recorder karate kids unit plan

The recorder….



Unit plan for grade 3 Recorder Created by: Alix Cooper April 18th 2016

Alix Cooper- Unit Plan template Generative Topic. Generative Topic: Learning to play an instrument; Beginner Recorder Recorders are a beginner instrument that prepares students for playing various instruments in the future. They will understand the basics of recorder (fingerings, tonging, tone quality, notes, etc.). They will also understand that when it comes to reading music, there are more ways then Sol- Fa. They will learn how a staff works (5 lines, 4 spaces) and they will begin to understand how the notes they are playing relate to the notes on a staff. Students will also begin to understand the rules with playing an instrument together as a class, which will help prepare them for the upcoming band years. Unit Title (Based on a Generative Topic): Recorder Karate Kids Synopsis. Culminating Activity/Products. Synopsis:

Culminating Activity/Products:

This unit allows the grade 3 students the chance to start learning an instrument through the recorder. The students will be working together as a class, and separately on their own to earn the various colored “karate belts”. These belts help the students stay on task and be self motivated to learn. It also helps them lean good practice technique for home. Through getting their “karate belts”, the students will have a sense of competition with themselves, and will learn that they will only get as far as they practice. This will help the students stay interested in the classes, practice at home, and overall develop good recorder technique. This unit will also focus on beginning to understand how to play an instrument, and how learning to play the recorder can one day transfer over to their band instruments. By learning the basics of tonguing, tone, note reading, and practice in this unit, the students will understand the importance of each of those by the time they start band in grade 5. a) The central focus of this unit is the recorder, and relating the notes that they learn by rote to the notes written on the music staff. The students will understand how to properly play the recorder (good tone, correct fingerings etc.), and how to transfer their new knowledge of reading notes to their instruments. b) This unit will be taught during Grade 3 classroom music. c) This unit will extend throughout 12 periods, at 36 minutes each. d) This unit is focused around the playing and reading aspects of the program of studies for the elementary music classroom. Through learning their recorders, the students will develop a skill on their instrument, as well as an understanding of playing with others in an ensemble. Through various pieces, the students will be taught by rote at the beginning, and eventually will be able to read the notes written on the page and integrate rhythm into their playing. Through their own

Over the 6-week period that I will be teaching, the grade three students will be periodically tested on their recorder and note naming skills. Each of the eight recorder karate belt playing tests challenges students on various skills, each one getting progressively more difficult. From the white belt test of playing a “B” on their instrument, to the black belt test of creating their own piece, the students will be tested on the new knowledge that they will be learning in class. There will be times, set up by the teacher, that the students will be able to come in and test for their next belt, although it will be left up to the students to follow through. There will be five to ten minutes left at the end of each class to encourage students to test for their belts, but after that it will be on their own time (recess, lunch, after school) to come in and test. The students will be required to gain the basic knowledge on their instrument and will be tested up until the blue belt. It is up to them if they would like to continue afterwards. Through these tests, students will be gaining an aspect of performing. Some students may need to work on nerves, others may need to work on correct fingerings before coming in to test for their belt. This provides students with valuable performance skills and provides the teacher with one on one time with each student to summitavely assess how they are doing, and help them if necessary. By coming in on their own time, students will be telling the teacher when they are ready to test, rather than feeling scared or unprepared. Students will be aware that they do have to test up to their blue belt, and the teacher will remind them if necessary. The students will periodically be given “musical mad minutes” as well, which will assess the students on their note naming knowledge. The teacher will have worked on note naming in class, and the students will have learned various new notes on their recorders. The mad minutes will help the teacher

1

determination, the students will collect various colors of karate belts which will encourage them to practice their instruments and learn new notes and playing skills.

summitavely assess where the students are at with their note naming knowledge, whether or not they understand the concept of “line notes” and “space notes”, and whether they can identify their notes without having the instruments in front of them. This will help the students read notes in the long run, and will help them make the connection between notes on the page, and notes on their instruments. This will come in particularly handy during their band classes in grade 5. In the final two classes, students will be set up in a band like formation to work on a few pieces. The students will have previously clapped out the rhythms, used various techniques to help them with the notes, and played through the pieces slowly separately, bar by bar with the teacher, and finally all together on their own. By going into the band setting, students will feel as though they are part of a band, and will get the true experience of what it is like to play their instruments all together in that setting. The band formation will also “force” students to have good posture and both hands on their recorder at all times. The students will (in the second last class) practice in this type of setting and then in the final class, will be able to perform for both their regular music teacher as well as their classroom teacher. This helps the students feel as though they have had a concert, and have successfully “completed” their recorder unit.

Aim/big idea. Aim/big idea: By the end of the unit, students will understand . . . how to make music using an instrument. Essential questions. Essential questions: 1. Do I have the correct posture, hand positioning, and tone while playing my instrument? 2. How can musical expression (dynamics, accents etc.) add to my performance? 3. How are the notes I am playing shown on the staff?

2

Desired Results/Learning Outcomes (Scope & Sequence) General & Specific Musical Learner Expectations/Outcomes Unit Learner Expectations (Goals) By the end of the course students will . . . By the end of the unit, students will be able to . . . GLE/GLO: 1 GLO #3: Insights into music through meaningful musical activities SLE/SLO: 1.1 SLE L16: Identify repetition and contrast.

Assessment/Evaluation (i.e. assessment of learning)

ULE: 1.1.1 Students will be able to identify parts of their pieces that have repeating bars or phrases.

Teacher will ask students to point out similar and contrasting bars before each playing test.

ULE: 1.1.2 Students will be able to connect and link parts of the piece they are learning, to parts they already know. SLE/SLO: 1.2

ULE: 1.2.1

SLE M8: A melody may have an ending home tone (tonic)

Students will be able to tell which note is “do” in the piece they are working on.

