Music Mapping - Xian Liangjiatan International School

MYP1

Unit 1: Reading Music 101

Duration

8 Weeks

Learner Profile Attributes

Inquirers

Key Concept:

Communication

Related Concept(s):

Structure Play

Global Context

Personal and Cultural Expression – Artisttry, Language Linguistic Systems

Statement of Inquiry

Musical language begins with the fundamental skills of analysis and performance.

Summative Assessment Criteria

Criterion A
Criterion B

ATLs (Skills):

S – Delegate and share responsibility for decision-making
SM – Plan short and long term assignments; meet deadlines
R – Make connections between various sources of information
SM – Practice strategies to overcome distractions

Curriculum Standards

C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from a wide variety of cultures, styles, and historical periods
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C2.2 identify the elements of music in the reper – toire they perform, listen to, and create, and describe how they are used
C1.5 demonstrate an understanding of standard and other types of musical notation through performance and composition

Unit 2:Performance fundamentals

Duration

8 Weeks

Learner Profile Attributes

Risk-Takers

Key Concept

Aesthetics

Related Concept(s)

Presentation

Global Context

Personal and Cultural Expression (Practice and competency)

Statement of Inquiry

The fundamentals of rehearsal ettiquette and performance ettiquette lead to great performance.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

SM-Practice being aware of body-mind connections
SM-Focus on the process of creating by imitating the work of others

Curriculum Standards

C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods
C2.2 analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and create
C2.3 identify and give examples of their strengths and areas for improvement as composers, musical performers, interpreters, and audience members
C1.5 demonstrate an understanding of standard and other musical notation through performance and composition
C1.4 use the tools and techniques of musicianship in musical performances

Unit 3:Skills and techniques

Duration

8 Weeks

Learner Profile Attributes

Inquirers

Key Concept

Change

Related Concept(s)

Play

Global Context

Identities and Relationships – Personal Efficacy and Agency

Statement of Inquiry

Musicians improve through pedagogical challenges of the instrument.

Summative Assessment Criteria

Criterion A
Criterion B

ATLs (Skills)

SM-Demonstrate perseverance and persistance
SM-Develop new skills, techniques and strategies for effective learning

Curriculum Standards

C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C1.3 create musical compositions for specific purposes and audiences
C2.2 identify the elements of music in the reper – toire they perform, listen to, and create, and describe how they are used

Unit 4:The bigger picture

Duration

8 Weeks

Learner Profile Attributes

Open-Minded

Key Concept

Identity

Related Concept(s)

Role

Global Context

“Identities and Relationships – Identity formation”

Statement of Inquiry

Self-reflection of our experiences give insight to who we will be as musicians.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

T-Draw reasonable conclusions and generalizations
T-Identify trends and forecast possibilities

Curriculum Standards

C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C1.4 use the tools and techniques of musicianship in musical performances
C1.5 demonstrate an understanding of standard and other musical notation through performance and composition
C3.1 analyse the influences of music and the media on the development of personal and cultural identity
C3.2 analyse some historical, cultural, and technological influences on style, genre, and innovation in music
C2.1 express analytical, personal responses to musical performances in a variety of ways

MYP2

Unit 1: Reading Music 201

Duration

8 Weeks

Key Concept

Communication

Related Concept(s)

Expression Presentation

Global Context

Personal and Cultural Expression – Practice and Competency

Statement of Inquiry

The fundamental components of the arts must be known in order to express the nature a piece.

