1. 1. SU dDescribing the KeyElementsin Cut Time
2. 2. Starting From the endInstead of Da Capo* What do I use toget there?* When will I interfereand/or interact, andif so, how?* What do I want thelearning experienceto be?* What are theactivities studentswill be participatingin?
3. 3. Key Points of Design* Do these goals workwell for this age group?* Are you asking criticalthinking and high orderthinking questions?* Are the key elements inthe lesson transferable?Will they be used infuture lessons in yoursubject?
4. 4. S6 Facets ofUnderstandingExplanationInterpretationApplicationPerspectiveEmpathySELFKNOWLEDGE
5. 5. Helpful Resourceshttp://urbanmusiceducation.org/archives/502https://www.youtube.com/watch?v=4isSHf3SBuQhttp://understanding-by-design.mursd.org/modules/groups/integrated_home.phtml?gid=3818867&msg_notify=Announcement+edited.&SID&t=28d6bb2d537985b1a2c48e61a1ccbafehttps://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/vpa/UsingUBDtoCreateUnitsofInstructionintheArts1.pdf
6. 6. S 1 = Ah (Voice)S 2 = 2 StepsS 3 = 3 Finger SnapsS 4 = 4 Hand ClapsSSS A BCS 1234 13241342S 2341 23142143S 3412 31243142S 4123 42134312S 1432 21341423S 2431 12432413S 3421 32143241S 4231 41324321Activities:1. Demonstrate to the entire class how to sound each number as agroup. Repeat as necessary in order for all students to be confidentto perform by themselves.2. Assign each short pattern to a different student. If class has morethan 24 students double up on some of the patterns.3. Choose two strong students to perform their different patterns at thesame time to demonstrate to the rest of the class what the intentionof this lesson is.4. Add another student every time you perform the patterns again untilyou have all parts covered.