Teacher will ask students while they are learning a piece what can help them with a particular bar or phrase.

Teacher will ask students to point out tonic in their piece before each playing test.

ULE: 1.2.2 Students will be able to remember that their piece will always be ending on do (tonic). SLE/SLO: 1.3

ULE: 1.1.1

SLE RW20: sol–fa training to include low “la” and low “so” (“la” “so”) and high “do” (“do”)

Students will be able to identify low “la” and low “so”

Teacher will ask students to point out tonic in their piece before each playing test.

Mad minute note quiz

ULE: 1.1.2 Students will be able to identify high

Mad minute note quiz

3

“do” GLE/GLO: 2 GLO #5: Musical skills and knowledge SLE/SLO: 2.1

ULE: 2.1.1

SLE P13: Demonstrate skills on the following instruments: Recorder— learn to play with good tone, developing ability to read music

Students will be able to play their recorder with good tone.

Various “Belt” tests (White, yellow, orange, blue, etc.) Teacher will be constantly on watch for good tone.

ULE: 2.1.2 Students will be able to read music and transfer it to their recorder.

Various “Belt” tests (White, yellow, orange, blue, etc.) Teacher will be constantly watching for recorder technique. Musical mad minutes. Teacher will assess musical note naming knowledge.

SLE/SLO: 2.2

ULE: 2.2.1

SLE MV10: Perform rhythmic patterns in music.

Students will be able to perform both ti-ti’s and ta’s on their recorders in the correct time.

Various “Belt” tests (White, yellow, orange, blue, etc.) Teacher will be constantly listening for correct rhythm.

ULE: 2.2.2 Students will be able to correctly interpret both ta’s and ti-ti’s in their music before playing. SLE/SLO: 2.3

ULE: 2.3.1

SLE RW 23: Read instrumental scores for rhythm and melody instruments.

Students will be able to read 4-8 bar melodies and rhythms.

Various “Belt” tests (White, yellow, orange, blue, etc.) Teacher will be asking students questions about their rhythms before students begin playing. Recorder test. It will include melodies where students will have to write in note names and melodies.

ULE: 2.3.2 Various “Belt” tests (White, yellow,

4

Students will be able to play 4-8 bar melodies and rhythms on their recorders. GLE/GLO: 3 GLO #1: Enjoyment of music SLE/SLO: 3.1

orange, blue, etc.) Teacher will be listening for correct melodies and rhythms.

ULE: 3.1.1

SLE E10: Changes in dynamics add to the effect of the music.

Students will be able to identify both the louds and softs in a piece of music.

Recorder test. Teacher will have added both the definition for forte and piano on the test.

ULE: 3.1.2 Students will be able to play their music with dynamics.

1. Pre unit Assessment 2. White Belt 3. In class songs and games 4. Yellow Belt 5. BAG of stuff 6. Orange Belt 7. Musical Mad Minute (x3) 8. Chorale - round

Various “Belt” tests (White, yellow, orange, blue, etc.) Teacher will be listening for students dynamics during their testing.

Master List of Major Learning Activities and Experiences 9. Learning new notes (ongoing process) 10. Blue Belt 11. Purple Belt 12. Band Formation 13. Recorder test 14. Black Belt 15. Composition Project

Master List of Materials, Equipment, and Resources 1. Teacher recorder 2. Student recorder 3. “Karate Belts” 4. Teacher created Student music 5. Teacher created Student “Karate Belt” tests 6. Teacher created Smartboard activities 7. Online notenaming game (http://www.teachingideas.co.uk/notation/name-that-note)

8. Recorder youtube video (https://www.youtube.com/watch?v=8c9jEvXMm0c) 9. Student pencils 10. Student Mad Minute worksheets 11. Composition papers for students 12. Stands 13. Chairs

5

Modifications and accommodations for learners with special needs/Adaptive strategies.

Special Considerations Social context issues.

Description of modifications accommodations to be made for learners with special needs/Adaptive strategies in the teaching of this unit:

Description of strategies to be used or steps to be taken to address social context issues in the teaching of this unit.

As a teacher, I think it would be rare to say that you taught a class with no exceptionalities, but in this class that was indeed the case. This grade three class had no “coded” students, and therefore had no students with aids or any type of direct exceptionality. However, I did have a few students who truly struggled throughout the process of learning recorder so I will talk about what I did to help them learn.

I was in an interesting school in the fact that in the classroom that I was teaching this unit to, I had very few social context issues. I was in a catholic school, so I was able to give the students religious music if I wanted (although I didn’t in the end), I had no ESL students, extremely involved parents who helped their children practice at home, and no FNMI students.

Student #1 was a girl who always wanted to please everyone. Therefore, if you asked her how she was doing, she would always reply with “great!”. It didn’t take long however to discover that this student was really struggling with the whole concept of learning an instrument. I first caught on to how much she was struggling by looking at her Musical mad minute that we did on the second day of class. I could tell that while other students usually would mix up the same notes over and over, student #1 was constantly guessing at what she was doing. I took her aside while the other students were practicing later that day, and could tell that she was an extremely visual student. She needed that one on one help in order to learn her pieces. Therefore, I used the resources I had available to me, and sent her out with my TA to get help learning her notes. All this student truly needed was specific one on one time, and someone fully explaining it to her. She also needed the notes written down for her on the page. Therefore, for the orange belt I changed the way that I had the music set up for my students to help her out. Instead of having my notes written out on the staff for them, I had the rhythms with the notes written underneath. That helped this particular student feel more comfortable with her notes and allowed her to focus more on the fingerings than anything else. Although I could not always modify all the students pages like that, so that they do learn to read music, I could definitely modify hers until she feels confident enough to do it herself.