Summative Assessment Criteria

Criterion A
Criterion B

ATLs (Skills)

S – Practice empathy
SM – Practice focus and concentration
SM – Practice ‘bouncing back’ after adversity, mistakes and failures
SM – Bring necessary equipment and supplies to class

Curriculum Standards:

C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music, using them for specific effects and clear purposes
C2.2 analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and createC1.5 demonstrate an understanding of standard and other musical notation through performance and composition

Unit 2: Ensemble skills and performance

Duration

8 Weeks

Key Concept

Inquirers

Related Concept(s)

Audience

Global Context

Orientation in Space and Time-Exchange and interaction

Statement of Inquiry

The audience observes the identity of the whole group not just individual parts.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

C-Interpret and use effectively modes of non-verbal communication
S-Encourage others to contribute

Curriculum Standards

C1.4 use the tools and techniques of musicianship in musical performances
C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music, using them for specific effects and clear purposes
C2.2 analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and create
C1.5 demonstrate an understanding of standard and other musical notation through performance and composition
C2.3 identify and give examples of their strengths and areas for improvement as composers, musical performers, interpreters, and audience members

Unit 3: Beginners of compositions

Duration

8 Weeks

Learner Profile

Risk-Takers

Key Concept

Aesthetics

Related Concept(s)

Structure
Composition

Global Context

Personal and Cultural Expression-Creation

Statement of Inquiry

Creating beautiful music starts with demostrating the rules and methods of composition.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

C-Interpret and use effectively modes of non-verbal communication
S-Encourage others to contribute

Curriculum Standards

C1.4 use the tools and techniques of musicianship in musical performances
C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music, using them for specific effects and clear purposes
C2.2 analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and create
C1.5 demonstrate an understanding of standard and other musical notation through performance and composition
C2.3 identify and give examples of their strengths and areas for improvement as composers, musical performers, interpreters, and audience members

Unit 4: Performance and Reflection

Duration

8 Weeks

Learner Profile

Risk-Takers

Key Concept

Change

Related Concept(s)

Role

Global Context

Identities and Relationships – independence

Statement of Inquiry

The fundamental elements of the preforming arts must be demonstrated independently and collaboratively in order to change from novice musicians to intermediate.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

S – Take responsibility for one’s own actionsSM – Bring necessary equipment and supplies to class
SM – Practice focus and concentration
SM – Focus on the process of creating by imitating the work of others

Curriculum Standards

C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music, using them for specific effects and clear purposes
C1.4 use the tools and techniques of musicianship in musical performances
C1.5 demonstrate an understanding of standard and other musical notation through performance and composition
C2.1 express analytical, personal responses to musical performances in a variety of ways
C3.1 analyse the influences of music and the media on the development of personal and cultural identity
C3.2 analyse some historical, cultural, and technological influences on style, genre, and innovation in music

MYP3

Unit 1: Reading Music 301

Duration

6 Weeks

Key Concept

Form

Related Concept(s)

Expression
Composition

Global Context

Personal and Cultural Expression – Creation

Statement of Inquiry

Composition of music reflects specific forms from different cultures.

Summative Assessment Criteria

Criterion A
Criterion B

ATLs (Skills)

SM – Practice being aware of body-mind connections
SM – Practice strategies to overcome distractions
SM – Demonstrate perseverance and persistance
SM – Focus on the process of creating by imitating the work of others

Curriculum Standards

C1.1 sing and/or play, in tune, music in unison and in two or more parts from a variety of cultures, styles, and historical periods
C1.2 apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
C2.3 identify and give examples of their strengths and areas for improvement as composers, musical performers, interpreters, and audience membersC1.5 demonstrate an understanding of standard and other musical notation through performance and composition

Unit 2: Music Analusis 101 and Performance

Duration

9 Weeks

Key Concept

Communicaiton

Related Concept(s)

Structure

Global Context

Expression – Critical Literacy

Statement of Inquiry

The structure of mucic is analyzed by the of mucical language.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

S – Help others to succeed
S – Exercise leadership and take on a variety of roles within groups
SM – Practice dealing with change

Curriculum Standards

C1.1 sing and/or play, in tune, music in unison and in two or more parts from a variety of cultures, styles, and historical periods
C1.2 apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
C1.4 use the tools and techniques of musicianship in musical performances
C1.5 demonstrate an understanding of standard and other musical notation through performance and composition
C2.2 analyse, using musical terminology, ways in which the elements of music are used in various styles and genres they perform, listen to, and create

Unit 3: Musical Styles and Genres

Duration

10 Weeks

Learner Profile

Inquirers

Key Concept

Aesthetics

Related Concept(s)

Genre

Global Context

Globalization and Sustainability – Diversity and interconnection

Statement of Inquiry

Beauty is found in every kind of musical genre from every culture.

