1. Maps Lesson
1.1. Manitoba Curriculum Outcomes
1.1.1. Music Outcomes
1.1.1.1. Essential Learning Area
1.1.1.1.1. Understanding Music in Context
1.1.2. ICT Outcomes
1.1.2.1. ICT Contimuum
1.1.2.1.1. General Learning outcomes
1.2. Notes
1.2.1. Lesson Title
1.2.1.1. Tracking Composers and Musicians from Jazz, Classical, and
1.2.2. Lesson Objectives and Goals
1.2.2.1. Affective Objectives
1.2.2.1.1. As a result of this lesson students will appreciate how easily music and people travel in the 21st century compared to the music and musicians that they investigated through this assignment.
1.2.2.2. Cognitive Objectives
1.2.2.2.1. As a result of the this lesson students will track how a genre of music spread to different parts of the world. Students will examine key people that helped the movement of this music.
1.2.2.2.2. Students will gain knowledge on how geographical location affected the careers of jazz or classical musician.
1.2.2.3. Phsycomotor Objectives
1.2.2.3.1. As a result of lesson students will be able to effectively create a map
1.2.3. Content
1.2.3.1. Students will create a map that tracks a classical composers or jazz musician.
1.2.3.1.1. Maps will have a minimum of 5 points that are relevant to the composer/musicians career. These points should include birth and death locations.
1.2.4. Method of Instruction
1.2.4.1. Preparation for Instruction
1.2.4.1.1. Prepare Map To Show Students
1.2.4.2. Instruction
1.2.4.2.1. Take students to the computer lab. So that each student can have a computer and I can demonstrate on the projector.
1.2.5. Method of Evaluation
1.2.5.1. Rubric
1.3. Resources
1.3.1. Materials
1.3.1.1. Classics for Kids
1.3.1.2. Concise History of Western Music
1.3.1.3. Listening to Jazz: Bierman
1.3.2. People
1.3.2.1. Parents
1.3.2.1.1. Permission for students to use computers
1.3.2.1.2. Permission to have google accounts
1.3.2.2. Students
1.3.2.3. Division
1.3.2.3.1. Allowing students to use computers
1.3.3. Facilities/Tech Support
1.3.3.1. Computer Lab
1.3.3.2. Classroom with iPads
1.3.3.3. Smart Board or Project
1.3.3.4. Teach Computer
1.4. Prerequisites
1.4.1. Review/Activate
1.4.1.1. Discussion about music that we have played by different composers
1.4.1.2. Think of popular compositions by classical composers
1.4.2. Set Context/ Reason for Learning
1.4.2.1. To understand the life style early composers and musicians and how it effected the composing and music making
2. Podcast
2.1. Manitoba Curriculum
2.1.1. Music Outcomes
2.1.1.1. Essential Learning Areas
2.1.1.1.1. Music Language and Performance Skills
2.1.1.1.2. Understanding Music in Context
2.1.2. ICT Outcomes
2.1.2.1. ICT Continuum
2.1.2.1.1. Ethics and Responsibilities Guidelines
2.1.2.1.2. Question and Plan
2.1.2.1.3. Gather and Make Sense
2.1.2.1.4. Produce and Show Understanding
2.1.2.1.5. Communicate
2.2. Notes
2.2.1. Lesson or Series Title
2.2.1.1. Folk Song Podcasts
2.2.2. Lesson Objective and Goals
2.2.2.1. Affective Objective
2.2.2.1.1. Students will develop an appreciation for how different cultures uses music. Students will investigate the different use of music for work and pleasure.
2.2.2.2. Cognitive Objective
2.2.2.2.1. As a result of this lesson students will develop an understanding about a variety of Canadian and International folk songs
2.2.2.2.2. Students will learn how to manipulate basic editing software.
2.2.2.2.3. Students will learn how to make a podcast as a way of representing their investigated knowledge.
2.2.2.2.4. As a result of this lesson students will develop knowledge about the history of one folk song
2.2.2.3. Phsycomotor Objectives
2.2.2.3.1. As a result of this lesson students will be able to independently sing the folk song of their choosing. Students will provide a recording of singing on the podcast