The music we will be learning about in this unit will relate to every single one of my students because I plan to use Canadian music and as Canadian’s, I think it is vital that they learn as many of the folk songs as possible. I have been placed in a very well off area, and I did not have too much diversity when it comes to social class. However, I think it is extremely important for students to be exposed to pieces from all social classes, and ethnicities. I do not want my students playing “Hot Cross Buns” fifty times in a row. I want them to learn a piece like “Land of the Silver Birch”- one that they do not necessarily know, and that has culture and history behind it. For the final few classes, I am hoping that my students will be ready to play an arrangement (arranged by me) of a piece that they enjoy that they can perform at their final “concert”. By the end of the semester, I am planning to have a multiple part recorder piece ready for them to play based on the G pentatonic scale. This piece will be based on the consensus of the type of favourite music they have, and will be an engaging and relatable project for them. I am planning to be in the classroom at recesses and lunch hour unless I am on supervision, and plan to let my students know that. I plan to tell them that if they need any help at all, they are free to come and talk to me about it and I will help them get past their struggle. They will also be able to sign up for “Belt Testing” at those times. Because I know that there will be many students who don’t want to, or are embarrassed to come to me with questions, I plan to observe them throughout the classes and will talk to them if I feel like they need help.

6

Lesson

Topic

1

Recorder Rules and learning hand positioning

Summary of Lessons Learning Objectives Assessment/Evaluation By the end of this lesson TSWBAT . . . 1. Correctly identify how to blow into the • Formative recorder observation of 3. Show correct hand positioning- with discussion about their left hand on top how to blow into the 4. Correctly seal their notes on their recorder recorder. • Formative observation of student’s hand positioning through games and songs

Learning Activities/ Instructional Strategies •

• • • • •

•

• • • •

Discussion of recorders history o Recorder has been around since the 1300’s o Used to be played by everyone including kings o Used to be 12 different sizes of recorder (Now there are only 7) Class discussion asking who has played an instrument before and which one they play Class discussion about recorders being on the ground when teacher is talking Discussion about what it means to “blow gently” Discussion about the meaning of tonguing Asking students what they think good posture means o Discussion about what good posture would be while playing the recorder Explanation of the rest of the rules o Don’t sing into the instrument o Don’t let the recorder touch their teeth o Listen to teacher when she is talking o Don’t blow too hard o Seal all the holes (that are necessary) Explain that the left hand always has to be on top Demonstration of all the rules at once by teacher Teach “Pick up your recorder” song to students by rote Play game with the students and teacher will walk around and tap students “out” if

7

•

2

Recorder rule refresher Learning B and A

1. 2. 3.

Correctly be able to play the note “B” on their recorders. Correctly be able to play the note “A” on their recorders Be able to copy basic rhythms on their recorders

•

•

•

Formative observation of students hand positioning while playing. Formative assessment of students tone and notes during songs and games. Formative assessment of basic rhythms through students playbacks and leadership during the echo game.

•

• •

• •

•

•

•

they aren’t holding the recorders properly Explanation of why recorders have to be in class at all times o Plus explanation of what will happen if students forget them 3 times in a row Reminder discussion about recorder rules o Reminder about hand positioning o Reminder about blowing gently o Reminder about sealing notes o Reminder about tonguing etc. Play the “Pick up your recorder” game with the students Teacher will stand up and show the students the fingering for the note B (first finger down) and will ask students to imitate o Teacher will then walk around the circle fixing students hand positioning and fingering Give the students 10 seconds where they can play that note however they would like Play an echo rhythm game with the students, where she will play a rhythm using B, and they will have to copy o Teacher will pull 5 students at random to come and be the leader Teacher will stand up and show the students the fingering for the note A (first and second finger down) and will ask students to imitate o Teacher will then walk around the circle fixing students hand positioning and fingering Give the students 10 seconds where they can play both notes however they would like Play an echo rhythm game with the students using A AND B o Teacher will pull 5 students at

8

•

• 3

-Identifying notes on the staff -Adding the note “G”

1. 2. 3. 4.

Correctly play the note G on their recorders Identify B on the staff Identify A on the staff Identify G on the staff

•

•

•

•

Formative observation of students hand positioning while playing. Formative assessment of students tone and notes during songs and games. Formative assessment of students note naming abilities Formative assessment of students ability to relate notes on the smartboard to their recorders.

•

• •

•

•

random to come and be the leader Teach “Oh we are pirates” song to the students o Explanation of the game that goes along with the song Students play game with teacher leading it o Teacher taps people out if they have the wrong fingering Discussion about knowing when students notes are sealed and when they aren’t (How do you know?) o Helps with problem solving the “whistle” noise Play “Oh we are pirates” with the students, switching between B and A Students play game with teacher leading it o Teacher taps people out if they have the wrong fingering Teacher will explain that there is a way to write notes down and be able to read them, just like there is a way to read letters Teacher will show students a slide with the staff on it o

Teacher will go through how to read notes, and how a B and an A are notated on the staff.

o

Teacher will show the students what a “G” looks like notated, and will also show the students the fingering for G

o

Teacher will let the students fiddle around with getting the G along with the A and B for 15

9

seconds - any “Whistles” and it stops. Once the students hear the timer, they must stop playing. •

4

-Learning about Recorder Karate -Reminder of B, A, and G -White belt test handed out

1. 2. 3. 4.

