Written by: Brent Duncan Unit Title: New Zealand Music Year: 9

Time Frame: 26 H ur !eri ds "2#$

%earnin& F cus: 'n w: Terms (eatures)style* c nte+ts),ur, se "used ( r - created ( r$* r.yt.m* beat "time si&nature$* ,itc.* dynamics* timbre* te+ture* c. rds* selected c m, siti nal de/ices Understand: 'n w t.ese terms and a,,ly t.em in listenin&* ,layin& and creatin& c nte+ts 01ills: Use termin l &y t identi(y as,ects ( musical style* !lay in time2 read and e+,ress sim,le r.yt.ms and ,itc. accurately2 3es, nd t * identi(y* re,resent and use musical elements e((ecti/ely t e+,ress creati/e intenti ns2 4+,eriment "5m,r /ise$* create* re.earse and ,lay in &r u,s2 !lay in (r nt ( an audience* 3e(lect n and re/iew music 6c.ie/ement 7b8ecti/es: 5ntended %earnin& 7utc mes: %earnin& 6cti/ities)4+,eriences: 6ssessment ( r %earnin&: %e/el 9 (Related to the Objectives) (!hat the students will do to achieve the learning outcomes) The students will be able to De/el ,in& !ractical 'n wled&e in Music "!'$ "dentify and describe the "ntroduce listening activity wor(sheet ) Sweet "" &age * Teac.er 7bser/ati n - wit. a ( cus n students Students will use focused characteristics and purposes of +#plain terms to enable students to respond to the musical usin& a,,r ,riate / cabulary t dem nstrate listening to identify, music from different conte#ts ($%, e#tracts understandin&; transcribe, and manipulate &') Repeated at the beginning of each lesson with different musical elements and Share and e#plain personal responses e#tracts of ,- music structural devices and will to, and evaluations of, live and use instruments and recorded music (%", $%) technologies to transpose Transform a (nown jingle and play /0O120 3O%'+T !eer 6ssessment "!eer 6ssessment <$ and notate music. bac( to class in pairs as a rhythmic 0istening !or(sheet (Sweet "" &age *) ) /lobal 3oc(et ) "nto hoc(et (%", &') 4usic 5 ) &g 6* ) %. Tr 7 De/el ,in& 5deas in Music $sing 80istening Signpost9 map blan1 out times and in pairs "D5$ %reate te#tures using combinations students write in correct times : "nto 4usic 5 ) &g 6; ) %. Tr Students will use musical of paired hoc(ets. (.") 7. (+#plain dynamics and get students to insert ne#t to each elements, instruments and descriptor.) technologies to create +#plain 3oc(et (using <uestioning) ) =two or more people structured compositions and spea(ing a sentence one word after the other.> improvisations. "n pairs thin( of a well (nown advertisement jingle and rehearse it as a hoc(eted rhythm ) re rehearse hoc(ets : mmunicatin& and varying the tempo, timbre (body percussion?vocalise) and 5nter,retin& in Music ":5$ dynamics : ,er( rm it t t.e class - ,eer assessment <; Students will prepare, %onductor 2ctivity ) Student or teacher brings in each pair to rehearse, present and build up layers of sound and vary dynamics. evaluate a range of musical pieces for a variety of purposes. 4+tensi n $se random numbers to generate number of repetitions Record class hoc(ets with different student conductors

Understandin& Music in : nte+t "U:$ Students will identify and compare musical styles and genres in relation to social and historical conte#ts.

Respond to rhythmic features of a music wor( and play bac( heard rhythms (&') 0earn rhythmic values and apply understanding in an original rhythmic composition (&', .") ,otate and represent an original rhythmic composition (&', .", %") Respond to pitch features of a music wor( and play bac( heard melody (&') 0earn note names and apply understanding in a reading notation of 8Once !ere !arriors9 using appropriate instrument techni<ues (&') .emonstrate (nowledge of notation (&') $sing notation play the Theme from Once !ere !arriors in a group and show awareness of ensemble (&', %")

T.eme (r m 7nce Were Warri rs 0istening !or(sheet (Sweet "" &age *) ) Theme from Once !ere !arriors ) Sweet "" pg *@ ) Tr 7 Rhythm %lap 1ac( the Rhythm with the guitar !or( out beats per bar : 5 or 7A &unch fast notes and flat hand circle for long notes %ount out loud with arm movements .efine bar &lay a short e#tract and determine how many bars are in each e#tract. (Once !ere !arriors B $ntouchable /irls Tr @ ) Sweet "" B 1eatni( Tr * ) Sweet "" B /od .efend ,ew -ealand Tr C) %reate a chart of rhythm values ) in bar groups ) include counting (Semibreve ) Duaver) !or( out how many beats some of the notes are worth in Theme from Once !ere !arriors $sing the rhythm of the melody of Once !ere !arriors ) Sweet "" pg *@ jig saw the score. Order the cards of rhythm into the correct order. Students now create their own order and tempo ) they perform it and then perform it as a hoc(et in pairs &itch %omplete a pitch graph representation of the Theme from Once !ere !arriors 0earn 'eyboard ,otes and basic techni<ues ) $se all C fingers ) R3 ) number fingers Teach guitar chords of +m, /, ., 2m ,ote ,aming lin(ing to the conte#t of this piece (2 minor) !eer 6ssessment 2 = Di/ide int > &r u,s re.earse and ,er( rm "5n small &r u,s$ ?T.eme (r m 7nce Were Warri rs@ in r tati n Ar u, < - 'eyb ard "4+tensi n add %H n tes$ Ar u, 2 - Auitar Ar u, > - N te namin& e+ercises

N tati n 6ssessment "3an&e: 3.yt.m - semibre/e t Bua/er2 !itc. - treble and bass cle( in sta/e2 Time 0i&nature and barlines$

!eer 6ssessment "!eer 6ssessment 2$

%ompare and contrast musical styles ($%, %") $se the voice to sing e#pressively (%", $%) 2nalyse structural chractersitics in music (&', $%) &laybac( (and notate) e#cerpts of music (&') %reate and record and original song (.")

