Understanding by Design

Unit: Developments of Rock

High School Music Ensemble

Heriberto Vlez
The Standards-Based Classroom: Curriculum EDMC53154

CMSFQ STANDARDS
MUSIC
Instrumental and Vocal Music (High School) A. SKILLS AND TECHNIQUES 1. Sing, alone and with others, a varied repertoire of music. 1.1. Echo rhythmic or melodic patterns. 2. Perform on instruments, alone and with others, a varied repertoire of music. 2.1 Achieve instrument proficiency. 2.2 Acquire scales and rudiments. 2.3 Play with expression and articulation. 2.4 Play by ear. 2.5 Perform accurately a varied repertoire of instrumental literature including Ecuadorian music. 4. Compose and arrange music within specified guidelines. 4.1 Compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. 4.2 Arrange simple pieces for voices or instruments other than those for which the pieces were written. 5. Read and notate music. 5.2 Read rhythmic notation. 5.3 Build and use a music vocabulary (English and Spanish) of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. 5.4 Sight read accurately in the clef of the specific instrument.

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CMSFQ STANDARDS

cont.

7. Understand and apply different criteria to evaluate music and music performance. 7.1 Evaluate the overall quality of their own and others' performances by applying specific criteria to offer constructive suggestions for improvement. 9. Understand music in relation to history and culture. 9.1 Describe distinguishing characteristics of representative music genres and styles from a variety of cultures and how music may be influenced by multiple cultures or styles. B. CRITICAL ANALYSIS 6. Listen to, analyze, and describe music. 6.1 describe specific music events in a given aural example, using appropriate terminology . 6.2 analyze the uses of elements of music in aural examples representing diverse genres and cultures. C. APPLICATIONS TO LIFE 8. Understand relationships between music, the other arts, and disciplines outside the arts. 8.1 explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar or different from one another in the various disciplines.

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CMSFQ STANDARDS
Interdisciplinary Unit
MATH Number and Operations High School 1 . Understand numbers, ways of representing numbers, relationships among numbers, and number systems. 1.1. Develop a deeper understanding of very large and very small numbers and of various representations. 1.3. Compare and contrast the properties of numbers and number systems, including the rational and real numbers. 2. Understanding meanings of operations and how they relate to one another. 1.1. Judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities. 1.2. Develop an understanding of properties of, and representations for, the additions and multiplications of vectors and matrices. ENGLISH A. Listening High School 1. Use listening skills and strategies for a variety of purposes. 1.1 Use a variety of strategies to enhance listening comprehension and to understand vocabulary, topic, purpose, and perspective in spoken language. 1.2 Use criteria to evaluate own and others' effectiveness in group discussions and formal presentations. 1.3 Respond appropriately to spoken language.

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CMSFQ STANDARDS
Interdisciplinary Unit
SOCIAL STUDIES High School SS.1. Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships. SS.1.12 Understand general timeline of human history. SS.1.13 Understand changes, influences, connections and patterns in world history. SS.1.14 Understand alternative models for organizing history into periods. SS.1.15 Develop empathy, skepticism and critical judgment for attitudes, values and behaviors of specific time periods. SS.1.16 Understand how knowledge of the past and its trends can help explain current events. SS.1.17 Examine historical resources for a point of view, context, bias (including gender and race), distortion, or propaganda. SS.1.18 Understand the impact of revolution and evolution on politics, economies, and societies. SS.1.19 Analyze multiple interpretations to reconstruct and reinterpret an historical or current event. SS.1.20 Understand how ideals and institutions of freedom, equality, justice, and citizenship have changed over time and from one society to another.

Source: CMSFQ Atlas; Rubicon International

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Stage 1: Identifying Desired Results

Establishing Curricular Priorities Identifying Overarching and Topical Understandings From a Skill or Process to Understanding

Brainstorming Essential Questions

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Stage 1 Identifying Desired Results Music structures and rhythms. Types of sounds, timbres and instruments. Performance in a band context.

Establishing Curricular Priorities Know the style standards. Know the basics of music theory. Know that Rock-Pop music structures are simple. Accurately perform their instrument. Understand the importance of relevant composers, songs, performers and events in the development of rock music.

Worth being familar with

A band, as other activities in life, is based on group effort. Each member's role is important when working in a team. Each instrument part is important to achieve the musical piece. Collaboration and commitment are necessary in order to achieve a goal. A professional attitude with a specific purpose in mind is necessary to achieve goals. Constant practice and responsibility are key elements to be prepared.

Important to know and do

Enduring Understanding

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Stage 1 Identifying Desired Results

Identifying Overarching and Topical Understandings

Topical Understanding:

Overarching Understanding:

Value

the process of creating an Rock has been and is still evolving since
1960s.

ensemble.