Explain the importance of practicing Understand Recorder Karate Understand the testing for their belts Transfer notes on a page to notes on their instruments (aka read music)

•

•

Formative observation of students hand positioning while playing. Formative assessment of students tone and notes during songs

• •

•

Teacher will explain to students that they are going to play a relay race game o

Teacher will explain that there will be either a B, A or G that shows up on the smartboard

o

Teacher will explain that the first person (out of the two teams) to play the note shown on the board 4 times correctly wins a point for their team.

o

When their turn has passed, they will go to the back of the line and sit down.

o

Teacher will make sure to add rules (Don’t tell someone they’re bad, don’t tell someone to hurry up etc.) if there is any poor behaviour the person will be taken out of the game.

Play “Oh we are pirates” with the students, switching between B, A and G Students play game with teacher leading it o Teacher taps people out if they have the wrong fingering Play an echo rhythm game with the students using A, B and G o Teacher will pull 5 students at

10

•

•

and games. Formative assessment of students note naming abilities Formative assessment of students ability to relate notes on the smartboard to their recorders.

random to come and be the leader • Teacher will then explain to students about the recorder Karate, and explain the rules in order to get a belt. o Teacher will explain (and show) what the students need to do in order to get their white belt o Teacher will explain that the students can go as high as getting blackbelt, BUT ARE REQUIRED to at least get their blue belts o Teacher will explain testing, and the fact that students will have to talk to her if they want to come test for their belts at breaks o Teacher will talk with students about the importance of practicing if they are going to be testing for their black belt o Teacher will ask if there are any questions and answer them. o Teacher will show the students what they need to do to get their white belts • Teacher works through white belt piece bar by bar with students o By rote, clapping rhythms, naming notes etc.

11

5

-Reminder about note naming -Reminder of White Belt -Introduction to their yellow belt

1. 2. 3.

Correctly identify G, A, and B on a staff Correctly (mostly) play their white belt test Understand the notes and rhythms in their yellow belt test

•

•

•

•

Formative observation of students hand positioning while playing. Formative assessment of students tone and notes during songs and games. Summative assessment of students note naming abilities through the BAG musical mad minute Formative assessment of students ability to relate notes on the smartboard to their recorders.

• •

•

•

•

•

• •

6

-Testing White belt

•

Successfully explain that they have completed testing for their white belt.

•

•

•

Summative assessment of student’s hand positioning while playing. Summative assessment of student’s tone and notes during white belt testing Summative assessment of students playing skills through their

•

•

Play “Oh we are pirates” with the students, switching between B, A and G Students play game with teacher leading it o Teacher taps people out if they have the wrong fingering Teacher works through white belt piece bar by bar with students as a class o By rote, clapping rhythms, naming notes etc. Teacher introduces yellow belt piece (Many students will have already completed their white belts at this point) Teacher works through Yellow belt piece bar by bar with students o By rote, clapping rhythms, naming notes etc. Teacher introduces students to online note naming game on the smartboard. A fun and exciting “race against the clock” to name the notes on the staff Students will compete in teams to complete the game Game: http://www.teachingideas.co.uk/notation/namethat-note

Teacher will pull students out of the classroom one by one (TA will be in the classroom at all times) to summatively assess students on their white belt tests This class is the last class before spring break (students last day in school). Students who are not testing at that time will be with their classroom teacher cleaning out their lockers and desks, or inside the music classroom (With my TA) practicing for their white or yellow belt test.

12

7

-Reminder of BAG notes and where they sit on the staff -Learn low E on the staff and on recorders -Yellow Belt reminder

1. 2. 3. 4.

Correctly identify the notes B,A,G and E on the staff Play low E on their recorders Correctly identify the notes in the song “merrily we roll along” Correctly play the song “Merrily we roll along” when broken into bar-by-bar

•

•

•

•

•

white belt testing Formative observation of students hand positioning while playing. Formative assessment of students tone and notes during songs and games. Formative assessment of students note naming abilities. Formative assessment of students ability to relate notes on the smartboard to their recorders. Formative assessment of students understanding of notes and rhythms in a piece of music.

• Teacher will pull up the smartboard lesson which has the notes A B and G separately o Teacher will explain to students that A is a space note, and B and G are line notes o Teacher will explain to students that because B is higher on our recorders, it is on the higher line o Teacher will explain to students that because G is lower on our recorders, it is on the lower line o Teacher will explain that A is the line note in the middle of G and B • Teacher will then show the students the new note (Low E) • Teacher will then ask the students to repeat after her, and play various different rhythms on low E o Teacher will listen to students play their notes, and even ask students to volunteer to create the rhythms o Teacher will listen to the students who volunteer play their rhythm, and observe how they are doing with their new note o Teacher will then ask students to take that new note home and make sure that they are practicing it, because their next piece will have the low E in it • Teacher will then pull up students Yellow belt recorder piece o Teacher will work through the piece with the students by clapping, saying the notes, and then bar by bar by rote. • Teacher will then play the BAG or stuff

13

game with the students using Merrily we Roll Along o (Snap B, Patch G, Clap A) • Teacher will then use the “Echo” game with the students where the teacher turns away and plays a simple rhythm using B, A, or G for the students o the students will have 10 seconds to figure out what the teacher played o The teacher will then ask students to volunteer to play back what they think the teacher played • Teacher will then use the last 10 minutes to allow the students to either practice their yellow belt test, or play the note naming game. • Note naming game: http://www.teachingideas.co.uk/notation/n ame-that-note

8

-Musical Mad minutes - Completing Yellow belt testing -Learning Orange belt

1.

2. 3.

Say they have successfully completed their Yellow belt test (for those who haven’t already completed it) Be able to play through their orange belt test Be able to switch quickly between E and G

•

•

•

Formative assessment of student’s hand positioning while playing. Formative assessment of student’s tone and notes while playing Summative

• The teacher will hand students out a BAG mad minute once again, and allow them 5 minutes to complete it • Teacher will then pull up students Yellow belt recorder piece o Teacher will work through the piece with the students by clapping, saying the notes, and then bar by bar by rote. • Teacher will then use the “Echo” game with

14

•

assessment of students playing skills through their Yellow belt testing Summative assessment of students note naming abilities through the BAG musical mad minute

•

•

•

• 9

-Completing Orange Belt -Beginning to Learn BAG cannon (what is a cannon)

1. 2. 3.

