Music+Unit+Plan

MYP unit planner
Teacher(s) || Mr. Simo || Subject and grade level || G6 || Time frame and duration || 6 weeks ||
 * ===== Unit title ===== || ===== Ostinatos (composing) ===== ||

Stage 1: Integrate significant concept, area of interaction and unit question
Which area of interaction will be our focus? Why have we chosen this? || ===== ===== || ===== Significant concept(s) ===== What are the big ideas? What do we want our students to retain for years into the future? || Approaches to learning Human ingenuity ||^  || Music composition is a process Creating ostinatos is a simple way to compose music || How does the musical composition process work? ||
 * ===== Area of interaction focus =====
 * ===== MYP unit question ===== ||

What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? || Formative: - Come to class prepare (homework done) - Composing activities with steps, jumps, pentatonic scale - Composing with a drone/ostinato
 * ===== Assessment =====

Summative: - Perform and recording a piece based on ostinato || Which specific MYP objectives will be addressed during this unit? || - Demonstrate an awareness of the music studied in relation to some of the contexts that influence their current work - Use some basic language, and have a simple understanding of some of the concepts and processes that support their current work - Express an opinion of the art form studied in the context of their own work. - Learn skills and develop the techniques and processes needed to create, perform and/or present art, with the teacher’s guidance. - describe the progress they have made so far and identify areas that have been particularly easy or challenging - identify strengths and weaknesses in their work - receive feedback constructively - show commitment in using artistic processes - demonstrate curiosity, self motivation, initiative and a willingness to take informed risks - support, encourage and work with their peers in a positive way recognize that music vary from culture to culture || Which MYP assessment criteria will be used? || A (Knowledge and understanding) B (Application) C (Reflection and Evaluation) D (Personal Engagement) ||
 * A Knowledge and understanding **
 * A Knowledge and understanding **
 * B Application **
 * C Reflection and evaluation **
 * D Personal engagement **

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? || MU6.3.1 Creates and arranges short melodies within specified guidelines · Use a variety of intervals from the major scale (steps and skips, ascending and descending, repetition) · Melody, accompaniment & bass line · Drones (compose a melody with a drone accompaniment) · Ostinatos (composing music with ostinato) · Composing with sequencing software (Samplisizer,O-Generator, Groovy Music) · Orchestration with Sibelius software · Perform & recording of ostinatos   || How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? || Organization Collaboration Reflection Thinking || How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? || ======** Teaching strategies ** ====== How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? || There will be models, templates, and rubrics. There will be small and final projects during the process of create a piece based on ostinatos. Demonstrating what they know at the beginning of the unit. || 1- Practical application of the theory 2- The methodologies will be: student follow teacher example, drilling, practice with peers, working with the computer software (Sibelius), and with the pedal for looping. 3- Peer leading and student playing different roles || What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit? || Music lab with computers loaded with Sibelius software and Garageband for creating the ostinatos. Looping pedal for playing the ostinatos with a machine. Audacity program for recording. Mixing board and all the instruments from the class for creating the ostinatos. Examples of ostinato pieces such as Pachebel, ISB works. Projector All work will be exported to Quicktime and then shared on iTunes or  [|www.garageband.com] or on the school’s DMS. ||
 * ======** Content ** ======
 * Standard 3: Composes and arranges music within specified guidelines (Ostinatos) **
 * Standard 3: Composes and arranges music within specified guidelines (Ostinatos) **
 * ===== Approaches to learning =====
 * ======** Learning experiences **======
 * ===== Resources =====

Ongoing reflections and evaluation

 * ===== In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of //MYP: From principles into practice//. =====

** Students and teachers **
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?

** Possible connections **
How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects? Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? How did we decide on the data to collect? Was it useful? || Figure 12 MYP unit planner
 * Assessment**
 * Data collection**