Practice and professional attitude are Modern Rock is the result of a long necessary to achieve group goals. artistic and social development process. Every instrument has a specific and New music styles are based on Rock important role in the band. characteristics. The musicians major role within a band is to contribute to the music.

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Stage 1 Identifying Desired Results

From a Skill or Process to Understanding

To understand Rock Skill or music development Process through a Rock music ensemble performance .

Underlying Concepts
Develop technical and performance skills to display on real rehearsal and on-stage situations.

Specific Generalizations
Foster students action to produce and perform their own material for guidance through musical forms and interpretation.

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Stage 1 Identifying Desired Results

Brainstorming Essential Questions

1. 2.
3.

4. 5.
6. 7.

Who are the most representative composers of Rock? Why is it important to know their work and how did they contribute to Rock music development? In which time frame did suggested repertoire tunes were released and in what social context did it occurred? How did Rock artists managed sonority in their compositions? What music elements do Rock songs have in common that defined them as this music style? What are the forms, structure, interpretation standards of the tunes I need to know in the assigned repertoire? What basic mechanical skills do I need to develop in order to perform repertoire tunes accurately as a part of the ensemble?
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Stage 2 : Evidence of Understanding

Considering a Range of Evidence

Planning Matrix for a Performance Task

Scenario

An Analytic Rubric

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Stage 2 Evidence of Understanding

Formal observations/interviews:
Students will listen carefully to songs in the repertoire. They will discuss and identify the most challenging spots in the songs pertaining to technical/mechanical aspects of their instrument.

Considering a Range of Evidence

Public performances:
Students will present to the class their part for two of the repertoire songs using a word schematic or song map as his/her lead sheet . After that they will point out to their peers which sections or spots in the tunes they considered challenging and discuss a solution as a band.

Written, oral, visual products:

Students will do a word schematic of the general structure of two songs that includes harmonic progression and lyrics.

Targeted Understanding: Understand the importance of relevant composers, songs, performers and events in the development of rock music. Core Performance Task: Developments of Rock: 60`s to 00`s (Medley)

Student self-assessments, logs, peer reviews:

Rehearsal recordings: self-reflection on instruments/band performance, sound and style.

Student exhibits/models:
Performance will be presented as the main act of the Music Festival at school .Parents, relatives and other schools will be the audience. Vlez

Short-answer quizzes and tests:

From a playlist listen, identify and write the name of artist, title and time frame of each song. 12

Stage 2 Evidence of Understanding

Planning Matrix for a Performance Task Scenario

G R

The goal is to present a music rock performance in the school`s music festival. They will experience what is like being part of an ensemble and a live performance.

Students will play the role of a professional musician performer/entertainer in a current context.

A
S

The audiences are parents, teachers, students and other schools participating in the Music Festival.

You will be in the situation to interpret on stage in front of a live audience a mixed repertoire chronologically representing the evolution of rock music.

P
S

You must work together in rehearsal and recording sessions to discuss and ensemble individual parts into songs` sections. Next step is to blend the different songs` sections into a medley. You must know all your parts, forms, keys, progressions, rhythms and dynamics to the songs. You must be prepared and on time for the rehearsals, recordings and the show. The level of technical performance and sound must be high. Entertaining the audience is an important factor to achieve. Vlez

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Stage 2 Evidence of Understanding

An Analytic Rubric
3
Identify most of the relevant music events, performers and composers between 1950 and 2010.

4
Style, context and historic information (20%) Music Appreciation (25%) Performance Ear Training skills (25%) Ensemble performance (30%)
Identify all the relevant music events, performers and composers between 1950 and 2010.

2
Identify some of the relevant music events, performers and composers between 1950 and 2010.

1
Identify few of the relevant music events, performers and composers between 1950 and 2010.

Consistently analyses using different criteria under which rock music was developed

Completely analyses using different criteria under which rock music was developed

Seldom analyses using different criteria under which rock music was developed

Expresses random ideas without using different criteria under which rock music was developed.

Shows strong evidence of comprehension of structure and synthesis of the elements in the music. (style,form,parts) Demonstrate ability beyond the curriculum expectations in instrument performance in a solo/band context and on-stage development/presence.

Adequate development of comprehension of structure and synthesis of the elements in music.(style,form,parts) Demonstrate good ability that meets the curriculum expectations in instrument performance in a solo/band context and on-stage development/presence. Vlez

Little evidence of comprehension of structure and synthesis of the elements in music. (style,form,parts) Demonstrate ability below the curriculum expectations in instrument performance in a solo/band context and on-stage development/presence.

