Class/grade: Year 6/7

School: Waikerie Lutheran Primary School

Title: Music – Beat, Rhythm & Tempo (Stand Alone)

Teacher(s): Cheryl Burgemeister

Date: 2014

Proposed duration: 50 minutes per week

PYP planner

1. What is our purpose?

To inquire into the following:

transdisciplinary themes

How We Express Ourselves

An inquiry into the ways which we discover and express ideas, feelings, nature, culture, beliefs & values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

central idea

Beat, rhythm and tempo are the foundation to music.

Summative assessment task(s):

1. Create a groove grid presenting in notation form and performance recording in the MadPad App.

2. Performing a song as part of a band playing on the iPad.3. See Express yourself UOI for other assessment tasks

ACARA Music Outcomes 5-6 ACARA Music Outcomes 7-8ACAMUM088 ☐ACAMUM092ACAMUM089 ACAMUM093ACAMUM090 ACAMUM094ACAMUR091 ACAMUM095

ACAMUM096ACAMUR097☐ACAMUR098

ACARA General CapabilitiesLiteracyNumeracyInformation and communication technology (ICT) capabilityCritical and creative thinkingPersonal and social capability☐Ethical understanding☐Intercultural understanding.

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What are the related concept?

Form: patterns, structure

Function: pattern, role

Causation: relationship

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

1. How pulse is used in music & movement. 2. How notation & words can be used to create rhythms.

What teacher questions/provocations will drive these inquiries?

What is the difference between beat and rhythm? What is pulse? What is tempo? How does tempo affect the feel of music? How does rhythm affect the feel of music? How does beat affect the feel of music?

Planning the inquiry

© International Baccalaureate Organization 2007

Planning the inquiry

4. How best might we learn?

clapping and playing instruments to the beat & rhythm of the song moving around the room to the beat & rhythm playing together in groups keeping the beat or rhythm. represent beat and rhythm through notation echoing patterns playing an arrangement dancing recording movement on the iPad arranging groove grids/beat matrix on the iPad changing tempo’s when playing/arranging

Transdisciplinary SkillsSocial: cooperating, weekly group leaderCommunication: listening, speaking, reading, viewingThinking: Acquisition of knowledge, comprehension, applicationSelf Management: Gross motor, fine motor, spatial awareness

Learner ProfileInquirers Thinkers CommunicatorsKnowledgable Risk taker ☐PrincipledCaring Open minded☐Balanced Reflective

AttitudesAppreciation Commitment ConfidenceCooperation Creativity ☐Curious☐Empathy Enthusiasm ☐Independence☐Integrity ☐Respect ☐Tolerance

5. What resources need to be gathered?

Fairbairn, Leehy & O’Mara, 2011, Music Room: A developmental classroom music program, Book 7 –Upper Primary, Bushfire Press (printed resource & accompanying music CD & CD ROM)

Ipad Apps MadPad HD $2.99, Free: Mov Beats, Monkey Drum Tuned percussion instruments: xylophone, glockenspiel, chime bars Untuned percussion instruments: tapping sticks, drums, maracas, bells, tambourines, guiros, cymbals Pencils, glue, scissors, paper

 

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?

Asking students to clap, move or play along with the beat and rhythm.

Discussion with students about beat, tempo and rhythm.

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

Observation of students moving, playing and singing to the rhythm and beat.

Students write and compose rhythms (BLM).

Students create groove grids on the iPad using Mad Pad and other similar Apps.

See Express Yourself UOI

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

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.

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

7. To what extent did we include the elements of the PYP?

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?

© International Baccalaureate Organization 2007

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

 

Reflecting on the inquiry

9. Teacher notes

SAT 1:

Music Room Book 7 Unit 2 Lesson 6-8

Using iPad App MadPad HD or similar to record a looping performance

SAT 2

Using Garage Band learn simple piano, guitar & drum riffs to put together as a band to play chorus of popular songs