Model Unit for Teaching Music

The following description of a unit of study is based on Unit One in the grade seven curriculum. The unit is entitled "From Source to Expression". The purpose of including this model unit is as follows:

• to provide a model so teachers can see how the suggested activities can be developed into a unit of study
• to show how the three components can be integrated in a unit of study
• to show how learning objectives for a unit can be derived from the foundational objectives
• to show how the Common Essential Learnings can be developed through music.

The Unit

The main objective of Unit One in grades six, seven and eight is to develop the students' ability to generate, explore and develop ideas for artistic expression. It is designed to encourage experimentation with sound and discussion about the expressive qualities of sound. The larger context deals with the infinite possibilities for sound creation and the factors that influence our choices during the process of creating.

Although this model unit is a grade seven unit, the unit planning process it illustrates applies to all grades in the middle years. The teacher should study this model unit before turning to the suggested activities for his or her particular grade and refer to this model when planning.

Listening Selections for the Unit

In the model unit, a piece of music has been chosen to be played every day if possible or during each music class for three to five consecutive classes. These are referred to as the "Selection of the Unit". Sometimes the selection is specified and sometimes a type of music is suggested. If music is taught by a specialist, he or she could make the listening selections available to the classroom teacher. The classroom teacher could provide a convenient time slot in the school day for this listening activity.

The students should be asked to keep a journal on each selection and record their reactions and observations. The music chosen should include music for listening and music for singing. Music provided by the students that is approved by the teacher should also be included. The selection need not always be directly linked to the specific theme of the unit, but may be chosen for its musical significance and relevance.

Resources

The following resources which are used in this unit are only suggestions. The teacher may substitute any or all of the material cited.

Print: Worlds of Music, J.T. Titon Canada: Its Music, R. de Frece Cartoons from newspapers or books Music: Music Builders VI, GLC Silver Burdett Any available instrumental movie or television themes or soundtracks Canada: Its Music (teacher or student book and accompanying recordings) A Love of the Music: Prairie Variations, audio cassette or compact disc

Film: Short animated films or cartoon segments Kubota, National Film Board Bing, Bang, Boom, National Film Board Harry Partsch and His Strange Musical Instruments, Media House Productions A Love of the Music: Prairie Variations, Media House Productions Equipment: Film projector Video cassette player and television Various found, homemade and traditional instruments Audio cassette player Overhead projector Student journals

Foundational Objectives for the Unit

• explore, recognize and discuss sounds of every kind
• develop an understanding of the elements of music, the principles of composition, and the ways that these can be manipulated
• express ideas, images and feelings using voices and instruments (including traditional, found and homemade instruments).

Common Essential Learnings

• use the vocabulary, structures, and forms of expression which characterize music (Communication)
• develop an understanding of major concepts within music through a wide range of language experiences (Communication)
• develop their abilities to meet their own learning needs (Independent Learning)
• develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (Critical and Creative Thinking).