SUBJECT: Music Bartok YEAR: 9 CURRICULUM LEVEL: Introduction

UNIT TITLE: From Baroque to _4____ DURATION: 10 weeks- 30 hours

Unit focuses on the study of Historical and Musical elements of Classical Music and how the Music has developed from 1650- 1950

Values highlighted in this unit

How students will be encouraged to develop the selected value or values during the unit

Excellence aiming high, persevering Students will need to work hard to produce high quality work in order to gain marks and high grades for their school reports. Innovation, enquiry and curiosity Students will focus on many different texts scanning several areas to create their own Diversity culture, language, heritage research. Students will develop an understanding of how classical music and society have changed from Respect for themselves and others 1650-1950. This will enable them to gain a deeper understanding of social issues in a Equity fairness and social justice global context. Community and participation for the common Students will be expected to partake in class good discussions, and ensure they are being respectful by treating all ideas and opinions in a Care for the environment fair matter. Integrity accountability, honesty, acting Students will complete self and group ethically evaluations which will encourage accountability and honesty.

Key competencies highlighted in this unit

Managing self self-motivation, personal goals, appropriate behaviour, resourcefulness, sense of self and importance of heritage Relating to others listen actively, recognise different points of view, negotiate, share ideas. Participating and contributing balancing rights, roles and responsibilities, and responding appropriately as a group member. Thinking using creative, critical, metacognitive and reflective processes, drawing on personal knowledge and intuitions. Using language, symbols, and texts interpreting language and symbols, using ICT, recognising how choices of language and symbol affect peoples understanding.

How students will be encouraged to develop the selected competency or competencies during the unit
Students will be focusing on their own research, providing them with the means and time to manage themselves in regards to time limits. Some activities require students to work in groups creating situations where students are responsible for others as well as themselves. All students are expected to take part in all class work and actively respect their peers. This unit will require that students extract meaning from texts and then use that understanding to create information in a different format. Students will learn new skills of performing in a group and will need to develop interpretative and evaluative skills which will involve creative, critical and reflective skills. Students will learn to read and use the language, symbols and texts of music notation.

ACHIEVEMENT OBJECTIVES Understanding Music in Context Developing Practical Knowledge

Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social and cultural contexts Explore ideas about how music serves a variety of purposes and functions in their lives and in their communities Apply knowledge of the elements of music, structural devices, and technologies through integrating aural, practical, and theoretical skills.

ACHIEVEMENT OBJECTIVES Developing Ideas Communicating and Interpreting

Express, develop, and refine musical ideas, using the elements of music, instruments, and technologies in response to sources of motivation. Represent sound and musical ideas in a variety of ways. Prepare, rehearse, and present performance of music, using performance skills and techniques. Reflect on the expressive qualities of their own and others music, both live and recorded.

LEARNING OUTCOMES Students will

Gain knowledge of the historical aspects of the development of classical music. Understand and explain how music of one of the eras reflected the society of the time. Identify and name some of the distinctive musical characteristics of the Baroque, Romantic, Classical and 20th Century eras. Be able to read and write simple music notation in Bass and treble clef. Be able to play accurately with other group members and remember their individual part.

How students will learn

For example: Through the use of effective literacy strategies, thinking tools, co-operative activities

This unit uses a wide range of texts and techniques that will give students enough research material to construct their own knowledge and understanding of the topic. Group learning and practical application of music theory taught. Interactive music software programmes. Listening activities, and interpreting and describing the sounds heard.

Resources
CDs, DVDs, Extracts from movies showing buildings, clothing and living conditions for the different eras. Books and paintings, architecture and history books. Vivaldi crossword, Mozart Assignment, Tchaikovsky Assignment, Bartok Assignment. Instruments for class and individual performance practise. Simplified sheet music for Vivaldi, Mozart, Tchaikovsky and Bartok suitable for performance by class

Key vocabulary
Baroque, Classical, Romantic, treble and bass clef, crotchet, minim, semibreve, quaver, semi quaver, 4/4 time, Homophonic, Monophonic, Polyphonic, dynamics, melody, harmony, polyrhythmic, atonal.

Learning Activities
Read information on Vivaldi and complete crossword by finding answers to the clues in the written material provided. Create a postcard of Venice with accurate depiction of a distinctive part of the city. Write a review of the opening night performance of Mozarts Eine Kleine Nachtmusik. Include a description of what the fashionable ladies and gentlemen were wearing at the event. Create a history road of Mozarts life. Include 2 significant historical events of the time. Design a monument for Tchaikovsky. Ensure that the monument depicts 3 of his most famous works. Investigate which significant historical event inspired one of Tchaikovskys most wellknown compositions. In writing or by using power point or drawing, describe one aspect of this event from the perspective of a bystander. Research the travels that Bartok undertook. Mind map the information on a poster using illustrations and describe how these journeys influenced his compositions. Complete listening charts of a range of features and elements from music selected to illustrate aspects of the development of Classical music. On a daily basis, practice note reading and writing. Music maths activities to reinforce memorisation of notation values. As an individual, and in a group, practise, evaluate and perform Vivaldi, Mozart, Tchaikovsky and Bartok music. Students will experiment with performance variations of music learned in order to develop ideas for structuring and developing music.

ASSESSMENT
Note: Assessment is not synonymous with formal testing

Diagnostic
What do they know? What can they do?

Formative
Individual and group feedback & feedforward What are they learning? What do they need to learn?

Summative
What have they learned? Can the students explain how they learned it? (Opportunities for metacognition and student evaluation of activities.)

Students will self evaluate performance and notation skills through writing a letter to the classroom teacher at the beginning of the Unit.

Class and self evaluation of music performance. Identifying error rate with note reading and rhythm work. Checking written and poster work for relevancy to task.

Presentation and satisfactory completion of written requirements of the tasks set. Music reading test. Music maths test. Individual performance of assigned music. Group performance of assigned music. Listening test identifying elements of Classical music from each era studied.

Extension/enrichment activities provided for the following students:

Further support provided for the following students:

Activities provided: Students are encouraged to look at each text on three levels: surface, in between the lines, and deep thinking. Those students with higher abilities will process the texts in a deeper manner and will produce work with more insight and reflection. Able musical students are encouraged to improvise, or play more challenging versions of the music given. Support provided: Working on a tuakana-teina approach where the stronger students are paired up with the lower-level students. This benefits both in the pair. Music provided is at diverse levels to suit all playing abilities. Texts used are of differing literacy levels and the opportunity to use mind maps and art work allows for students with low literacy levels to demonstrate knowledge of the topic.

Teacher reflection and evaluation: What impact did my teaching have on student learning? What evidence do I have?

What do the students still need to learn/do/practise/understand?