Say they have successfully completed their orange belts Understand the meaning behind a cannon (musical meaning) and a round Be able to get through the entire BAG cannon as a class

•

•

•

Formative assessment of student’s hand positioning while playing. Formative assessment of student’s tone and notes while playing Summative assessment of students playing

•

•

•

the students where the teacher turns away and plays a simple rhythm using B, A, or G for the students o the students will have 10 seconds to figure out what the teacher played o The teacher will then ask students to volunteer to play back what they think the teacher played Teacher will then show students the video of the recorder that she has from youtube (https://www.youtube.com/watch?v=8c9jE vXMm0c) o Teacher will then ask students to give their comments about the video and what they thought about it. Teacher will then show the students their orange belt test and go through it with them in the BAG of stuff fashion. o Snap for B, Clap for A, Patch for G, Stomp for E Teacher will work through the piece with the students by clapping, saying the notes, and then bar by bar by rote. For the last 15 minutes of class, teacher will test students on their yellow belt The teacher will hand students out a BAG mad minute once again, and allow them 5 minutes to complete it Teacher will then pull up students Orange belt recorder piece o Teacher will work through the piece with the students by clapping, saying the notes, and then bar by bar by rote. Teacher will then use the “Echo” game with the students where the teacher turns away and plays a simple rhythm using B, A, or

15

•

skills through their Orange belt testing Formative assessment of students musical knowledge •

•

• •

• 10

-BAG cannon and round -BAG round in partners -Learning high C -Introducing blue belt

1. 2. 3. 4.

Successfully play the BAG cannon with their partner Successfully play High C on their recorder Show the fingerings for high C Be able to play through the blue belt piece

•

•

•

Formative assessment of student’s hand positioning while playing. Formative assessment of student’s tone and notes while playing Summative assessment of students playing skills through their Orange belt testing (if not completed the day before)

•

•

•

•

G for the students o the students will have 10 seconds to figure out what the teacher played o The teacher will then ask students to volunteer to play back what they think the teacher played Teacher will then introduce the idea of the BAG cannon with the students and begin working through it with them in the BAG fashion o Snap for B, Clap for A, Patch for G, Stomp for E Teacher will work with students by playing measure 1 and 3 and the students will play bars 3 and 4 Teacher will then introduce the students to the idea of a cannon Teacher will then work with the students to try and do the BAG as a cannon with the class. Orange belt testing/ practice for last 10-15 minutes of class Teacher will remind students of the idea of the BAG cannon and continue working through it with the students in the BAG of stuff fashion o Snap for B, Clap for A, Patch for G, Stomp for E Teacher will work with students by playing measure 1 and 2 and the students will play bars 3 and 4 o Teacher will trade students on and off until they have played all bars at different times Teacher will then work with the students to try and do the BAG as a cannon with the class. Teacher will pair students off and ask them

16

•

11

-Performance setup -Practicing for final performance -Blue belt testing -Composition piece

1. 2. 3. 4.

Understand why we are in a performance layout Be able to say they have completed their blue belt testing Play pieces for final performance Begin work on composition piece

•

•

•

•

12

-Final performance -Final testing

1.

Complete a performance on their recorders for their classroom teacher

•

Formative assessment of students musical knowledge

to work together to do the round. • Teacher will allow groups to present what they have done. • Teacher will introduce high “C” as a new note for the students • Teacher will introduce their blue belt test and work through the piece with the class. o Teacher will work through the piece with the students by clapping, saying the notes, and then bar by bar by rote.

Summative assessment of student’s hand positioning while playing their blue belt piece Summative assessment of student’s tone and notes while playing their blue belt piece Summative assessment of students playing skills through their blue belt testing Summative assessment of students musical and rhythmic knowledge (composition project)

•

Summative assessment of student’s hand

•

•

• •

•

Teacher will have students lined up into rows similar to the band set up Teacher will work with students on the pieces that they have already practiced and tested (white belt, yellow belt, orange belt, blue belt etc.) all together Teacher will explain the composition piece to the students Teacher will allow students to begin working on their composition pieces while she tests students on their blue belts.

Teacher will have students lined up into rows similar to the band set up Students will perform their pieces for their

17

- Final time for composition piece

2. 3.

Complete their testing of their blue belt (or further) Complete their Composition piece and hand it in

•

•

•

positioning while playing their blue belt piece Summative assessment of student’s tone and notes while playing their blue belt piece Summative assessment of students playing skills through their blue belt testing Summative assessment of students musical and rhythmic knowledge (composition project)

•

classroom teachers Teacher will allow students to continue working on their composition pieces while she tests students on their blue belts (or further).

18

ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes

Assessments Pre Unit Assessment

White Belt

Observation

Yellow Belt

Class Discussion

Orange Belt

Recorder quiz

Formative

Summative

Formative

Summative

Formative

Summative

Summative

N/A

10%

N/A

10%

N/A

10%

10%

SLE M8: A melody may have an ending home tone (tonic) SLE H7: Pitched percussion instruments can be combined to make harmony. SLE RW20: sol–fa training to include low “la” and low “so” (“la” “so”) and high “do” (“do”) SLE P13: Demonstrate skills on the following instruments: Recorder— learn to play with good tone, developing ability to read music

X

X

X

X

X

X

X

X





X



X



X



X



SLE L16: Identify repetition and contrast.