Summative Assessment Criteria

Criterion A
Criterion B

ATLs (Skills)

C – Give and receive meaningful feedbackS – Listen actively to other perspectives and ideas
SM – Practice ‘bouncing back’ after adversity, mistakes and failures

Curriculum Standards

C1.1 sing and/or play, in tune, music in unison and in two or more parts from a variety of cultures, styles, and historical periods
C1.2 apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
C1.3 create musical compositions in a variety of forms for specific purposes and audiences
C2.2 analyse, using musical terminology, ways in which the elements of music are used in various styles and genres they perform, listen to, and create

Unit 4:Performance and Subject Essay

Duration

9 Weeks

Learner Profile

Reflective

Key Concept

Identity

Related Concept(s)

Interpretation

Global Context

Identities and Relationships – self esteem

Statement of Inquiry

Self-reflection of our experiences give insight to who we will be as musicians.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

SM – Identify strengths and weaknesses of personal learning strategies (self-assessment)
SM – Consider personal learning strategiesS – Take responsibility for one’s own actions

Curriculum Standards

C1.1 sing and/or play, in tune, music in unison and in two or more parts from a variety of cultures, styles, and historical periods
C1.2 apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
C1.4 use the tools and techniques of musicianship in musical performances
C1.5 demonstrate an understanding of standard and other musical notation through performance and composition
C2.1 express analytical, personal responses to musical performances in a variety of ways
C3.1 analyse some of the social, political, and economic factors that affect the creation of music
C3.2 compare and contrast music from the past and present

MYP4

Unit 1:Goal Setting: Personal Context; Local and Global

Duration

6 Weeks

Learner Profile Attributes

Balanced.
Reflective

Key Concept

Identity

Related Concept(s)

Play

Global Context

Identities and Relationships – Personal Efficacy and Agency

Statement of Inquiry

Goals setting within our unique personal context especially identity influences our aspirations as musicians.

Summative Assessment Criteria

Ceiterion A
Criterion D

ATLs (Skills)

SM – Set goals that are challenging and realistic
SM – Practice focus and concentration
R – Make connections between various sources of information

Curriculum Standards

B3.1 identify and describe how the study of music has contributed to their personal growth (including the development of their values), their ability to express themselves, their awareness of the aural world around them (both human-created and natural), and their awareness of others
B3.2 describe the development of their musical skills and knowledge, and identify the main areas they will focus on for improvement
B1.1 listen to selections that represent a variety of musical styles and genres, and identify and reflect on their personal responses to them
B2.1 identify and describe ways in which traditional music reflects the society in which it was created and how it has affected communities or cultures
B2.2 identify and describe ways in which commercial music reflects the society in which it was created and how it has affected communities or cultures
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
B3.3 identify and describe some of the interpersonal skills and work habits that contribute to the successful completion of individual and collaborative musical tasks
C1.1 demonstrate an understanding of the elements of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements
A3.1 demonstrate technical skill when performing notated and/or improvised music
C1.2 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation
C1.3 reproduce or identify accurately, from notation and/or listening, simple melodic, rhythmic, and harmonic examples

Unit 2:Showtime

Duration

6 Weeks

Key Concept

Identity

Related Concept(s)

Genre Expresssion

Global Context

Identities and Relationships -Creation

Statement of Inquiry

Different styles of expression can facilitate self-discovery and enhanced wellbeing.

