1. Lesson 3 - Maps (Grade 5)
1.1. Prerequisites
1.1.1. Review the Mozart melody we learned last class (simplified version of "Eine kleine Nachtmusik" Allegro)
1.1.2. Goal: To learn of Mozart's historical background and apply classical context to the melody we learned
1.1.3. "Who remembers the composer who wrote the melody we learned last class?" Mozart! "Let's learn a little more about Mozart."
1.2. Resources
1.2.1. Barred instruments, computer, projector (ideally a SmartBoard would be best)
1.2.2. People
1.2.3. Music room should be properly equipped that we could stay in the room for this activity
1.3. Notes
1.3.1. Mozart Unit
1.3.2. Every lesson we want to build onto our Mozart piece project
1.3.3. Learn Mozart melody and create accompanying lines for the whole class to play (barred instruments, recorders, non-pitched percussion), learn about Mozart's impact in music today, learn more about the classical period and listen to examples (compare and contrast)
1.3.4. Listening pieces on YouTube, including Mozart symphonies and concertos (review instruments of the orchestra), notated melody of "Eine kleine nachtmusik" for teacher to teach to students by rote.
1.3.5. Frequent review, singing the melodies we are playing with solfege, building up our piece of music slowly (everyone first learns melody, then 1 accompanying part, then another, etc)
1.3.6. Observation, looking for rhythmic and melodic accuracy
1.4. Objectives
1.4.1. Learn about Mozart and his works in historical context
1.4.2. Work on developing playing techniques, on recorder, barred instruments, and non-pitched percussion
1.4.3. Practice solfege skills
1.5. Curriculum Objectives
1.5.1. ICT
1.5.1.1. "P-1.1 uses given criteria to produce work"
1.5.2. Music
1.5.2.1. Grade 5-8, Understanding Music in Context U1.3 "demonstrate awareness of the contributions of a variety of composers and musicians from own community, Manitoba, Canada, and various global contexts"
2. Lesson 2 - Podcast (Grade 7)
2.1. Prerequisites
2.1.1. Review musical genres (including popular genres) as discussed previously in class
2.1.2. Goal: To explore other genres/bands in depth, and students are able to listen to each other's podcast episodes and learn
2.1.3. Review genres, share my personal favourite genre and explain that we would listen to a podcast where I discuss my favourite band in depth
2.2. Resources
2.2.1. Computers, recording devices
2.2.2. People
2.2.3. Computer lab of some sort
2.3. Notes
2.3.1. Popular Music
2.3.2. Every lesson we want to build our knowledge of popular musicians, and develop an understanding of respecting other's opinions and interpretations of 'good' music
2.3.3. Learn about different popular music genres and artists, and the kind of music that students in the class like. Students should be able to respect and acknowledge that everyone has different tastes in music
2.3.4. Listening to examples on YouTube of different popular music genres (after brainstorming a few genres and categorizing artists into genres), learning a dance set to popular music, and finishing the unit with sharing everyone's podcasts with each other
2.3.5. Frequent review, providing personal examples, giving time to work on the assignment during class time, frequently having discussing about being open to others differences (ex. there's no "wrong" kind of music to like)
2.3.6. Observation, marking their podcast according to a rubric given to students beforehand (ex. what is expected to be discussed in their podcast)
2.4. Objectives
2.4.1. Learning about different popular music genres and artists
2.4.2. Respecting others opinions about musical preferences
2.4.3. Being able to gather information and organize it in a way that makes sense to them (but also to others)
2.5. Curriculum Objectives
2.5.1. ICT
2.5.1.1. "G-1.2 gathers information from additional sources (student-identified)"
2.5.2. Music
2.5.2.1. Grade 5-8, Valuing Musical Experience, V3.3 "respect and acknowledge that individuals may have different interpretations and preferences regarding musical works and experiences "
3. Lesson 4 - Collaborative (Grade 8)
3.1. Prerequisites
3.1.1. Review the different periods of classical music including baroque, classical, romantic, and 20th century
3.1.2. Goal: Students collaborate with partners to complete a composer biography
3.1.3. Explain that we had mentioned a few composers, ask them to list some. If there isn't enough that they come up with, list some of your own (ex. "Have you heard of Stravinsky? Dvorák?"). Make sure you have enough for partnered students. Students will pick numbers from a hat to decide what order they will pick composers
3.2. Resources
3.2.1. Internet, computers
3.2.2. People
3.2.3. Computer lab of some sort so students have space/time to work
3.3. Notes
3.3.1. Composers
3.3.2. Each lesson we want some time to work collaboratively on a Google Docs document
3.3.3. Understand the significance of time/culture with music. How did music and performance practice change over the years?
