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UNIT OUTLINESubject Music Stage: Stage 4 (Year 8)Number of Weeks 5-6Unit title: Performing in large ensembles with popular music”Key Concepts/ Big IdeasThe importance of this learning- Perform confidently by either singing or playing an instrument in a large class ensemble context.-Understanding the importance of Musical Concepts through Performance- Ability to self-evaluate themselves and others.-Work in a group environment and socially interact with other students.- Utilise ICT as a form of reading Sheet Music- Recognise importance of Popular Music in the 21st Century through various artists and bands. The Importance of learning how to perform in a large class ensemble is to ensure students gain the confidence and ability to perform “I’m not the only one- Sam Smith” in a classroom environment. It will allow them to perform confidently by either singing or playing an instrument This large class ensemble will be performed at a school assembly allowing students to learn what it’s like performing in front of a large audience. It also allows them to understand musical elementsthat will be workshopped in the classroom before the class and how the correlate through performance and aural activities. This is important to understand the different dynamics of performing in a large ensemble context compared to small ensemble performances and gives students’ the opportunity to not just learn and perform a song but learn social skills with regards to interacting and collaborating with other students.This collaboration with other students will be assessed through reflections and giving constructive feedback to others as a self-reflection and critique component will be implemented before and after the assembly performance. Unit context within Scope and SequenceTargeted Syllabus Outcomes (including life skills outcomes)This unit will occur during Term 4, Week 1 for Year 8Students in Year 8 will have sound previous, background knowledge in reading sheet music.Students in Year 8 will have previous sound experience playing beginner Guitar, Piano and DrumsStudents will have some prior knowledge understanding musical concepts whilst performing4.1: Performs in a range of musical styles demonstrating an understanding of Musical Concepts4.2: Performs music using different forms of notation and different types of technology across a broad range of musical styles4.3: Performs music demonstrating solo and/or ensemble awareness.4.7: Demonstrates an understanding of the musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas.4.8: Demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoireLiteracy TargetsNumeracy TargetsICT Targets CCP/ GCAssessment-Students will be proficient with writing and describing music with music vocabulary and concepts.-Students will be able to use sound literacy skills with self-reflection and reflecting on others.-Students will continue to develop their numeracy skills with regards to reading and notating music notation.-Numeracy skills involve counting in areas of time signature, note durations, time signature and tempo.-Students will have sound knowledge using music notation software (Musescore) and have the ability to edit and arrange the score.-Students will have sound knowledge with exporting files as MIDI or Mp3 in order to have the ability to share and use music files with others. Environment/Work and Employment:Students will learn and recognise the importance of music performances within a concert hall environment. The assembly, performed in front of all staff and students of the school will provide students with a new experience and explore the idea of music performance as a potential career. Gender:Students will explore the achievements of both Male and Female contemporary performers in this unit with particular emphasis on Sam Smith. They will explore how the music industry contains a variety of artists and bands from vast gender backgrounds that excel in performance and composition.Critical and Creative Thinking:Students will develop skills with using music terminology and evaluating musicology in order to interpret music and develop arguments related to how or why music presented in that way. Personal and Social Capability:Students will learn to develop the skills of establishing and understanding social relationships with others within collaborative group work and formal class rehearsals and performance10% Performance Mark5% Self Reflection5% Reflection on othersWeek 1: Lesson 1What is Popular Music? Key Outcome(s) 4.7: Demonstrates an understanding of the musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas.4.8: Demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire - Students will demonstrate understanding of musical concepts by listening to various artists and bands that currently perform and compose in Popular Music. They will listen and analyse as to how through the concepts of music, what makes each Artist or Band similar or different.- Students will begin to demonstrate understanding of Musical concepts and begin to articulate their learning through musical terminology and discussion.Key Concept(s)-Aural-Musicology Learning Experiences:- As a class, the teacher will play the song, “I’m not the Only One- Sam Smith” in front of the class and ask students not to take down any notes or write anything, just relax and listen to the song.- Through informal group discussions and directed questioning teaching methods, the teacher will ask students what this song sounds like to them. Key answers and themes you want students to answer with involve discussion of Musical concepts:Pitch: Is it a happy or sad song?, Melody and Harmonic Accompaniment, what instruments are doing whatDynamics/Expressive Techniques: Are there sections which sound louder or quitter then others? Duration: Tempo, is it fast, slow, moderate.Texture: How many instruments can you hear? What is each instrument doing in the mix?Tone Colour: Does sound produced sound artificial? Structure: How many sections can you hear-When students are answering, get students to write on Smartboard their ideas of what they listened out for or stood out for them and create a mind map of their ideas articulated.-Listen to the song a 2nd song but ask students to pay attention this time to class ideas on the board and write any ideas articulated by themselves. Repeat this step once or twice if need be in order to bring out more classroom ideas.