Summative Assessment Criteria

Criterion A
Criterion B
Criterion C
Criterion D

ATLs (Skills)

T – Create original works and ideas; use existing works and ideas in new ways
R – Understand the impact of media representations and modes of presentation
SM – Try new approaches to learning (ATL) skills and evaluate their effectiveness

Curriculum Standards

B1.2 identify and describe the use of elements and other components of music in a variety of selections, including their performance repertoire
B1.3 describe the difference between technical aspects and expressive aspects of music, with particular emphasis on shaping musical phrases and choosing appropriate tempo, and assess the contribution of both aspects to the successful interpretation of musical selections
B1.4 conduct research to gather reliable information relating to specific music, musicians, and the musical opinions of others, and describe the impact this information has had on their own opinions or assessments
A1.1 apply the creative process when performing notated and/or improvised music
A1.2 apply the creative process when composing and/or arranging music
B2.3 identify and describe ways in which art music reflects the society in which it was created and how it has affected that culture or community

Unit 3:Performance and context

Duration

6 Weeks

Learner Profile

Reflective

Key Concept

Identity

Related Concept(s)

Audience

Global Context

Identities and Relationships-Identity formation

Statement of Inquiry

The interplay between our own identity and our audience’s identity can enrich our musical experience.

Summative Assessment Criteria

Criterion B
Criterion C

ATLs (Skills)

C -Use and interpret a range of discipline-specific terms and symbols
SM -Bring necessary equipment and supplies to class
SM -Practice focus and concentration
SM -Demonstrate perseverance and persistance
SM -Practice ‘bouncing back’ after adversity, mistakes and failuresSM -Practice being aware of body-mind connections

Curriculum Standards

A1.1 apply the creative process when performing notated and/or improvised music
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
A3.1 demonstrate technical skill when performing notated and/or improvised music
A3.3 use current technology when practising, performing, composing, and/or arranging music
B1.2 identify and describe the use of elements and other components of music in a variety of selections, including their performance repertoire
B1.3 describe the difference between technical aspects and expressive aspects of music, with particular emphasis on shaping musical phrases and choosing appropriate tempo, and assess the contribution of both aspects to the successful interpretation of musical selections
C1.1 demonstrate an understanding of the elements of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements
C1.2 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation
C3.2 demonstrate an understanding of conventions related to music performance, with reference to both performers and audience members

Unit 4:ePortfolio practice

Duration

6 Weeks

Key Concept

Aesthetics

Related Concept(s)

Audience

Global Context

Personal and cultural expression -Artistry

Statement of Inquiry

ePortfolio practice prepares us to present our creations cohearantly and in an aesthetically pleasing manner.

Summative Assessment Criteria

Criterion A
Criterion D

ATLs (Skills)

C-Give and receive meaningful feedbackC – Use appropriate forms of writing for different purposes and audiences
SM -Plan short and long term assignments; meet deadlines
SM -Keep a journal to record reflections
T-Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

A1.1 apply the creative process when performing notated and/or improvised music
A1.2 apply the creative process when composing and/or arranging music
B2.3 identify and describe ways in which art music reflects the society in which it was created and how it has affected that culture or community
B1.2 identify and describe the use of elements and other components of music in a variety of selections, including their performance repertoire
C1.1 sing and/or play, in tune, music in unison and in two or more parts from a variety of cultures, styles, and historical periods
C1.2 apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
C1.3 create musical compositions in a variety of forms for specific purposes and audiences
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
B1.1 listen to selections that represent a variety of musical styles and genres, and identify and reflect on their personal responses to them
B2.1 identify and describe ways in which traditional music reflects the society in which it was created and how it has affected communities or cultures
B2.2 identify and describe ways in which commercial music reflects the society in which it was created and how it has affected communities or cultures
A3.1 demonstrate technical skill when performing notated and/or improvised music
C1.3 create musical compositions for specific purposes and audiences
C2.1 demonstrate an understanding of the origins and development of some musical forms
C2.2 identify and describe shared and unique characteristics of types of music from around the world, including Aboriginal music
A2.2 manipulate the elements of music and related concepts appropriately when improvising melodies and rhythms
A2.3 apply the elements of music and related concepts appropriately when composing and/or arranging simple pieces of music
A3.2 apply compositional techniques when composing and/or arranging simple pieces of music
A3.3 use current technology when practising, performing, composing, and/or arranging music
B1.3 explain the difference between technical aspects and expressive aspects of music, with particular emphasis on style and appropriate use of dynamics and other expressive controls, and assess the contribution of both aspects to the successful interpretation of musical selections
B1.4 conduct research to gather information relating to music, musicians, and the musical opinions or analysis of others

