VIUFacultyofEducation

Year5PostBaccalaureateUnitFrameworkPlanningMatrix

Course:
Band8/9
Unittitle:
IntroductiontoComposition
OverviewofUnitTopic/Theme:
a)Provideanoverallpictureoftheunitofstudy,andb)identifykeyunitconcepts(25).
Guidingquestion:HowcanIutilizetechnologytocreateasimpleyeteffectivemusicalcomposition?
Keyconcepts:
Developingafundamentalunderstandingofthecompositionalprocess
Understandingsomethetechnologicaltoolsavailabletoassistinthedevelopmentofmusicalideas
Preparingapieceofmusicforplayback
Developingconfidenceinperformingaworkofartinfrontofanaudience
RationaleforUnit:
Whyareyouteachingthisunitandhowisitrelevanttothestudentsatthispointintime?
We are always making music. Whether were whistling while were walking down the street,singingintheshower,orplayingourinstruments
inthe bandroom,chancesarethecreationof music(howeversimplistic)isinvolvedinsomeway.Aspartofthespiritofongoing creativityand
growth as a musician, artist, and person, Ive decided to teach this unit on introductory composition to the Band 8/9 class at John Barsby
Community Secondary. The approach will be basic, as most of the students in the class are only just getting started on their instruments
because thestudents inthisclassareinthedevelopmentalstagesoflearningtheirinstruments,theyreinanexcellentpositiontosolidifytheir
currentunderstandingwiththesenewconcepts.
ListtheProvincialLearningOutcomes(PLOs)orNewCurriculumBigIdeas:
Newcurriculum(onlyMusic8available):
BigIdeas
Creativegrowthrequiresareadinesstotakerisksandtrynewapproaches.
Theartsprovideopportunitiesforindividualandcollectiveexpression.
Artistscombineandarrangeelements,processes,materials,andtechniquesinnewwaytoexpressthemeaningintheirart.
LearningStandards
ConceptsandContent
Manipulationofelements,principles,anddesignstrategiestocreatemoodandconveyideasinthearts,includingbut
notlimitedto:
Music:Rhythm,beat,repetition,tempo,form,melody,texture,timbre,notation
Materials,tools,strategies,techniques,andtechnologiestosupportthecreativeprocess
Notationtorepresentideas,elements,andactions
CurricularCompetencies
Exploringandcreating
Intentionallyselectandapplymaterials,environments,tools,andtechniquesbycombiningandarranging
elements,processes,andprinciples
Createartisticworkscollaborativelyandasanindividualusingideasinspiredbyimagination,inquiry,
BrennanConroy(EDPBYr.5Secondary)

VIUFacultyofEducation
Year5PostBaccalaureateUnitFrameworkPlanningMatrix
experimentation,andpurposefulplay
Reasoningandreflecting
Describe,interpret,andevaluatehowartistsusetools,processes,materials,andenvironmentstocreateand
communicateideas
Develop,refine,andcriticallyappraiseideas,processes,andtechnicalskillstoimprovethequalityofartistic
creations
Communicatinganddocumenting
Takecreativeriskstoexpressfeelings,ideas,andexperiences
Describe,interpret,andrespondtoworksofart
Experience,document,perform,andsharecreativeworksinavarietyofways
Oldcurriculum:Music8(1996IRP)
Structure
ElementsofRhythm
Analyserhythmicchoicesinperformingandlisteningrepertoire
Create,notate,andperformrhythmsinavarietyofmetres
Useappropriatemusicterminologytodescriberhythmandmetre
ElementsofMelody
Applyanunderstandingofmelodicdirectionandcontourtoexpressivephrasing
Create,notate,andperformmelodicpatterns
Useappropriatemusicterminologytodescribemelody
Context
SelfandCommunity
Demonstrateanabilitytoprovideandacceptconstructivefeedback
Useskillsandattitudesappropriatetoarangeofmusicexperiencesinavarietyofvenues,asperformer,participant,
andaudience,demonstrating:
Anawarenessofthesenseofcommunity
Audienceandperformeretiquette
Performanceskills
Respectforotherscontributions
Music9(1996IRP)
Structure
ElementsofRhythm
Analyserhythmicchoicesinperformingandlisteningrepertoire
Create,perform,andnotaterhythmsinavarietyofmetres
Useappropriatemusicterminologytodescribeawiderangeofrhythmicpatternsandmetre
ElementsofMelody
Analysepatternsusedinmelody
Applyanunderstandingofmelodicdirectionandcontourtoexpressivephrasing
BrennanConroy(EDPBYr.5Secondary)

