YEAR 9 MUSIC UNIT PLAN - Te Kete Ipurangi



|UNIT PLAN |

|Unit Title/Theme: ‘Glee’ - Class Singing |

|Title: |

|Glee – Class Singing |

|This unit uses the recent American television phenomenon, “GLEE” as a means of getting students actively singing as part of their learning in music, to reinforce key learning concepts in performance, score reading and aural aspects. Through |

|regular whole-class work shopping of vocal pieces; small group ‘sectional’ practices on instruments (as part of regular guitar/keyboard performance practice); and through individual practice and rehearsal of set-works from the Glee tv show, |

|students will engage in singing and music making both as an individual and in a collective group, each taking ownership of the learning for the benefit of the whole class. |

|Vision: |Values: |Principles: |

|Through the learning in this unit, students will become… |Students will be encouraged and taught to value… |The principles which underpin learning in this unit are… |

|Confident |Integrity, which involves being honest, responsible, and accountable and acting |Learning to learn - encourages all students to reflect on their own learning |

|Positive in their own identity, motivated and reliable, resilient |ethically |processes… |

|Connected |Respect for themselves, others, and human rights. |Inclusion - …ensures that student identities…abilities and talents are |

|Able to relate well to others, effective users of communication tools, |Diversity, as found in our different cultures, languages, and heritages |recognised and affirmed… |

|members of communities |Excellence, by aiming high and by persevering in the face of difficulties |High expectations - supports and empowers students to learn and achieve personal|

| | |excellence… |

|Strand: |Achievement Objectives: |Learning Outcomes: |

| |Students ‘must do’ or ‘must know’ at this level, for this strand… |The ‘must do/know’ will be achieved through out this unit by… |

|Developing Practical |Level 4 |…students deconstructing music from the Glee television show with a focus on the elements of music represented in the set |

|Knowledge in Music (PK) |Apply knowledge of the elements of music, structural devices, and technologies through |pieces. They will aurally, practically and theoretically explore the set works to understand both what they hear, what the see|

| |integrating aural, practical, and theoretical skills. |and how they bring the music to life, and the interrelationship between these three key actions (hearing, seeing/reading and |

| | |playing/performing). |

|Communicating and |Level 3 |…students, individually, and small groups, preparing and presenting brief extracts and selections of set works from “Glee” |

|Interpreting Music (CI) |Prepare and present brief performance of music, using performance skills and techniques |instrumentally and vocally as a whole class using a range of musical elements, making one cohesive whole class |

| |AND Respond to and reflect on live and recorded music. |performance/workshop in preparation for the standard Year 9 Solo assessment, AND they will reflect on their contribution to |

| | |the song performed by the class and the role they played in the success of this. The will respond to the features and skills |

| | |demonstrated by the original cast of Glee by analyzing the audio CD and visual clips of the show numbers. |

|Understanding Music in |Level 4 |…students exploring, through on-line research, the links, similarities and differences between the original pop/rock and show |

|Context (UC) |Explore ideas about how music serves a variety of purposes and functions in their lives |songs which have been ‘revived’ for their performances on the “Glee” programme. They will compare and contrast the treatment |

| |and in their communities. |and arrangement of the originals with the revival versions performed in the television show with a focus on the musical |

| | |elements |

|Key Competencies: | |

|The K.Cs targeted in this unit of work are… |Students will become competent in this area of essential life-learning by… |

|Use Language, Symbols and Text |…having an understanding and accurate used of the materials of music and understanding how the set-works for the unit are constructed through the elements of music. |

| |By engaging in lessons that teach these concepts and then practicing them in a performance-driven way, in small groups, individually and work-shopping as a whole |

| |class (singing). |

|Relate to Others |…the co-constructive nature of this unit’s delivery, enabling students to negotiate the best ways to progress through activities and the rehearsal of set works. They|

| |will complete ‘sectional’ practices on guitars, percussion, keyboards and vocally in small groups and will need to utilize effective communication and cooperative |

| |skills in order to achieved rehearsal goals as a groups. The performance of the works as a whole class will also enable students to share in the achievements of |