Unit 5:Entrance to music competency

Duration

6 Weeks

Learner Profile

Communicators

Key Concept

Communication

Related Concept(s)

Expression

Global Context

Personal and cultural expression – Practice and compentency

Statement of Inquiry

In preparation for musical compentency, we explore the role of communication through clearly expressing our musical ideas.

Summative Assessment Criteria

Criterion B
Criterion C
Criterion D

ATLs (Skills)

C – Use and interpret a range of discipline-specific terms and symbols
SM -Practice focus and concentration
SM P-Demonstrate perseverance and persistance
SM -Practice analyzing and attributing causes for failure

Curriculum Standards

A1.1 apply the creative process when performing notated and/or improvised music
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
A3.1 demonstrate technical skill when performing notated and/or improvised music
B1.2 identify and describe the use of elements and other components of music in a variety of selections, including their performance repertoire
A3.3 use current technology when practising, performing, composing, and/or arranging music
C1.1 sing and/or play, in tune, music in unison and in two or more parts from a variety of cultures, styles, and historical periods
C1.2 apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
C1.3 create musical compositions in a variety of forms for specific purposes and audiences

Unit 6:ePortfolio practice

Duration

6 Weeks

Key Concept

Aesthetics

Related Concept(s)

Presentation

Global Context

Personal and cultural expression -Artistry

Statement of Inquiry

ePortfolio practice prepares us to present our creations cohearantly and in an aesthetically pleasing manner.

Summative Assessment Criteria

Criterion A
Criterion D

ATLs (Skills)

C-Give and receive meaningful feedbackC – Use appropriate forms of writing for different purposes and audiences
SM -Plan short and long term assignments; meet deadlines
SM -Keep a journal to record reflections
T-Create original works and ideas; use existing works and ideas in new wa

Curriculum Standards

A1.1 apply the creative process when performing notated and/or improvised music
A1.2 apply the creative process when composing and/or arranging music
B2.3 identify and describe ways in which art music reflects the society in which it was created and how it has affected that culture or community
B1.2 identify and describe the use of elements and other components of music in a variety of selections, including their performance repertoire
C1.1 sing and/or play, in tune, music in unison and in two or more parts from a variety of cultures, styles, and historical periods
C1.2 apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
C1.3 create musical compositions in a variety of forms for specific purposes and audiences
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
B1.1 listen to selections that represent a variety of musical styles and genres, and identify and reflect on their personal responses to them
B2.1 identify and describe ways in which traditional music reflects the society in which it was created and how it has affected communities or cultures
B2.2 identify and describe ways in which commercial music reflects the society in which it was created and how it has affected communities or cultures
A3.1 demonstrate technical skill when performing notated and/or improvised music
C1.3 create musical compositions for specific purposes and audiences
C2.1 demonstrate an understanding of the origins and development of some musical forms
C2.2 identify and describe shared and unique characteristics of types of music from around the world, including Aboriginal music
A2.2 manipulate the elements of music and related concepts appropriately when improvising melodies and rhythms
A2.3 apply the elements of music and related concepts appropriately when composing and/or arranging simple pieces of music
A3.2 apply compositional techniques when composing and/or arranging simple pieces of music
A3.3 use current technology when practising, performing, composing, and/or arranging music
B1.3 explain the difference between technical aspects and expressive aspects of music, with particular emphasis on style and appropriate use of dynamics and other expressive controls, and assess the contribution of both aspects to the successful interpretation of musical selections
B1.4 conduct research to gather information relating to music, musicians, and the musical opinions or analysis of others