VIUFacultyofEducation
Year5PostBaccalaureateUnitFrameworkPlanningMatrix
Useappropriatemusicterminologytodescribearangeofmelodicpatterns
Thoughts,Images,andFeelings
Applytheelementsofmusictointerpretandrepresentabroadrangeofthoughts,images,andfeelings,
Defendpersonalmusicalchoices,demonstratingawarenessofthethoughts,images,andfeelingsthatthemusic
expresses
Demonstrateawillingnesstosharepersonalinsightsarisingfromexperienceswithmusic
Explainpersonalmeaningderivedfrommusicwithoutreferencetostoriesorvisualartifacts
Representthoughts,images,andfeelingsderivedfrommusicalexperiences
Context
SelfandCommunity
Demonstrateanabilitytocritiquetheworkofselfandothers
Useskillsandattitudesappropriatetoarangeofmusicexperiencesinavarietyofvenues,asperformer,participant,
andaudience,demonstrating
Anawarenessofthesenseofcommunity
Audienceandperformeretiquette
Performanceskills
Respectforotherscontributions
CulminatingTask(s):
Brieflydescribetheculminatingtask(s)thatwillprovideademonstrationand/orcelebrationofstudentlearning.
Eachstudentwillcomposeashortmusicalpieceusinganavailableonline/digitaltoolorresourcethatcanbesavedforcontinualdevelopment
andsharing.Shortwillbedefinedasaspecificnumberofseconds,measures,orloopsasallowedorrestrictedbytheirchosentool.During
thelastlessonoftheunit,allstudentswillplaytheirdigitalcompositionfortheclassinaminiconcert/listeningsession.Therewillbeaself
reflectionofthecomposition,aswellasbasicpeerfeedbacktobeaggregated,filtered,andanonymizedbytheteacher.
SourcesandResources:
Whatresourceswillyouuseinthisunit?Whoseworkdidyouincorporateintothisunit?
Computerlaborlaptopcart(preferablyatriptothelab,eitherwouldneedtobebookedwellinadvance)
Someformofinstructorstationwithspeakersandadataprojectorineithersetting
Headphones(foreachstudenttheylikelyhavetheirown,butIllneedsomehandyjustincase)
Digitaltoolsandresources
Studentswillbefreetofindandusetheirowncompositionaltools,butIwillintroducethestudentstothefollowing:
Otomata:
http://www.earslap.com/page/otomata.html
ToneMatrix:
http://tonematrix.audiotool.com/
BeatLab:
http://www.beatlab.com/
OnlineSequencer:
http://onlinesequencer.net/
Lotsofothergreatresourcesat
http://fun2think.com/freeonlinemusicmakingforkids/
Lesson1GoogleForm:IntroductiontoComposition:
http://goo.gl/forms/1M6oUXefUf
Lesson5GoogleForm:SelfandPeerAssessment:
http://goo.gl/forms/UGowypuj5V

BrennanConroy(EDPBYr.5Secondary)

VIUFacultyofEducation
Year5PostBaccalaureateUnitFrameworkPlanningMatrix

LearningOutcomes

DescriptionofLearning
Activities&Strategies

AssessmentMethod/Tool

AssessmentCriteria

Whataretheunitlevellearning
outcomes?Whatdoyouwant
studentstolearn,understand,
andappreciate?