2.2.3. Content
2.2.3.1. Students will choose a folk song and research the history of it.
2.2.3.1.1. The podcast will be a minimum of 3 minutes long.
2.2.4. Method of Instruction
2.2.4.1. Preparation for Instruction
2.2.4.1.1. Preparation a podcast to use as a demonstration
2.2.4.2. Instruction
2.2.4.2.1. In the computer lab have students research a folk song
2.2.5. Method of Evaluation
2.2.5.1. Rubric
2.2.6. Assignment Sheet
2.3. Resources
2.3.1. Materials
2.3.1.1. Technical Materials
2.3.1.1.1. Host site
2.3.1.1.2. Computers
2.3.1.1.3. Headphones
2.3.1.1.4. Editing Applications
2.3.1.1.5. Recording devices
2.3.1.2. Resources for Students
2.3.1.2.1. Classic Folk Songs for Kids
2.3.1.2.2. Canadian Folks Songs from the Centennial
2.3.1.2.3. Folk Alley
2.3.1.2.4. Mama Lisa's
2.3.2. People
2.3.2.1. Students
2.3.3. Facilities
2.3.3.1. Computer Lab
2.3.3.2. Recording Space
2.3.4. Permissions
2.3.4.1. School Divisions
2.3.4.2. Parents
2.4. Prerequisites
2.4.1. Review/ Activate
2.4.1.1. Review what a folk song is
2.4.1.1.1. What characteristics makes something a folk song.
2.4.1.2. Review what a pod cast is
2.4.1.2.1. Show the example podcast that you have made.
2.4.2. Set Context/ Reason For Learning
2.4.2.1. Have students become familiar with Canadian Folk Songs
2.4.2.2. Provide students with a method to respond to investigation other writing
2.4.2.2.1. Expose students to a new media outlet
3. Video
3.1. Manitoba Curriculum Outcomes
3.1.1. Music Outcomes
3.1.1.1. Essential Learning Areas
3.1.1.1.1. Music Language and Performance Skills
3.1.1.1.2. Creative Expression in Music
3.1.2. ICT Outcomes
3.1.2.1. Gather and Make Sense
3.1.2.1.1. G-3.1 Records data or makes notes on gathered information and ideas using given categories
3.1.2.2. Produce and Show Understanding
3.1.2.2.1. P-2.1 uses a given format to demonstrate learning
3.1.2.2.2. P-1.1 uses given criteria to produce work
3.1.2.3. Communicate
3.1.2.3.1. C-1.2 collaborates with teacher to select audience for sharing information, ideas, and/or work
3.1.2.3.2. C-2.2 seeks descriptive feedback when sharing information, ideas, and/or work with other
3.2. Notes
3.2.1. Intro to 16th Notes
3.2.2. Lesson Objectives and Goals
3.2.2.1. Cognitive Objective
3.2.2.1.1. As result of this lesson students will be know the difference between quarter notes, eight notes, and 16th notes.
3.2.2.1.2. As a result this lesson students will be able count quarter notes, eight notes and sixteenth notes when they are mixed together
3.2.2.2. Affective Objective
3.2.2.2.1. As a result of this lesson student will appreciate the use of 16th notes in music to create energy and movement
3.2.2.3. Phsycomotor Objective
3.2.2.3.1. Students will be able to clap and count each of the practice rhythms
3.2.3. Content
3.2.3.1. Students will be introduced to 16th notes and how to count them
3.2.4. Method of Instruction
3.2.4.1. Lesson will be introduced by looking forward in the method book and notice that new rhythms (16th notes)
3.2.4.1.1. Students will watch the video the introduces the sixteenth note rhythms
3.2.5. Method of Evaluation
3.2.5.1. Students will perform the sample rhythms patterns with 70% accuracy
3.3. Resources
3.3.1. Materials
3.3.1.1. Method Books
3.3.1.1.1. Instruments
3.3.2. People
3.3.2.1. students
3.3.3. Facilities/ Tech Support
3.3.3.1. Smart board and projector
3.4. Prerequisites
3.4.1. Review/Activate
3.4.1.1. How to count and clap quarter notes
3.4.1.1.1. How to count and clap 8th notes
3.4.2. Set Context/ Reason for Learning
3.4.2.1. Look ahead in the method books
3.4.2.1.1. Listen to music that upper years bands are playing
4. Collaborative Document
4.1. Outcomes
4.1.1. Music Outcomes
4.1.1.1. Essential Learning Outcomes
4.1.1.1.1. Music Language and Performance Skills
4.1.1.1.2. Creative Expression in Music
4.1.1.1.3. Understanding Music in Context
4.1.1.1.4. Valuing Musical Experiences
4.1.2. ICT Outcomes
4.1.2.1. Question and Plan
4.1.2.1.1. Q-2.2 adapts a given plan or co-constructs a plan for an inquiry
4.1.2.2. Gather and Make Sense
4.1.2.2.1. G-1.1 gathers information from given source(s) (primary or secondary)
4.1.2.2.2. G-3.2 organizes gathered information using co-developed strategies
4.1.2.3. Produce and Show Understanding
4.1.2.3.1. P-1.1 uses given criteria to produce work
4.1.2.3.2. P-2.1 uses a given format to demonstrate learning
4.1.2.3.3. P-3.1 edits work based on feedback from teacher and/or peers, according to established criteria, conventions, and/or standards
4.1.2.4. Communication
4.1.2.4.1. C-1.2 collaborates with teacher to select audience for sharing information, ideas, and/or work
4.1.2.4.2. C-2.2 seeks descriptive feedback when sharing information, ideas, and/or work with others
4.2. Notes
4.2.1. Collaborative Christmas Carol Arrangments
4.2.2. Lesson Objective and Goals
4.2.3. Content
4.2.3.1. Students will work together in groups of three or four to create an arrangement of a popular Christmas carol
4.2.3.2. Assignment sheet
4.2.4. Method of Instruction
4.2.4.1. Preparation for Instruction
4.2.4.1.1. Have students pick groups
4.2.4.2. Instruction
4.2.4.2.1. Take students to the computer lab
4.2.5. Method of Evaluation
4.2.5.1. Rubric
4.3. Resources
4.3.1. Materials
4.3.1.1. Christmas Carols
4.3.1.2. Instruments
4.3.2. People
4.3.2.1. Students
4.3.2.1.1. Audience Members
4.3.3. Facilities/ Tech Supports
4.3.3.1. Band Room
4.3.3.2. Practice Spaces
4.3.3.3. Performance Venue
4.3.3.4. Computer Lab
4.3.3.4.1. Computers for each student
4.4. Prerequisites
4.4.1. Review
4.4.1.1. Review Harmonies
4.4.1.2. Review Part Writing Rules
4.4.1.2.1. Everyone has a piece of the melody
4.4.1.2.2. Ends on the tonic chords
4.4.1.2.3. Chord 7ths goes down
4.4.1.2.4. Leading Tones go up
4.4.1.2.5. Chords contain scale degrees 1, 3, 5 and 7 when using a five chord
4.4.1.3. Review note writing software
4.4.1.4. Review transpositions
4.4.1.5. Play carols for students
4.4.2. Set Context/ Reason for learning
4.4.2.1. Performance at local Care Homes
4.4.2.2. Performance at Elementary Schools
4.4.2.3. Getting to compose Christmas Carols with selected peers