T.ree %ittle Birds - 5nt Music > - ,& C9 D >< 0istening !or(sheet (Sweet "" &age *) ) Three 0ittle 1irds ) "nto 4usic 5 : Tr E B; ) For the 0ove of "t ) Salmonella .ub ) Sweet " ) &g 6*:6G ) Tr 5 %ompare and contrast with the original 1ob 4arley ($se chart ) Sweet "" ) &g G) Sing along with 1ob 4arley version and "nto 4usic 5 version Reinforce previous concepts and activities 1eats per bar ) count the beats ber bar and the number of bars ) time signature. 1eats of the bar that are emphasised (accents) Duavers ) Swing 1eat 1y listening, to the Three 0ittle 1rids version, create a structure chart in groups ) %horus ) "ntro ) (melodic riff) ) H%horus ) %horus ) Ierse 6 ) %horus ) %horusJ 2t (eyboards, with the first note given, students wor( out how to play bac( the melody of the first two lines. (+#tension : determine the notes used in the melody and?or notate on a stave)

0el( )!eer)Teac.er 6ssessment >

T60' 5n &r u,s ( 9=6 :reate a s. rt structured Es n&F usin& re&&ae c.aracteristics; W rds "3eli&i us - , siti/e (eel - teac.er &enerated$ !ercussi n r.yt.m "4m,.asis n 2 and #$ :. rds "> c. rds$ "6* D* 4$ Auitar 0trummin& 0tructure "0ame as T.ree %ittle Birds$ Mel dic 3i(( 3ec rd re&&ae c m, siti ns and s.are t.em wit. t.e class;

3es urces Sweet " and "" ) ,-4"%?4O+ "nto 4usic 5 ) 0earning 4edia?4O+ !ractical Music 3es urces /uitar 'eyboard Recording +<uipment Rehearsal Spaces 2udio +<uipment &ercussion "nstruments

%in1s t 'ey : m,etencies Thin(ing 4a(ing 4eaning Relating to Others 4anaging Self &articipating and %ontributing

4/aluati n: !hat wor(ed well and whyA

W.ere t Ne+tG "ndividual composition ) Solo &erformance ) /roup &erformance of peer compositions ) 0istening to, describing and evaluating a wider range of musical styles and genres ) through listening students identify chords, structural characteristics and transcribe various aspects ) using software to manipulate, create, record and notate musical ideas.

!hat could be improved and howA

PEER ASSESSMENT 1 !eer assessment ( &r u, ,er( rmance ( H7:'4T0

6. " li(ed this performance because K @. " thin( this performance could have been improved by K
2gree .isagree

5. The performance held my attention 7. 2ccording to the assessment criteria " award this group
Y 6 M 4

Ar u, !er( rmance 6ssessment :riteria - H c1ets Let to 2chieve (L) The group needed more time and focus for their performance 2chieved (2) The group (ept in time with each other for most of the performance. There were some changes in dynamics and timbre (sound choices) 2chieved with 4erit (4) The group (ept in time with each other for the performance. There were changes in dynamics and timbre (sound choices) 2chieved with +#cellence (+) The group (ept in time with each other giving a fluent performance. There were effective changes in dynamics and timbre (sound choices)

SELF/PEER ASSESSMENT 2 0el( assessment ( c ntributi n t t.e re.earsal ( t.e T.eme (r m 7nce Were Warri rs " contributed to my groupMs performance by : : staying on tas( : encouraging others to stay on tas( : accepting other peopleMs ideas : (nowing my part well : suggesting ways to ma(e our performance effective (eg staying in time, playing accurately) : staying in time with other members in my group : encouraging others to listen and stay in time with each other

2gree

.isagree

!eer Ar u, !er( rmance 6ssessment :riteria - T.eme (r m 7nce Were Warri rs Let to 2chieve (L) The group needed more time and focus for their performance 2chieved (2) The group (ept in time with each other for most of the performance. The melody and chords were played accurately for most of the performance The melody could be heard over the chordal accompaniment. 2chieved with 4erit (4) The group (ept in time with each other for the performance. The melody and chords were played accurately for the performance 2chieved with +#cellence (+) The group (ept in time with each other giving a fluent performance. The melody and chords were played accurately and confidently for the performance The melody could be clearly heard over the chordal accompaniment.

The melody could be clearly heard over the chordal accompaniment.

SELF/PEER ASSESSMENT 3 0el( assessment ( c ntributi n t t.e creati n ( an ri&inal re&&ae s n& " contributed to my groupMs song by : : staying on tas( : encouraging others to stay on tas( : accepting and evaluating other peopleMs ideas : giving ideas : playing and (nowing my musical part well 2gree .isagree

!eer Ar u, !er( rmance 6ssessment :riteria - T.eme (r m 7nce Were Warri rs Let to 2chieve (L) The group needed more time and focus for their performance 2chieved (2) The musical ideas are appropriate for the style The short song has a structure The short song contains elements of reggae style 2chieved with 4erit (4) The musical ideas are really suitable for the style The short song has a clear structure The short song contains elements of reggae style 2chieved with +#cellence (+) The musical ideas are catchy and memorable The short song has a clear structure The short song is a convincing reggae song