Whatteachingstrategiesand
activitieswillyouutilizetoenable
studentstoachievethelearning
outcomes?

Whatmethod(e.g.:write/say/do)
andtool/instrumentwillyouuse
tocollectevidenceofthe
learning?

Bywhatcriteriadoyoudecide
thattheoutcomehasbeen
successfullymet?Whatwillyou
lookforintheevidence?

SWBATexpressinwordswhat
theybelievemusicis(andisnt).

SWBATdefendtheirmusical
favourites(song,band,artist,
writer,etc.).

Lesson1:Groupdiscussionand
worksheetonthefollowing
questions:Whatismusic?What
isnt
music?Whatdoesitmean
tocompose?Whoaresome
composersthatyouknowof?
Whoareyourfavouritebands,
musicians,composers?Whydo
youliketheirmusic?

Say(formative/diagnostic):
Groupdiscussion

Write(formative/diagnostic):
Googlebasedformwith
questionsonwhotheirfavourite
musiciansandcomposersare
andwhy,aswellasaskingwhat
questionstheyhaveabout
composingmusic

Groupdiscussion:Thoughtful
andmeaningfulparticipationin
thegroupdiscussion.

Form:Iscompleted,withrelevant
andthoughtfulpointstosupport
theWhyquestions.

SWdevelopabasic
understandingof,simpledigital
compositionaltools.

Lesson2:Gettingstartedand
experimentingwithbasic
compositionaltools:Otomata,
ToneMatrix,BeatLab.

Do(formative):Exploreand
begincreatingmusicinthe
presentedcompositional
environments.

Exploration:Engagementand
participationintheexploratory
session.Timespentinlabison
task.

SWdevelopabasic
understandingof,simpledigital
compositionaltools.

SWBATcomposeashort,simple
musicalideausingtheirchosen
compositionaltool.

Lesson3:Gettingstartedand
experimentingwithbasic
compositionaltools:Online
Sequencer.Extratimeprovided
toexploretheinternetforother
similartoolsiftheywish,or
alternativelytogetstartedon
theircomposition.

Do(formative):Exploreand
begincreatingmusicinthe
presentedcompositional
environments.

Do(formative):Findatleastone
otheronlinecompositionaltool
withtheabilitytosave/linkyour
work.

Exploration:Engagementand
participationintheexploratory
session.Timespentinlabison
task.Abletofindatleastone
onlinecompositionaltoolnot
specificallycoveredinclass.

SWdevelopabasic
understandingof,simpledigital
compositionaltools.

Lesson4:Workingday:
Composingapieceofmusicand
providingfeedbacktoothers.

Do(formative):Prepareand
refinetheircompositionusing
theirchosentool.

CompositionandTime
Management:Studentusesclass
timeeffectivelytopreparetheir

BrennanConroy(EDPBYr.5Secondary)

VIUFacultyofEducation
Year5PostBaccalaureateUnitFrameworkPlanningMatrix

SWBATcomposeashort,simple
musicalideausingtheirchosen
compositionaltool.

SWBATdefendtheirmusical
choices.

SWBATprovidemeaningfuland
constructivefeedbacktotheir
classmates.

SWBATgiveashortpresentation
oftheirworkfromthelastfour
lessonstotherestoftheclass.

SWBATprovidemeaningfuland
constructivefeedbacktotheir
classmates.

Lesson5:Presentationday:The
studentspieceswillbeplayed
fortheclass,withselfandpeer
reflectionelements.

Say(formative):Provideandget
feedbackto/fromatleasttwo
classmates

Write(formative):Takeshort
notesontheircompositional
process.

pieceforpresentationthe
followingday.Timespentinlab
isontaskandfocussed.