MYP5

Unit 1:Music and Society

Duration

11 Weeks

Learner Profile Attributes

Open-minded

Key Concept

Change

Related Concept(s)

Role

Global Context

Orientation in Space and Time – Civilization and Social Histories

Statement of Inquiry

As a society changes and evolves over time the role of musicians is to create music that reflects and responds to that particular changing cultural landscape.

Summative Assessment Criteria

Criterion A

ATLs (Skills)

R – Make connections between various sources of information
R – Identify primary and secondary sources
R – Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Curriculum Standards

B2.1 explain the origins of traditional, commercial, or art music with reference to the culture or community in which it was created
B2.2 describe significant contributions of individuals within a community or culture to genres of traditional, commercial, and/or art music
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
C1.1 demonstrate an understanding of the elements of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements
C1.2 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation
A3.1 demonstrate technical skill when performing notated and/or improvised music
B3.1 explain how the study of music has contributed to their personal growth (including the development of their values), their ability to express themselves, their awareness of social and environmental issues, and their understanding of others
B3.2 describe the performance, creative, and analytical skills and knowledge they have developed through the study of music, and explain the ongoing steps they will take to ensure continued improvement in these areas
B3.3 describe and demonstrate interpersonal skills and work habits that contribute to the success of individual and collaborative musical work
B1.1 listen to selections that represent a variety of musical styles and genres, and describe and reflect on their responses to them
C1.3 reproduce or identify accurately, from notation and/or listening, melodic, rhythmic, and/or harmonic examples

Unit 2:e portfolio

Duration

6 Weeks

Learner Profile Attributes

Principled

Key Concept

Communication

Related Concept(s)

Narrative

Global Context

Orientation in space and time

Statement of Inquiry

Art reflects interconnectedness across space and time.

Summative Assessment Criteria

Criterion A
Criterion B
Criterion C
Criterion D

ATLs (Skills)

SM – Plan short and long term assignments; meet deadlines
SM – Set goals that are challenging and realisticSM – Demonstrate perseverance and persistance

Curriculum Standards:

A1.1 apply the creative process when performing notated and/or improvised music
A1.2 apply the creative process when composing and/or improvised music
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
A2.2 manipulate the elements of music and related concepts appropriately when improvising melodies and rhythms
A2.3 apply the elements of music and related concepts appropriately when composing and/or arranging simple pieces of music
A3.1 demonstrate technical skill when performing notated and/or improvised music
A3.2 apply compositional techniques when composing and/or arranging simple pieces of music
A3.3 use current technology when practising, performing, composing, and/or arranging music
B1.1 listen to selections that represent a variety of musical styles and genres, and describe and reflect on their responses to them
B1.2 identify and explain the use of elements and other components of music in a variety of selections, including their performance repertoire
B1.3 explain the difference between technical aspects and expressive aspects of music, with particular emphasis on style and appropriate use of dynamics and other expressive controls, and assess the contribution of both aspects to the successful interpretation of musical selections
B1.4 conduct research to gather information relating to music, musicians, and the musical opinions or analysis of others
B2.1 explain the origins of traditional, commercial, or art music with reference to the culture or community in which it was created
B2.2 describe significant contributions of individuals within a community or culture to genres of traditional, commercial, and/or art music
B2.3 explain the ways in which traditional, commercial, and art music function in and influence community or cultural rituals and celebrations
C1.1 demonstrate an understanding of the elements of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements
C1.2 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation
C1.3 reproduce or identify accurately, from notation and/or listening, melodic, rhythmic, and/or harmonic examples
C2.1 demonstrate an understanding of the development of various musical forms
C2.2 identify and describe shared and unique characteristics of traditional and contemporary music around the world

