THE ARTS UNIT PLAN
DISCIPLINES: Students learn about -
VISUAL ARTS DRAMA MUSIC – SOUND ARTS DANCE
Understanding Visual Arts in context Understanding Drama in context Understanding Music in context Understanding Dance in context
Developing practical knowledge Developing practical knowledge Developing practical knowledge Developing practical knowledge
Developing ideas Developing ideas Developing ideas Developing ideas
Communicating & Interpreting Communicating & interpreting Communicating & interpreting Communicating & interpreting
KEY COMPETENCY FOCUS ( refer to Key Competency INTEGRATION WITH OTHER LEARNING AREAS
Development Plan) English Mathematics & Statistics APPROACHES
Thinking Relating to Others Social Studies Health & Physical Education Thematic Artist’s Story
Managing Self Participating & Contributing Science Technology
Using language, symbols & text Language & Languages Inquiry
Other:
ACHIEVEMENT OBJECTVES LEARNING OUTCOMES TEACHING & LEARNING ASSESSMENT SCHEDULE
Students can … What and How What & How
Students will:
Understanding the Arts in Context (UC) 1. Talk about the Pre teaching Assessment (LO 4) Pre-teaching assessment:
1. Explore and share ideas about music from purpose of music we Students read and clap a four-
a range of sound environments and listen to and perform Warm up-activities (LO 3) bar rhythm pattern (LO 4)
recognise that music serves a variety of (AO UC 1) Select activities from games and starters (Into Music 1 pp.
purposes and functions in their lives and in 36-37) Assessment Criteria
their communities. 2. Listen carefully to Can fluently read and play
music Listening to Music (LOs 1, 2, 3) rhythms accurately (+)
Develop practical knowledge (PK) (AO PK 1) Teach beat, rhythm and tempo by listening to range of Can read and play rhythms
1.Explore and identify how sound is made world and popular music (LOs 2, 3). Play music to the accurately most of the time (√)
3. When we listen to
and changed, as they listen and respond to students three times and ask the following questions after Is learning to read and play
the elements of music and structural devices music we are learning each repetition: rhythms accurately most of
to respond its:
1. “What do you notice about this piece of music?” (LO3). the time (.)
a) beat;
2. “What do you notice about the beat, rhythm and/or
Developing Ideas (DI) b) rhythm
tempo) in this piece of music?” (LO 3) Formative assessment:
1. Improvise, explore, and express musical c) tempo (AOs PK 1 & CI 3. “Why do you think this piece of music was written?” (LO 1. Teacher anecdotal comments
ideas, drawing on personal experience, 1) (LO 4)
2)
listening, and imagination. 4. Read and play Record student responses in ‘Listening to music modelling 2. Self and peer assessment (LO
2. Explore ways to represent sound and book. Post listening discussion: How does this music make 4)
rhythms:
musical ideas. a) play rhythm patterns you feel? Why?
Summative Assessment:
using crotchets and
Reading and Playing Music (LO 4) Students read and clap a four-
quaver notes and rest
Communicate and Interpret (CI) Teach the following by playing a range of untuned bar rhythm pattern (LO 4)
b) play written pieces of
1. Share music making with others, using music written on percussion instruments e.g. buckets:
basic performance skills and techniques o Notes and rests – crotchets and quavers (LO 4a) Assessment Criteria
rhythm staves
2. Respond to live and recorded music. o Rhythmic stave (LO 4b) Can fluently read and play
c) explain what the
o Time signatures – 2/4 (LO 4c) rhythms accurately (+)
time signature 2/4
Can read and play rhythms
means o Tempo markings – allegro and adagio (LO 4d)
accurately most of the time (√)
d) explain what allegro Students answer the question: “how well have I been
Is learning to read and play
and adagio means (AOs reading and playing rhythms today? Using think/pair/share
rhythms accurately most of
PK 1 and CI1) (LOs 4/5)
the time (.)
UNIT EVALUATION THE ARTS UNIT PLAN
EXTENT TO WHICH THE LEARNING OUTCOMES WERE ACHIEVED: UNIT TITLE: Level: 2
In Time!
Class:
DANCE MUSIC VISUAL ARTS Room 11
DRAMA
Context / Theme:
Elements of music, reading and playing music # of lessons
3
ANALYSIS OF PRE-TEACHING ASSESSMENT PROVISION FOR MEETING STUDENTS
What prior knowledge, skills, experiences do the students have? LEARNING NEEDS & ABILITIES
(Use of groupings, individual programmes / support, allocation of
responsibilities eg teacher aides)
Pre-teaching assessment was Children will be paired with their
carried out in class 10.03.10. Room learning buddies for learning
11 was asked to read and clap a outside of whole class activities.
four bar rhythm pattern. The I will pair Mario and Brooklyn
children have not been taught any together and offer extension by
music this year, and have had introducing more difficult exercises
limited teaching of the elements of to them.
music in their previous two years of
Strengths of this unit: Limitations of this unit: Modifications
(Consider suitability of activities, teaching (For future teaching of this unit) schooling. 2/26 children (Mario and I will oversee Jesse, and his
approaches, resources, organisation, etc.)
Brooklyn) were able to complete learning buddy Tamara, to ensure
this task successfully. One child, that he is able to understand the
Riley, was able to get most of the instruction that is given, and has
rhythm correct. The other 21 the ability to participate in the
children were not able to correctly current exercise.
clap the rhythm.
By questioning the children about
their prior knowledge and
experiences with instruments, I
was able to ascertain that
Annabelle, Shani and Nathma have
experience with a piano – be
Key resources it
Learning Environment Topic Specific Vocabulary
Considerations
Variety of music Desks will need to Beat Crotchet
Cd player moved for space Rhythm Quaver
WHERE TO NEXT? STUDENTS REQUIRING FURTHER
Un-tuned percussion where appropriate Tempo Semibreve
What is the next learning step for the students in subsequent ACTION:
instruments Noise Dynamics
units? Extension / additional support
Heat/light Pitch Minim
Tone Colour