Feedback:Isthoughtfuland
constructive.Didyoulikethe
piece?Whyorwhynot?What
wouldyoudotochangeitwhile
maintainingitscorethemesand
ideas?

Processnotes:Areindicativeof
thestepstheyaretakinginthe
developmentoftheirpiece.Are
writtenastheygoinsteadof
madeupafterthefact.

Say(formative):Presenttheir
pieceofmusictotheir
classmateswithanintroduction,
explanation,andtitle.

Write(summative):Complete
peerfeedbackGoogleForm
(includingoneforthemselves).

Do(formative):Participateand
engageinquestioningand
discussionaftereach
presentation.

Presentation:Pieceispresented
withatitleandintroduction(a
coupleofthoughtsontheir
process,howtheygottotheir
finalproduct,whattheylikeabout
it,whatinspiredit,etc.).

Feedback:Formiscompleted.Is
thoughtful,respectful,and
constructive.Didyoulikethe
piece?Whyorwhynot?Formis
completedforatleastfive
classmates,plusthemselves(six
total).

Engagement:Studentsare
respectfuloftheworkofothers.
Studentsarenttalkingor
distractedduringothers
presentations.

BrennanConroy(EDPBYr.5Secondary)

VIUFacultyofEducation
Year5PostBaccalaureateUnitFrameworkPlanningMatrix
UnitReflection
Summarizethefeedbackfromtheclassontheunit.Overall,wasitvaluable?Whatdidtheysuggestthatyouchange?Whatdidthey
enjoy?

Whatkindsoffeedbackdidyouseethestudentsgivingeachotheringeneral?Wasitconstructive?Didstudentsfindvalueinthe
feedbackoftheirpeers?

Basedonthefeedbackfromthestudentsandthesponsorteacher,whatwillyoudodifferentlythenexttimeyoudeliverthisunit?

Anyotherthoughtsonhowthisunitwent?

BrennanConroy(EDPBYr.5Secondary)

VIUFacultyofEducation
Year5PostBaccalaureateUnitFrameworkPlanningMatrix
Feedback/Reflection:

I did not get a chancetoteachaunitduringmyFebruarypracticumbecausethetwonewclasses wereat thebeginningofthesemesterand the

one continuing band class was in preparation for a trip. Also, Iwas unfortunately out sick for three days during thesecond week. Iveincluded
this feedback/reflection page in an attempt to address someof the comments you left on the initial submission oflast semesters unitplan, as
wellastosharesomethoughtsontheunitplanningprocessinbandclass.

First, Id like to mention that Im finding it difficult to think in terms of traditional units when it comes tomusic classes. A unit implies that we
focus on a topic for a week or two and then move on, but we simply dont do that in the band room. By its very nature, music class is
cummulative: We give out apiece of music, and that goes into a folder that the students hold on to for the rest of the course.Wespendsome
time over the course developing the selected repertoire in preparation for somekindoffinalconcert. Im reallystrugglingtotryandfittraditional
music planning into the unit planning matrix maybe we could have a discussion about that. Anyway, thatswhyIwentoutsidetheboxwiththis
unitondigitalcomposition,becauseitssomethingthatsfairlydetachedfromthestandardrepertoiredevelopmentsystemweuse,today.

You mentioned on the third page that you were concerned about the number of PLOs I included in that section, but the nature of music
composition inherently addresses all of those elements. I removed a handful that, upon further evaluation, probably fell outside the scope of
theseactivities,buteverythingelsebelongsthere.

On the last page, Rachel,you asked where I got the reflection page. I included it initiallybecause(asIrecall)therewassomerequirementthat
theunitplanhavesomewayofreflectingonitselfforfuturedevelopment.Icreatedthepagemyself.

Hopefully I addressed the issues in my initial unit plan, which I have attached for your reference. If not, please let me know, because as I
mentionedpreviously,Imstrugglingwithfittingmusicclassintothetraditionalunitmatrix.

BrennanConroy(EDPBYr.5Secondary)