Class/grade: Year 3/4/5

School: Waikerie Lutheran Primary School

Title: Music – Pitch, Melody & Harmony (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

Pitch occurs horizontally (as in a melody) and vertically (chords and harmony). Summative assessment task(s):

1. iPad project using Garage Band to compose their own “signature tune” (their name in rhythm & melody) and export as a ringtone. (see teacher notes box)

2. Playing an arrangement on a recorder and tuned percussion instrument. (Teacher observation)

ACARA Music Outcomes 3-4 ACARA Music Outcomes 5-6ACAMUM084 ACAMUM088ACAMUM085 ACAMUM089ACAMUM086 ACAMUM090ACAMUR087 ACAMUR091

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

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

1. Using voice and instruments to create melodic rhythms.

What teacher questions/provocations will drive these inquiries?

What is pitch? What is melody? Why do we need pitch in melody? What is a harmony? How could we create a harmony? Which instruments do we use to create melody & harmony?

Planning the inquiry

© International Baccalaureate Organization 2007

Planning the inquiry

4. How best might we learn?

playing melodic patterns on tuned instruments moving around the room responding to music arranging melodic notes in a pattern drawing lines and using pictorial symbols to show a melodic pattern using voice to create melodic patterns

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

Learner ProfileInquirer, knowledgable, communicators, balanced, principled, reflective, risktaker, thinker.

AttitudesConfidence, enthusiasm, creativity, independence

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?

Observing how quickly a student can play a melody & chordal riff on the xylophone.

Students knowledge of assigning notes to rhythm patterns.

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

Drawing pictures/symbols representing melodic patterns.

Observation of students playing melodic patterns on the xylophone or recorder.

5. What resources need to be gathered?

Fairbairn, Leehy & O’Mara, 2007, Music Room: A developmental classroom music program, Book 4 -Middle Primary, Bushfire Press (printed resource & accompanying music CD & CD ROM)

DRAFT: Burgemeister, Fairbairn, Leehy & O’Mara, The Interactive Music Room: A developmental classroom music program for interactive whiteboards, Book 4 -Middle Primary

O’Brien & Carthew, 2013, We’re Orff 2, Bushfire Press Recorder Room, Bushfire Press Merry Merry Christmas, from album King of Christmas by Colin Buchanan iPad, Garage Band, Recorder Room Tuned percussion instruments: xylophone, glockenspiel, chime bars Untuned percussion instruments: tapping sticks, drums, maracas, bells, tambourines, guiros, cymbals Pencils, glue, scissors, paper

 

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.

 

9. Teacher notes

SAT 1:

Lesson 1:

Learn Garage Band basics (settings, adding track, recording)

Investigate Garage band trial & error (free playing)

Lesson 2:

Music Room Book 4 Unit 2 Lesson 1

Pitch maps

Look at bird calls

Learn app Explain Everything or Book Creator

Draw a pitch map & record your own voice singing the pitch map

Lesson 3

Music Room Book 4 Unit 2 Lesson 1

Create own bird call “signature tune” using own name as rhythm and adding melody to the rhythm

1. Notate signature tune on BLM

2. First use untuned percussion instruments

3. Next use tuned percussion instruments

4. Play your tune in Garage band (NB provide image of garage band piano with note names)

Lesson 4 & 5:

Record signature tune in Garage band, arrange in in a 2 or 4 bar pattern

Export as a ringtone for an alert.

Reflecting on the inquiry