Soundscapes Unit:

Lesson 1: Introduction SLEs Melody: Students will: - identify by timbre and/or pitch the source of the melody in a given example of music discuss the shape and structure of a specific melody; e.g., ascending, descending, leaps, scalewise motion demonstrate an understanding of a musical cadence and aurally recognize it in a musical example recognize the use of motives and themes in a musical example Dynamics: Students will: demonstrate an understanding of the term dynamics describe and discuss the dynamics used in a given musical example Texture: Students will: demonstrate an understanding of the term texture describe the relationship between melody Learning Activities Introduction All about Miss.Allen Unit overview Class expectations (develop as a class) Develop class rubric Guided listening Article story lines and soundscapes Resources -Student Profiles -Program of Studies - Star Wars soundtrack - 300 soundtrack http://artsonline 2.tki.org.nz/ - laptops Assessment Formative: guided listening Formative: article story lines and soundscapes

and accompaniment in a specific musical example

2: Group work/ graphic score

Rhythm: Students will: - demonstrate an understanding of the term rhythm define the terms tempo, meter and duration Timbre: Students will: demonstrate an understanding of the term timbre discuss the timbral differences between two instruments, such as the clarinet and the trumpet

Guided listening- write a short story the many sounds of news paper body percussion (groups) allow time for group work

- program of studies http://artsonline 2.tki.org.nz/ - one newspaper/pape r per student - Rhythm cards

Formative: understanding of rhythm using body percussion

3: Group Form: Work/importa Students will: demonstrate an understanding of the term nce of form form recognize and discuss musical elements that repeat, and musical elements that contrast

class - program of composition and studies graphic score allow time for group work

Formative: understanding of form using the graphic score

4: Performance/ submission of graphic score

Music Making: Students will: - explore, develop and refine the sound making capabilities of the instrument, individually and/or as part of an ensemble comment on the accuracy of ones own performance and that of others correct inaccuracies in ones own performance analyze the aesthetic and stylistic qualities, through the performance, of a musical selection understand and demonstrate musical phrasing Application: Students will: compose/create two 30-second soundscapes conveying contrasting emotions Cognition and Aural Recognition: Students will: demonstrate knowledge of and respond to emotional expression in music

presentations (3min each) reflections: on working as a group and as a performer over all submission of graphic score

- program of studies - class-made rubric - list of students names for anecdotal notes

Summative: using created rubric to assign a grade to the groups performance

Soundscape Unit:

Rationale: I chose to start my time with these students with a soundscape unit mainly because a soundscape is a great way to introduce and work with all of the components that make up the elements of the Theory requirements in General Music. It also shows me the personalities of the students in the class, because they will be putting on a performance not long after the unit has begun. In the very first class, we will be developing a rubric as a class, which I will modify for the three other units I am doing with this class. I think for high school this is important because it encourages students to be responsible for their own learning. Differentiated Instruction: In this unit I am providing a lot of choice, be it with the story the group decides to choose, or the way they choose to make their sounds. This unit will incorporate group work, which will help students get to know their classmates and encourage class support and problem solving. Social Context Issues: Most students at Zurich International are either in the AP or IB programs, both which bring a great deal of stress to many students. With this creative music class, my goal is provide students that are maybe feeling overwhelmed in their other classes to come and experiment with music and sound and be creative without many parameters. By showing students how to access their creativity, they will be more able to cope with their class stress, and maybe incorporate some of their new ideas in other classes. Also at ZIS each child comes to class with a laptop, and I thought this assignment would be a great introduction to creativity without technology (a little bit old school!). Culminating Activity: The culminating activity for this unit is a group performance of the created soundscape. It will be a culmination of the new theory concepts that were covered in class, and a large dose of student creativity, as there were not many parameters given in the overview. With this final project I am hoping to get to know the students a little bit better, and give them a good handle on the concepts that we will be working with throughout the remainder of the sector.

APPENDIX A Soundscape Assignment In groups of 3 or 4, students will create a soundscape from a one of the following: City Rain storm Beach/Ocean Forest Culture Restaurant Emotion (choose one)

Digital World Other _________________________ Criteria: Your soundscape must be at least 3 minutes in length, no longer than 3 , and appear to have a beginning middle and end. Sounds must include: Voice, body (ie: clapping, stomping) Sounds may include: instruments, actual or handmade At some point during the soundscape, all group members must be participating at the same time. Along with the soundscape, the group will submit a graphic score, demonstrating their performance. The graphic score must indicate a beginning, middle, and end. DUE: September 20th