partner songs
• create and perform a movement sequence accompanied by music that they have created
• discuss music that relates to social issues and/or values
• share and compare their experiences as audience members at various performances
• compare aspects of music from different times and places
• describe the process used to create their own music and compare it with others, in order to improve their compositions
• analyse different compositions describing how the musical elements enhance the message
• reflect upon how their music expresses their personal voice and the impact it has on others.
Music – Responding (Phase 4)
• show an understanding that throughout different cultures, places and times, people have innovated and created new modes in arts. They can analyse different art forms and identify common or recurring themes or issues. They recognise that there are many ways to enjoy and interpret arts. They accept feedback from others. Conceptual Understandings
• The arts provide us with multiple perspectives.
• Through exploring arts across cultures, places and times we can appreciate that people innovate.
• We reflect and act on the responses to our creative work.
• People communicate across cultures, places and times through arts.
• explain the role and relevance of music in their own culture, its uses and associations through place and time
• interpret and explain the cultural and/or historical perspectives of a musical composition
• modify their practices and/or compositions based on the audience's responses
• explore different artistic presentations that are/ were innovative and their implications.
• sing individually and in harmony
Music – Creating (Phase 1)
• show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts. They know that creating in arts can be done on their own or with others. They are aware that inspiration to create in arts comes from their own experiences and imagination. They recognise that they use symbols and representations to convey meaning in their work.
• Our experiences and imagination can inspire us to create.
• We can enjoy and learn from creating art.
• The creative process involves joining in, exploring and taking risks.
• In creating art, people make choices to construct meaning about the world around them.
• We can express ourselves through arts.
• create and accompany music using a variety of sounds and instruments
• play untuned percussion instruments in time with a beat
• use the voice and body to create musical patterns
• explore sound as a means of expressing imaginative ideas
• recreate sounds from familiar experiences
• participate in performing and creating music both individually and collectively
• record their personal, visual interpretation of elements of sound (for example, loud/soft, high/low, fast/slow)
• create their own basic musical instruments.
• use vocal sounds, rhythms and instruments to express feelings or ideas
Music – Creating (Phase 2)
• show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can provoke different responses from others. They understand the value of working individually and collaboratively when creating different art forms.
• We can communicate our ideas, feelings and experiences through our artwork.
• We solve problems during the creative process by thinking critically and imaginatively.
• Applying a range of strategies helps us to express ourselves.
• We are receptive to the value of working individually and collaboratively to create art.
• express one or more moods/feelings in a musical composition
• create music to represent different cultures and styles
• explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings
• create a soundscape based on personal experiences
• collaboratively create a musical sequence using known musical elements (for example, rhythm, melody, contrast)
• read, write and perform simple musical patterns and phrases
• create music for different purposes.
Music – Creating (Phase 3)
• show that, as artists, they can influence thinking and behaviour through the arts they create. They think critically about their work and recognise that their personal interests, beliefs and values can inform their creative work. They show an understanding of the relationships between their work and that of others.
• Arts have the power to influence thinking and behaviour.
• We make connections between our artwork and that of others to extend our thinking.
• We can explore our personal interests, beliefs and values through arts.
• create a musical composition expressing their own ideas and feelings on a social issue
• deliver a musical message to different audiences (for example, peace message to parents, kindergarten children, friends)
• create and perform a movement sequence using known musical elements
• improvise upon a basic pattern to reinforce the importance of the individual within the group
• create and record a composition focusing on form, structure and style to give more meaning to their message
• express themselves as individuals through musical composition
• read and write music using non-traditional notation.
Music – Creating (Phase 4)
• show an understanding that their own creative work in dance, drama, music and visual arts can be interpreted and appreciated in different ways. They explore different media and begin to innovate in arts. They consider the feedback from others in improving their work. They recognise that creating in arts provides a sense of accomplishment, not only in the process, but also in providing them with a way to understand the world.
• We act on the responses to our artwork to inform and challenge our artistic development.
• We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
• Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.
• incorporate the other arts and available resources in order to broaden their creative expression
• create music that will be continually refined after being shared with others
• read and write music in traditional and/or non- traditional notation.
• present, in small groups, innovative musical performances on a selected issue