X



SLE MV10: Perform rhythmic patterns in music. SLE RW 23: Read instrumental scores for rhythm and melody instruments

X



X



Learning Outcomes

Title Type



(Formative/Summative)

Weighting

































X



X



X



X



X



























X



X

X







X







Subject Area Grade Level Topic Length of Unit (days)

ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Music Grade 3 Recorder 12 classes

Assessments Green Belt

Blue Belt

Class Discussion

Purple Belt

Recorder Test

Black Belt

Composition Project

Summative

Summative

Formative

Formative

Summative

Formative

Summative

10%

10%

N/A

N/A

20%

N/A

20%

SLE M8: A melody may have an ending home tone (tonic)



X



X



X



X



SLE H7: Pitched percussion instruments can be combined to make harmony.





X



X





X



X



X





Title

Learning Outcomes

Type



(Formative/Summative)

Weighting

SLE RW20: sol–fa training to include low “la” and low “so” (“la” “so”) and high “do” (“do”) SLE P13: Demonstrate skills on the following instruments: Recorder— learn to play with good tone, developing ability to read music



X



SLE L16: Identify repetition and contrast.



X

SLE MV10: Perform rhythmic patterns in music.





SLE RW 23: Read instrumental scores for rhythm and melody instruments

X



X



X







X







X





X



X



X









X



X



X





X



X





X



X





X



X



X



X



X



ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes



Assessment Tool Overview Assessment Tool Title



Outcomes

Pre Unit Assessment

M8, H7, RW20, P13, L16, MV10, RW23

White Belt

M8, RW20, P13, RW23

Brief Description This will be a handout that is given to the students at the end of the first class. It will be a simple handout that has various questions about where the students feel like they are at with their musical knowledge, as well as their favorite songs to listen to, favorite movies, etc. I will also be asking them how they feel about recorder (excited, skeptical, not excited at all), and whether or not they play any other instruments. I will be using this assessment to get to know my students and their own backgrounds. It will help me know whether or not they are excited for learning an instrument, and will warn me about some potential classroom management difficulties ahead of time. I will also be using their choices of favorite songs to pick some of the testing songs for the various belts (such as “let it go” for black belt.) The white belt will be assessing my students on the very basics of recorder. This assessment will take place like the rest of them, when the students feel as though they are ready to take the test. This playing test in particular will focus on the students hold on the recorder and whether the students can play the note “B” four times in a row with correct tone and the correct seal on their recorder. I will be using this assessment to see whether or not my students have understood what I have been teaching them in class, and if they truly understand the correct hold of the recorder. If I find that many of the students do not seem to have a good grasp of this

For

AS

X X





OF



X

ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes

concept, I will be going back to square one to re-teach it.



Observation

M8, P13

Yellow Belt

M8, P13, RW23

This will just be me observing my class as we play various musical games and begin the process of reading different notes on the staff. I will be checking to see what they know and understand through various smartboard activities and class participation. I will be using this to see if the class is following along with the concepts I am teaching and whether or not they truly understand the new notes they are learning. Through the singing of “the pirate song”, the students should be able to grasp the concept quickly. By being able to walk around the classroom and watch the students, I will be able to see how many of them have grasped the concept, and how many are still struggling. The yellow belt will be once again, assessing my students on the very basics of recorder. This assessment will take place like the rest of them, when the students feel as though they are ready to take the test. This playing test in particular will focus on the students hold on the recorder and whether the students can play the note “A” four times in a row with correct tone and the correct seal on their recorder. They will then be asked to repeat the note that they played for their white belt (B) to ensure that the lessons have been scaffolded properly and that they haven’t forgotten the skills they have already learned. I will be using this assessment to see whether or not my students have understood what I have been teaching them in class, and if they truly understand the correct hold of the recorder. If I find that many of the students

X







X

ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes





Class Discussion

M8, P13

Orange Belt

M8, P13, RW23

do not seem to have a good grasp of this concept I will have to go back and use a different game or song to re teach the concept. This class discussion will be to see where the students think they are at with their learning. I will ask them whether or not they think they have been succeeding at their practice (recommended 5 minutes a night) and what they think that they should work on the most. I will be using this as an opportunity to allow the students to assess themselves and look at how they are doing in the class critically. It will also allow me to see what they think of themselves, and whether or not they are grasping the songs and the concepts. The Orange belt will be once again, assessing my students on the very basics of recorder. This assessment will take place like the rest of them, when the students feel as though they are ready to take the test. This playing test in particular will focus on the students hold on the recorder and whether the students can play the note “G” four times in a row with correct tone and the correct seal on their recorder. They will then be asked to repeat the note that they played for their white belt and yellow belt (B and A) to ensure that the lessons have been scaffolded properly and that they haven’t forgotten the skills they have already learned. I will be using this assessment to see whether or not my students have understood what I have been teaching them in class, and if they truly understand the correct hold of the recorder. If I find that many of the students do not seem to have a good grasp of this concept I will have to go back and use a different game or song to re teach the concept.

X X







X

ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes



Recorder quiz





M8, P13, RW23

This quiz will be the first of two written assessments for the students and will be a mad minute. Like the math mad minutes, the students will have between 3-5 minutes to correctly name all the notes on the staffs on their pages (There will only be the three notes they have learned B,A,G). This will allow the students to see whether or not they really do know the notes on the staff. I will be using this assessment to check that the students really do have a grasp of the required concepts and whether they do know their notes. By doing this quick quiz, I should get the sense if I am teaching the notes on the staff in a way that relates to them.