-2nd class discussion will involve scaffolding use of musical terminology within vocabulary so students learn not just from their own abilities but teacher’s assistance.E.g Student if answers, “The vocals sound like there’s two people with one person singing higher than the back up” = Teacher should scaffold that Vocals are in Harmony and go into further detail.After discussion, students will complete online ICT tasks in order to develop their aural and musicology skills through a series of questions online that will be posted on EdModo. Some questions will ask them to interact with others through student forums -Students will then be required to post on EdModo reflections on learning goals they wish to complete for themselves. Evidence of Learning-Non Formal, Diagnostic Assessments of student’s abilities to use musical terminology through observations in discussions- Checking online through Ed Modo ensure students answer online the questions posted. ResourcesICT: Computers/Laptops, Internet, Smartboard. Access to EdModo.Musical Equipment: Audio Speakers, Audio FilesWeek 1: Lesson 2Introduction to Glockenspiel and Vocal SectionsKey Outcomes4.2: Performs music using different forms of notation and different types of technology across a broad range of musical styles4.3: Performs music demonstrating solo and/or ensemble awareness.- Students will perform using written notation as well as ICT notation through Musescore.-Students will demonstrate solo awareness through individual practice and ensemble awareness as a class. Key Concepts - PerformanceLearning Experiences- In a class activity, students will learn and perform the vocals of I’m Not the Only One. This is to be conducted with scaffolding by the teacher of teaching Pitch concepts of harmonising the vocal melody.- Class will be divided into 2 groups, one group singing the melody in a high pitch and the 2nd group singing in a lower pitch.- Once student groups are comfortable singing in pitch, swap pitch allocations so each group experiences what it’s like harmonising in different pitch levels. Introduce concepts of Pitch such as “Melody” & “Harmony”. This is to be reinforced whilst rehearsing and singing as a class. - After introduction of vocals, Glockenspiel arrangements will be introduced through ICT and Teacher Demonstrations. (USE ICT provided on Website)- As a class, they will clap out the rhythm to ensure students understand the rhythm and note durations featured in the melody.-Once they are accustomed to clapping the melody, play the Glockenspiel parts as a class to ensure every student participates. Emphasis importance of Pitch with key terms like “melody” & “arpeggios” played in the Glockenspiel parts. It is important to scaffold student’s learning with understanding these terminologies as well as understanding how to read sheet notation. It is assumed students would have previous experience early in the year as well as in Year 7, nevertheless, scaffolding their learning is still important. Evidence of LearningNon Formal, Diagnostic Assessments of student’s abilities to use musical terminology- Assess the abilities of how your students comprehend singing in pitch.- Assess the abilities of how well your students clap and play the Glockenspiel Melody. ResourcesICT: Computers/Laptops, Internet (To Access Sheet Music)Printed Sheet MusicMusical Equipment: Audio Speakers, Audio FilesWeek 1: Lesson 3Group Work, Small Ensemble Buddy Activities, (Introduction to Piano) Key Outcomes:4.2: Performs music using different forms of notation and different types of technology across a broad range of musical styles4.3: Performs music demonstrating solo and/or ensemble awareness.- Students will perform using written notation as well as ICT notation through Musescore.-Students will demonstrate solo awareness through group partnership rehearsals and ensemble awareness in pairs and individually. Key Concepts- PerformanceLearning ExperiencesA pairs activity to help students play the Glockenspiel and Piano parts together will introduce the idea of students learning from each other as well as recognising how to play in unison with a partner that will be further developed for the class ensemble performance.-Under teacher instructions and assuming students are comfortable with the Glockenspiel section, the teacher will teach as a class the piano section parts similarly to teaching the Glockespiel part, clapping the rhythm first. After, students will be required to break off into pairs where one member will play the piano while the other accompanies on Glockenspiel. Emphasise importance of pairs swapping instrument parts over so they experience and practice on both-The purpose of this activity is to introduce two instruments that play the melody and get them to play in unison. It allows students to collaborate and learn from each other, requiring students to critique each other with how they can improve on the Glockenspiel and Piano. Reinforce concepts of: Dynamics and Expressive Techniques with terms and Sheet music markings of “Crescendos” “Decrescendos” “f” “mp” etc Duration, tempo of students playing, note names and durationsPitch, Use of Chords and Melody in relation to the piano arrangement. Structure, Multiple Melodic riffs between the Glockenspiel and Piano as well as Song structure (Intro, Verse, Chorus, Bridge, Final Chorus) -Students will then use ICT where each pair will submit a 4-8 Bar recording of themselves playing as a pair that will be uploaded on EdModo. Students will have to critique other pairs with areas they did well and further improvement in terms of learning the song and playing as a duo. - As this is the final lesson for Week 1 Students will reflect on what they wrote down in their reflection from Lesson 1 and see if their learning goals for the week we’re accomplished, what they accomplished, what they could have done better etc. Evidence of LearningNon Formal, Diagnostic Assessments of student’s abilities to use musical terminology- Assess the abilities of how your students comprehend play in pairs- Assess the abilities of how well your students clap and play the Piano Melody. -Check on EdModo on student’s reflections on themselves. Watch videos of their performances. ResourcesICT: Computers/Laptops, Internet (To Access Sheet Music), Recording Devices (iPads, Macbooks, Phone etc etc)Printed Sheet MusicMusical Equipment: Audio Speakers, Audio Files, Piano, Keyboards, Glockenspiels Week 2: Lesson 4Introduction to Drum and Rhythm. Key Outcomes:4.2: Performs music using different forms of notation and different types of technology across a broad range of musical styles4.3: Performs music demonstrating solo and/or ensemble awareness.4.7: Demonstrates an understanding of the musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas.-Students will performing using different forms of Notation such as Written Notation and ICT, MIDI Notation- Students will demonstrate solo and ensemble awareness by performing as a class with various body percussion rhythms- Students will begin to demonstrate understanding of Musical Concepts through listening to aural excerpts and tasks located online delivered through ICT. Key Concepts- Aural- PerformanceLearning Experiences- As an act of revision of last week’s content as well as getting students involved, a call and response clapping game will occur where the Teacher will first begin out clapping out rhythms from the “I’m Not the Only One” instrumental sections and have students respond. After a couple of attempts with the teacher leading the class, the Teacher will ask students to lead the class (Rhythm Exercises Online) or by creating their own patterns Teacher’s assist whenever necessary when students lead the class.-This will lead onto learning the drum sections and allow each student to have a go at playing the rhythm. Students will be divided into 3 groups. One Group will perform the “Hi-Hat” section, by creating a “Ts” Vocal sound. One group will perform the “Snare” section by clapping on the beats and making a vocal sound “Cha” while the other will perform the “Bass Section” by stomping on the floor and vocal sound of “Boom”. It is important to assign vocal and body percussion sounds that can simulate the entire drum section outlined on the Sheet Music and get students to perform this as a class. It is also important to swap groups around so every student has a chance to perform and familiarise themselves with each section.- As students are performing the percussion, get some students to accompany those doing body percussion with Glockenspiel, Piano and Vocals to start playing in unison with the class and reinforce the importance of Melody and Rhythm. Concepts such as Duration ensuring the class ensemble isn’t playing too fast or too slow tempo is to be focus as well as Dynamics and Expressive Techniques, volume control. -At the end of the lesson, students will post on Ed Modo, learning Goals for the beginning of Week 2 and learning goals they wish to complete by the end of Week 2. Evidence of LearningNon Formal, Diagnostic Assessments of student’s abilities to use musical terminology- Assess the abilities of how your students comprehend rehearsing as a class- Assess the abilities of how well your students clap and play in rhythm as a group - It is important for the teacher to being scaffolding students going around groups and assess areas students are strong/weak in.-Check on EdModo on student’s reflections on themselves. Watch videos of their performances.ResourcesICT: Computers/Laptops, Internet (To Access Sheet Music)Printed Sheet MusicMusical Equipment: Audio Speakers, Audio Files, Drum Kit, Glockenspiel and Keyboards/PianosWeek 2: Lesson 5Guitar and Bass Guitar Tutorial & Class Ensemble role designationsKey Outcomes4.2: Performs music using different forms of notation and different types of technology across a broad range of musical styles4.3: Performs music demonstrating solo and/or ensemble awareness.4.7: Demonstrates an understanding of the musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas.- Students will perform using different forms by using printed written notation as well as ICT playable MIDI Files- Students will perform and rehearse as a class and in pairs to display ensemble awareness.-Students will demonstrate understanding of concepts through performing and rehearsing as a class and in pairsKey Concepts- Aural- PerformanceLearning Experiences- Students will listen to a MIDI sound file arrangement of the all the individual sections (Piano, Glockenspiel Vocal Melody, Drums, Guitar, Bass and Saxophone) together for the first time through Musescore. They will individually post answers to a set of questions posted online that revolve around the 6 concepts of music and the excerpt.- Students will then be introduced to the bass and electric guitar excerpts from the arrangement using Musescore and Tablature. They will then be grouped in pairs where similarly they will learn from each other and rehearse as pairs in order to collaborate together. Important for each pair that student’s swap over parts in order that they understand and collaborate with each other how to play the Guitar and Bass parts.- Concepts to be discussed with students involve;Tone Colour, Experiment with students the differences of Timbre, Distortion & Flanger pedals.Structure, Bass Ostinatos, what they are, what is the bass doing in the arrangement? Pitch, Differences between the Pitch levels of -After rehearsing in pairs, students will then be asked to volunteer or be assigned various instrument roles for different instrumental sections of the arrangement that will be used for the class assembly performance. -Once roles are assigned, begin rehearsing as a large class ensemble. Evidence of LearningNon Formal, Diagnostic Assessments of student’s abilities to use musical terminology- Assess the abilities of how your students comprehend using musical terminology to answer set questions online.- Assess the abilities of how well your students play bass and electric/acoustic guitar - Assess and assign students to play various instruments for the group assembly performance. When assigning various roles for students, ensure all students participate and assign students to instruments based on; What they want to perform withTheir individual skill level. This is assessed from previous lessons through what you observe during class and what you observe in their 4-8 Bar upload videos on Ed Modo. ResourcesICT: Computers/Laptops, Internet (To Access Sheet Music)Printed Sheet MusicMusical Equipment: Audio Speakers, Audio Files, Drum Kit, Glockenspiel and Keyboards/Pianos, Bass and Electric Guitar ................
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