There is no evidence of comprehension of structure and synthesis of the elements in music. (style,form,parts) Demonstrate misunderstandings music concepts, style characteristics and shows inconsistent performance skills. 14

Stage 3: Plan learning Experiences and Instruction

Engaging and Effective Design

Uncovering Misunderstandings
Unit design Considerations Using WHERETO

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Stage 3 Plan learning Experiences and Instruction

Engaging and Effective Design

Positive social interactions

Playing in a band

Clear knowledge about style

Choosen Style: Rock

Playing an instrument Being on stage Complementary Research

Performance Ear Training skills

Technology

Assessments

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Stage 3 Plan learning Experiences and Instruction

Uncovering Misunderstandings

1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6.

Given the possibility that misunderstandings may occur, how would you diagnose previously formed misconceptions at the beginning of the unit? Using the following questions , an in-class discussions will take place using a KWL chart. Why is it important to understand artists contribution and influence on rock music development? What are the characteristics of rock music? What is a basic blues form like? And how is it similar or different to some modern rock music structures? How does a word schematic help you study a music piece? What is a music ensemble/band and how it works? Why is important to know other band members role?

How would you check for misunderstandings during the unit? Listening activity: Identifying composers, songs and context. Aural and written transcriptions . Pop quizzes. Instrument performance tests on assigned parts. Rehearsal tests (group grading). Rehearsal recordings (review, self-reflections, discussions and feedback).
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Stage 3 Plan learning Experiences and Instruction

Unit design Considerations Using WHERETO

W
H E

Present syllabus of the course, including essential questions. Explanation of major assessments and final project (performance). Share rubrics.
Students will be exposed to an attractive theme (Rock music) according to their age and interest. Students will be part of a HS elite band.
Research on different versions of repertoire songs and compare. Serious music listening (identifying music elements). Producing a guide or map of songs (word schematic). Individual practice time at home. Ensemble of parts,rehearsal and recordings.

R
E

Peer review of rehearsal recordings. Discuss solutions to performance, technical or stylistic issues.

Present a music rock performance in the school`s music festival. Fill out a self-reflection/evaluation on their final performance. Using visual aids: rythmic flashcards; imitating sounds using voice, claps and instruments; aural transcription activities. Students have the choice to select a section to work on. Start unit with an engaging video showing a mix of live performances of all the repertoire songs as edited as a medley in order to illustrate final product. Research for album covers, interesting photographs, short videos of repertoire artists. Vlez 18

T
O

Lesson One
During this lesson students will be introduced to basic information on composers, performers and events related to rock origins and development. Objectives Be able to name and relate specific artists and their work within a time frame and context. Be able to identify the sonority of the different artists and rock decades. Procedure 1. A playlist suggested by the teacher will be provided to the students along with a paper containing only names of each artist and song. 2. Chronological order of songs publication, the social context and effects this music provoked will be briefly discussed. 3. Students will spend the first block (45 min) on the computers lab; they will have to listen to the tracks and relate artists name and song with the historic information found on the following web page. This page provides an interactive time line of rock music starting on the 50`s to work with. http://www.rockmusictimeline.com/ Materials Music playlist Worksheet Computer with access to Internet (computers lab) Accommodations Students needing extra time will be allowed to use computers to gather information during programmed free block, or at home. Peer -tutoring will be available for better understanding. Homework At home, seriously listen to the playlist provided by the teacher. Use your worksheet completed during class to relate the information gathered to the tracks on the playlist. This is your study guide for next class activity. Vlez 19

Lesson Two
During this lesson students will be taught how to produce their own document (word schematic) as a guide to play through song form. They will also be encouraged to use their word schematic during rehearsals. Objectives Students will be able to identify different sections within a music structure. Students will be able to sight read Students will be able to create their own map (word schematic) of a song. Procedures 1. Students will have to listen to two different songs in the repertoire. 2. Using letters, they must identify and label the different sections of the songs to start creating their own map or word schematic to use during rehearsal. 3. Adding elements they consider useful for their guidance such as lyrics, dynamics, number of bars or other notes about the song, is necessary. Materials Music reproducer and playlist Paper Pencil Accommodations Teacher will be available during lunch time or after school to provide different map examples and guide the students activity. Students that show difficulty indentifying sections and making their way through a song form will be able to develop and use their own identification code to help them. Homework Students will create word schematic documents for the first two songs from the repertoire playlist. These documents are to be used for the first ensemble rehearsal attempt. Vlez 20

General Accommodations of Ensemble Class

Specialist teachers in a specific instrument will be available for extra tutoring.

Students that have been labeled as learning disabled will have one to one private
lessons available during rehearsal time. Students that show difficulties achieving goals due to a disability will have

extended due dates.

Heterogeneous groups will be put together for cooperative group learning. Block hour will be chunked in different activities scheduled on the whiteboard so that students that present attention problems will be able to follow the lessons.

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