Unit 3:Composition 101

Duration

6 Weeks

Learner Profile Attributes

Communicator Reflective

Key Concept

Aesthetics

Related Concept(s)

Sructure Composition

Global Context

Personal and Cultural Expression – Craft

Statement of Inquiry

Knowledge of aesthetics and musical structure enable us to create expressive and evocative musical compositions.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

T – Use brainstorming and visual diagrams to generate new ideas and inquiries
T – Apply existing knowledge to generate new ideas, products or processes
SM – Focus on the process of creating by imitating the work of others
SM – Consider ethical, cultural and environmental implications

Curriculum Standards

A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
C1.1 demonstrate an understanding of the elements of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements
C1.2 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation
A3.1 demonstrate technical skill when performing notated and/or improvised music
C1.3 reproduce or identify accurately, from notation and/or listening, melodic, rhythmic, and/or harmonic examples
C2.1 demonstrate an understanding of the development of various musical forms
A1.2 apply the creative process when composing and/or arranging music
A2.2 manipulate the elements of music and related concepts appropriately when improvising melodies and rhythms
A2.3 apply the elements of music and related concepts appropriately when composing and/or arranging simple pieces of music
A3.2 apply compositional techniques when composing and/or arranging simple pieces of music
A3.3 use current technology when practising, performing, composing, and/or arranging music
A1.1 apply the creative process when performing notated and/or improvised music

Unit 4:Repertoire Performance

Duration

8 Weeks

Key Concept

Aesthetics

Related Concept(s)

Audience

Global Context

Personal and Cultural Expression – Artistry

Statement of Inquiry

An aestethically pleasing performance allows a musician to connect with and influence an audience.

Summative Assessment Criteria

Criterion B
Criterion C
Criterion D

ATLs (Skills)

C – Use and interpret a range of discipline-specific terms and symbolsSM – Select and use technology effectively and productively
SM – Develop new skills, techniques and strategies for effective learning

Curriculum Standards

A1.1 apply the creative process when performing notated and/or improvised music
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music
B3.1 explain how the study of music has contributed to their personal growth (including the development of their values), their ability to express themselves, their awareness of social and environmental issues, and their understanding of others
B3.3 describe and demonstrate interpersonal skills and work habits that contribute to the success of individual and collaborative musical work
B1.2 identify and explain the use of elements and other components of music in a variety of selections, including their performance repertoire
C1.1 demonstrate an understanding of the elements of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements
C1.2 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation
C1.3 reproduce or identify accurately, from notation and/or listening, melodic, rhythmic, and/or harmonic examples

Unit 5:End of the Journey

Duration

7 Weeks

Key Concept

Identity

Related Concept(s)

Role

Global Context

Identities and Relationships – identity formation

Statement of Inquiry

An individula’s sense of identity influences their chosen roels and pathways, within the realm of the music industry.

Summative Assessment Criteria

Criterion A
Criterion D

ATLs (Skills)

SM – Practice dealing with change
T – Consider multiple alternatives including those that might be unlikely or impossible
SM – Plan strategies and take action to achieve personal and academic goals

Curriculum Standards

B4.1 identify and describe a variety of musicrelated work opportunities that reflect their own skills and knowledge
B4.2 identify and describe, on the basis of research, formal and informal music learning opportunities that are available both in and outside of school
B4.3 identify opportunities for and explain the benefits of ongoing involvement in musical activities and the arts community
C3.1 identify and explain physical and heallth considerations associated with practicing, performing, and listening to music
C3.2 demonstrate an understanding of conventions related to music performance, with reference to both performers and audience members
C3.3 demonstrate an understanding of ethical and legal practices relating to music, with reference to both consumers and producers of music

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Address

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Shaanxi, China, 710100

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