Overview Unit Three: Traditions and Innovations	Time Frame: 10 - 12 weeks This unit focuses on the influences, innovations and effects of music on cultures and societies, past and present. In addition, it looks at how music might transmit or question cultural values and norms and how these are an integral part of life in Canada and beyond.
Foundational Objectives	Vocabulary and Concepts
The students will: examine ways in which music mirrors and influences individuals, societies and cultures, past and present examine the work of various musicians and composers develop critical thought and learn to support interpretations and opinions when responding to music	purposes of music contexts that composers write in origins of orchestral and band instruments contemporary electronic instruments contemporary musicians and artists (popular, "classical" and those from various cultures)
Common Essential Learnings	Resources
develop their abilities to access knowledge (IL) develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) use a wide range of language experiences for developing students' knowledge of music (C) develop a contemporary view of technology as it relates to music today (TL).	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
Listen to recordings of music from various cultures. Discuss the various purposes music can have in these cultures. Invite community members to the class to discuss music from various cultures. Research Indian drum groups. Research a famous composer and conduct a mock interview with the composer. Conduct mock interviews with famous people who were not musicians as a means of learning about the music available at different times in history. Sing songs from different periods of time. Research orchestra and band instruments to find their origins. Invite community members to the class to demonstrate electric instruments. Invent an instrument of the future. Compile a list of contemporary musicians and composers. Discuss why many students know of few musicians or composers that write any kind of music aside from pop. Research composers that are not involved in pop music. Brainstorm a list of the various uses of music.	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.