X X

ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes



Assessment Tool Overview Assessment Tool Title



Outcomes

Green Belt

P13, RW23

Blue Belt

M8, RW20, P13, L16, RW23

Brief Description The green belt will be the first of the tests to check the students knowledge not only on their technique on the recorder, but on their ability to play a piece of music as well. This assessment will take place like the rest of them, when the students feel as though they are ready to take the test. This playing test in particular will focus on one particular (short) piece of music for the student to play that has all the notes B, A, and G. This piece will be simple enough that they don’t need to have too much knowledge of rhythm, but they will be required to have read music (B, A, G) for them to be able to correctly play the piece. I will be using this assessment to see whether or not my students have understood what I have been teaching them in class, and if they truly understand how the notes on the staff relate to their recorder. If I find that many of the students do not seem to have a good grasp of this concept, I will have to go back and work again on showing the students how the notes on the staff can be played on their recorders. The blue belt is the last belt that the students are required to achieve. It will test students on their knowledge about their technique on the recorder, and on their ability to play a slightly more difficult piece of music. This assessment will take place like the rest of them, when the students feel as though they are ready to take the test. This playing test in particular will focus on one particular (short) piece of music for the student to play that has all the notes B, A, and G. This piece will be both quarter notes and eighth notes unlike

For

AS

OF





X





X

ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes





Class Discussion

H7, P13, RW23

Purple Belt

M8, P13, Mv10, RW23

the last piece, and they will be required to have read music (B, A, G) for them to be able to correctly play the piece. I will be using this assessment to see whether or not my students have completely understood the minimum of what I have been teaching them in class, and if they truly understand how the notes on the staff relate to their recorder. If I find that many of the students do not seem to have a good grasp of this concept, I will have to go back and work again on showing the students how the notes on the staff can be played on their recorders, and how we can incorporate simple eighth note rhythms. This class discussion will be to see where the students think they are at with their learning. I will ask them whether or not they think they have been succeeding at their practice (recommended 5 minutes a night) and what they think that they should work on the most. I will be using this as an opportunity to allow the students to assess themselves and look at how they are doing in the class critically. It will also allow me to see what they think of themselves, and whether or not they are grasping the songs and the concepts. The purple belt is NOT REQUIRED for the students to test for. It will test students on their knowledge about their technique on the recorder, and on their ability to play a more difficult piece of music. This assessment will take place like the rest of them, when the students feel as though they are ready to take the test. This playing test in particular will focus on one particular (medium length) piece of music for the student to play that has all the notes B, A, and G. This piece will be both quarter notes and eighth notes, and they will

X X



X





ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes





Recorder Test

H7, RW20, P13, RW23

Black Belt

M8, H7, P13, L16, MV10, RW23

be required to have read music (B, A, G) for them to be able to correctly play the piece. I will be using this assessment to see which students have gone above and beyond the requirements for this class. This can also help see musical talent and ability as well as passion. This recorder test will be the second of two written assessments for the students and will be a formally written out test. This test will be assessing students note, technique, tonging and fingering knowledge about the recorder. I will be using this assessment to check that the students really do have a grasp of the required concepts and whether they do know the various things I will ask them for on this quiz. This helps me verify that I have correctly done my job and taught them the unit that was required of me. The black belt is NOT REQUIRED for the students to test for. It will test students on their knowledge about their technique on the recorder, and on their ability to play a more difficult piece of music. This assessment will take place like the rest of them, when the students feel as though they are ready to take the test. This playing test in particular will focus on one particular longer and more difficult piece of music for the student to play that has all the notes B, A, and G, as well as a new one E. This piece will be both quarter notes and eighth notes unlike the last piece, and they will be required to have read music (B, A, G and E) for them to be able to correctly play the piece. This piece will incorporate tougher Jazz rhythms and may be played along with the accompanying track if the students wish. This song will be played at least once in class, but it will be up to the



X

X X





ED 3604 – Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Music Grade 3 Recorder 12 classes



Composition





M8, H7, RW20, P13, L16, MV10, RW23

students to perfect it through practice at home. I will be using this assessment to see which students have gone above and beyond the requirements for this class. This can also help see musical talent and ability as well as passion. This will be a final project for the grade three students and will be done in the last two classes of my unit, as well as potentially for a little bit of homework. The students will be required to “compose” a two bar piece of music using only TA’s and Ti-Ti’s, as well as the notes BAG. This will help me know whether the students have a full grasp of the music that they are learning and reading. This will also allow them a chance to try out their pieces on their recorders and self assess themselves, go back and change it. This will allow the students to feel like true composers and performers.



X X

White Belt Test Recorder REMEMBER: 1.Left hand on top and right hand on the bottom 2.Seal all your notes (holes) 3.Blow gently 4.Have fun!!

Name: ___________ Date: ____________

B-A-G BAG TEST

Mad BAGMinute TEST

Ŋ Ŋ Ŋ ŊŊ Ŋ ŊŊ Ŋ ŊŊ Ŋ ŊŊ Ŋ

Ŋ "

"

" " "Ŋ " " " " "" " ""Ŋ " "" "" " " Ŋ " "" "" "Ŋ " " " "" "" "" "

"" "

Ŋ "

"" " "

"

" " " " " " " "" " "" " " "" ""

"" "

"

BAG TEST " " " BAG TEST " " " BAG TEST " " " " " " " "

" " """ " "" " "" "" "" " " " " "" "" "" " " "" "" " " " "

"

" " " "" """ " " ""

" " " "" "" " "" " " " "" "" " " " " " " "

"

"

" "" " "" "

"

" "" "" " "" ""

"" " " "" "" " " " " " " "" "" " " "" " " " " " " " "

Yellow Belt Test Recorder REMEMBER: 1.Left hand on top and right hand on the bottom 2.Seal all your notes (holes) 3.Blow gently 4.Have fun!!

"" # # # # #

BAG march #

# # # # #

#

# # # # #

#

#

#

$

Orange Belt Test Recorder REMEMBER: 1.Left hand on top and right hand on the bottom 2.Seal all your notes (holes) 3.Blow gently 4.Have fun!!

