Overview Unit Two: What's It All About?	Time Frame: 11 - 14 weeks This unit focuses on how musical artists put things together for a purpose. Through interaction with a wide variety of musical works, students will begin to understand and use ideas from other musicians and composers.
Foundational Objectives	Vocabulary and Concepts
The students will: 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) develop an understanding of the work of various musicians and composers develop critical thought and learn to support interpretations and opinions when responding to music	form in music coda ostinatos variety repetition balance pentatonic scale minor scale tonality homemade scales why songs start on different pitches
Common Essential Learnings	Resources
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) develop an understanding of how knowledge is created, evaluated, refined and changed in music (CCT) 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 field trips
Instruction	Assessment
Discuss form in music. Sing songs that use different forms. Create an AB composition using ostinatos. Sing songs built on a pentatonic or minor scale. Discuss the purpose of different scales. Listen to music of various cultures for the scales or tonalities used. Invite community members to the class. Create a four to seven note scale and compose a short melody that uses the new scale. Discuss how the groups could improve their compositions. Create a new ostinato that the entire class can perform. Perform the various compositions with the new ostinato acting as a bridge. Sing a simple well-known song several times, starting on a different pitch each time. Discuss why composers don't always use the same pitches for each composition. Create melodies and sound patterns to communicate a story.	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.