3.3.4. Students collaborate on the Word document and then later collaborate on a Slides presentation to the specific criteria given
3.3.5. Provide an exemplar to follow. Students will get a hard copy with criteria, and an example of an appropriate Powerpoint presentation
3.3.6. Mark according to a rubric provided to students before they begin research. It's expected that they give a brief history to the composer, and a couple musical examples. They'll be asked to compare and contrast their composer with the composer that's being presented (at that moment)
3.4. Objectives
3.4.1. Broaden student's knowledge of different composers and different historical eras of Western art music
3.4.2. Students should be able to compare and contrast different composers/eras
3.4.3. Students will be able to collaborate effectively and manage their time well (ex. properly share the document rather than share computers, don't both be working on a historical biography at the same time, etc)
3.5. Curriculum Objectives
3.5.1. ICT
3.5.1.1. "G-2.4 evaluates information and sources to determine context, perspective, bias, and/or motive"
3.5.2. Music
3.5.2.1. Grade 5-8 Understanding Music in Context U3.6 "demonstrate awareness of the impact of context on musicians and their music (e.g., consider personal, social, cultural, geographical/environmental, historical contexts)"
4. Lesson 1 - Video (Grade 4)
4.1. Prerequisites
4.1.1. Review the songs that students are expected to play with solfa and text
4.1.2. Goal: To provide students with the ability to practice at home in another format than just trying to read the music on their own. Students are able to practice their aural skills training by associating the written notes and how they sound, without struggling to remember fingerings
4.1.3. Students are already familiar with recorder before the videos are introduced to them. The videos are meant to be a supplement to what is done is class as a practice tool
4.2. Resources
4.2.1. Teacher will need a camera to record as well as some sort of video editing software to include the written music in the video. Both students and teacher will need a recorder. Students will need a computer or tablet/phone device to watch the video on
4.2.2. People
4.2.3. Both teachers and students will need a quiet place to record/practice effectively.
4.3. Notes
4.3.1. (Not part of a unit on it's own. Supplementary to other units)
4.3.2. Each video is meant to help students practice on their own time when the teacher is not available if they need help. It is another way to learn how to play the recorder away from the paper
4.3.3. Students will be able to watch videos and play along with the video, review what the song is supposed to sound like (aural skills training), review fingerings that they may not be sure of.
4.3.4. Videos will have a recording of the song students are learning, while the music is shown as the bottom (students can follow along while they listen). There will be a brief review of the notes and their fingerings that was used in the piece. Then there will be another clip from the profile angle so students can see the fingers move up and down. There should also be exaggeration of which hand goes on top/bottom (in case the video is mirrored or flipped). Videos will also demonstrate proper technique and posture
4.3.5. Ideally a teacher website/blog would be best to share the videos. The link to the blog will be emailed to parents as well as shared with students. A YouTube video will be embedded onto the website so students can watch from there, and also the sheet music and fingering diagrams will be available there as well.
4.3.6. Unrelatred to videos, but students will be assessed by tests in class, whether group or individual. The goal of the assessment is to see that they're progressing/trying, not necessarily that they played the example perfectly. If I can see video views as well, that will give me a good idea about how often the videos are used.
4.4. Objectives
4.4.1. Providing students with another method to practice recorder (supplementary to in class rehearsing/practice)
4.4.2. Prepare students to potentially enter band programs - work on breathing, fingerings, reading music and playing at the same time
4.4.3. Provide students with another musical outlet. Students actively engage with music singing, dancing, playing mallet instruments, and percussion instruments. Recorder is another way for them to create music
4.5. Curriculum Objectives
4.5.1. ICT
4.5.1.1. "G-1.1 gathers information from given source(s) (primary or secondary)"
4.5.2. Music
4.5.2.1. Grade 3-4, Music Language and Performance Skills, M-L1 "demonstrate correct posture, playing position, breath control, articulation, diction, intonation, and appropriate technique and control of instrument or voice"