Overview Unit One: From Source to Expression	Time Frame: 11 - 14 weeks This unit focuses on developing the students' abilities to generate, explore and develop ideas for artistic expression, both individually and in groups.
Foundational Objectives	Vocabulary and Concepts
The students will: explore, recognize and discuss sounds of every kind develop an understanding of the elements of music, 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)	categorizing sounds principles of composition ostinatos from various cultures texture, variety, repetition improvisation lyrics conventional and unconventional sounds of musical instruments instruments of the orchestra
Common Essential Learnings	Resources
develop their abilities to meet their own learning needs (IL) use the vocabulary, structures, and forms of expression which characterize music (C) develop an understanding of major concepts within music through a wide range of language experiences (C) apply knowledge of pattern and sequence as mathematical concepts to ostinatos in music (N) develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT).	listening selections for the unit (instrumental and vocal) voices environmental sounds found objects instruments (bought or homemade) audio recordings, films and videos songs, poems and stories home and community resources any available recommended teacher resources themes from other curricular areas student journals
Instruction	Assessment
Make a list of classroom sounds. Organize sounds into categories. Compose and notate rhythmic ostinatos. Create new ostinatos to accompany previously composed ostinatos. Research works from various cultures that are built around rhythmic ostinatos. Invite an Elder or other community member into the class. Create a melody to accompany a line of poetry. While looking at lyrics of contemporary songs, brainstorm what the music might sound like. Discuss the elements and principles heard in recordings. Sing songs about different regions and cultures found in Canada. Compare two songs by one composer. Investigate what instruments are heard in traditional music found throughout Canada. Investigate conventional and unconventional sounds that various musical instruments can make. Listen to recordings of the instruments of the orchestra. Invite community members in to demonstrate instruments. Improvise sound compositions.	Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques in relation to the students' creative and responsive processes, as well as taking into account any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the unit observe and record students' ongoing development related to the selected criteria design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' arts experiences with them listen to students' reflections on their own arts experiences assess student progress over time.