| |music performed together. |

|Manage Self |…having a checklist of skills and aims to tick of as the unit and rehearsal of the set-works progresses they will evaluate their contribution to rehearsals and will |

| |set goals accordingly to meet the needs of the class, in order to ultimately perform together as a class in a coherent way, to the highest possible standard. |

|Key Vocabulary: |Differentiated Learning Provision: |

|Glee, Ensemble, Elements of Music, Beat Values, Names and Symbols, Composer, Performer, Lyricist, Instrument |Students will be grouped according to ability with in the class. The focus of the unit is on Achievement Objectives at Level 3|

|Families, Timbre, Chords, Melody, Harmony, Vocal Range, Warm-up, Exercises, Scales, Rehearsal, Performance, |and Level 4 of the curriculum with students able to achieve (formatively) at all sub-levels within these. As well as ability |

|Evaluation… |grouping, students will also be grouped by interest in regards to instruments choices too e.g. singers, drummers, |

| |guitarists... |

|Assessment Opportunities: |

|This will not be an officially assessed unit of work but will act as excellent preparation and reinforcement of the skills needed to successfully complete assessments in the other aspects of the Year 9 Music Course, particularly: |

|Recognition, understanding, practical application, and aural awareness of Rhythm |

|Pitching, higher/lower/same sounds – hearing these |

|Dynamics and Tempo – hearing a performing these |

| |

|Engagement with the fundamental materials of music – note names and performance directions learnt through group work and rehearsal of set pieces. |

| |

|Instrument awareness – while the focus of this unit is on vocal singing the rehearsal with guitars (accomp’/harmony) and keyboards (melodies) and percussion instruments (rhythm) will further assist students with the performance of simple |

|smaller pieces from the workbook for assessments |

|Learning Resources: |

|Text: Glee – Piano/Vocal/Guitar Music Book ( “Glee” Volume 1, Soundtrack CD ( Other Sheet Music pieces as appropriate. ( Student Year 9 Music Workbook, and Blank Manuscript ( Simplified vocal sheet for ‘Don’t Stop Believing’ ( Extract Pieces |

|for distribution, ‘Don’t Stop Believing’… |

| |

|Videos: “Glee” clips from YouTube ‘Don’t Stop Believing’ ‘Somebody to Love’; Sound of Music – singing scales |

| |

|ICT: Computer navigation quiz in pairs comparing the original and revived versions of the set-works ( Simplified vocal sheet for ‘Don’t Stop Believing’ ( Extract Pieces for distribution, ‘Don’t Stop Believing’… |

| |

|Reference: “Into Music 3 – Classroom Music in Years 7-10”, Ministry of Education |

|Suggested Activities: |

|As this is an integrated, on-going learning unit. These activities can be used with in lessons for other scheme units through the Year 9 Music course. The following activities can be used as ‘do now’, content delivery, or re-cap and review at |

|the start, during or end-of music lessons/periods: |

| |

|Gather around the piano and sing vocal warm-up exercises. |

|On an over-head, as a class look at extracts from set works and clap the rhythm of the vocal lines together |

|In small groups students are to prepare a present the RHYTHM only of sections of one of the set works, and then perform them on percussion instruments in the correct song-structure order, of which they work out for together |

|Simple triad harmony singing will ‘la’ ‘ah’ ‘oo’ ‘ee’ sounds to play around with DYNAMICS and TEMPI and regularity of rhythm in 4/4 and 3/4 etc time signatures. |

|Scale singing – linking with the scene from “Sound of Music” and students to create their own re-arrangement of the ‘solfage’ sounds and scribe these in their manuscript books. |

|Workshop the MELODY of one of the Glee set-works and then add HARMONYS in particular areas (whole class) |

|Once song is learnt as a class, have keyboard and guitar specialists break off and work together on performing the basic melody for keyboards, and the accomp/harmony for guitars; singers continue to practice their parts too. Percussion? |

|African drums added? |

|Watch a video clip of the original song and the Glee version of set works – compare and contrast with a focus on the instrument choices, and the elements of music |

| |

|Add-to and develop these activities further…. |

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|Developed by Ryan Benjamin, January 2010 |

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PKA - Aural

PKM - Materials

CIS – Solo Performance

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