Blue Belt Test Recorder REMEMBER: 1.Left hand on top and right hand on the bottom 2.Seal all your notes (holes) 3.Blow gently 4.Have fun!!

Purple Belt Test Recorder REMEMBER: 1.Left hand on top and right hand on the bottom 2.Seal all your notes (holes) 3.Blow gently 4.Have fun!!

Black Belt Test Recorder REMEMBER: 1.Left hand on top and right hand on the bottom 2.Seal all your notes (holes) 3.Blow gently 4.Have fun!!

Become a Composer Now that you’ve learned your notes on your recorder, and gotten your belts it’s time to compose a recorder piece of your very own! Use the 6 bars below to create a piece of music using the notes you’ve learned on your recorder, and then present it to the teacher.

Requirements 1. 2. 3. 4. 5. 6. 7.

You can use the notes : B, A, G, E, C, or D You can not use the same note more than twice in a row You must use both quarter notes (ta’s) and eighth notes (ti ti’s) You must write the note names under each note Draw a line through each beat Check the time signature! Play your composition to Miss. Cooper!

Bibliography Gagné, D. (2001). The complete recorder resource kit. Red Deer, Alta.: Themes & Variations. Marcelline, M. (1998). Beginning Recorder in an Orff Setting Marcelline, M. Reach for a Star Name that Note. (2015). http://www.teachingideas.co.uk/notation/name-that-note Philipak, B., & Jennings, P. (2002). Recorder karate: A highly motivational method for young players. Wauwatosa, WI: Plank Road Pub.

Reflective Critique This unit, although fun an interesting, took me almost completely out of my comfort zone. It was interesting to me, because I love elementary students and I have always thought that I would teach them in the long run. Planning this unit however, was extremely different because it wasn’t band, it wasn’t even choir, and I hadn’t played the recorder since fifth grade. There are some things that I would keep the same in my unit like my choice of songs, and the times that they learned the new notes. Although there were many good parts to my unit, there were also parts that I would absolutely 100% change next time I taught it. The first thing I would change is my own mindset. I struggled in my first two classes to remember, these kids are eight! I had to learn to wrap my head around the fact that no, they don’t know all the notes on a staff, and no they definitely do not know how to hold a recorder properly. The second thing I would change would be my first few beginning lessons. The students are without a doubt not ready to learn to play a note on their first day with their recorders. It takes time (and a lot of it) to learn the basic rules, hand positioning, and the fact that the holes have to be completely sealed. Not only that, but it takes time to learn the correct air flow, and the correct tonguing; and they have to learn those things off the instrument first. Next would be how I introduced the “Recorder Karate” concept. Although the students were super excited about the aspect of “earning their belts”, I told them the order of the belts which seemed totally harmless at the time. However, because I only taught the students for six weeks the amount of belts that I had for them (8) was completely unreasonable. All the kids wanted to get to their black belt and unfortunately, none of them did.

I didn’t have enough time to teach them all the skills required to complete their black belt tests, and that was absolutely a set back for me and something I would change in the future.

I think that my ULE’s and learning objectives were absolutely age and level appropriate if not at the beginning of the unit, at the end. I was lucky because I had an extremely strong group of grade threes who were anxious to learn. I think that if the class had been a little less excited about the concept of playing the recorder, I could have run into some issues. I definitely think that the recorder unit is one that should be saved until well into the year when you know your students and what they are capable of.

I am pleased to say that my instructional strategies seemed to be effective and my students did rise to the occasion and succeed in ways that maybe I wasn’t expecting. By the end of my time with them, listening to my class play the recorder was actually an enjoyable experience (something that isn’t always the case with the recorder). I think my students were engaged throughout most of my lessons, which was wonderful to see and they always seemed really excited about coming to music class. The materials I chose to use with my students were absolutely amazing and really helped me every step of the way. Although I may have picked some stuff that was too difficult for them at the beginning, by the end I believe I was using my materials effectively and picked songs and exercises that were enjoyable for my students.

Although I think that I had really good classroom management with my students, I think that I definitely need to do some work on moving on quickly. At grade 3, my students were still young

enough that they had to be moving fairly often and couldn’t just sit and listen for the entire period. I found this extremely challenging at times, and even lost control of the class once. I found it difficult to remember that the students needed things like games, and time to get up and move around. At first, I didn’t find this a problem because I had found lots of singing games for working on hand positioning and the first few notes they learned on the recorder. However, I found it extremely difficult to get some of the students engaged when we were learning different pieces of music. They didn’t want to sit there to learn it like you would do with a band, but I struggled to find a way that would allow them to get up and walk around but learn their music at the same time. I think that if I ever did this unit again, I would honestly consider getting my students sitting like a band would for at least the last few weeks. This way, I could not only prepare them for band, but give each of them their own music that they could write on and read off of. I think this would make the sitting and learning new music part of recorder exciting for them. It would allow them to have the feeling of collaboration with their class, and it would even potentially be possible to get more than one part going at once.

For this class, my plan for establishing and maintaining a positive learning environment was successful. I had these students all morning while I worked in the grade three classroom as well, and by maintaining a presence there, I held onto it during music lessons. The students were always extremely excited to play their recorders and would ask me daily if they could come in and test for their belts. I was extremely pleased by the end with how far they had come, and how much work they put into practicing for their recorder belts.

I think overall, I would call my unit a success. Although there are definitely a few things I would change and a few lessons that fell flat, it was an amazing learning experience to be in the elementary classroom. I think as a music educator it is important to be well rounded in all aspects of your teaching, and teaching recorder to grade three’s definitely helped me achieve that.