Subject-group Overview Vertical/Horizontal Planner Subject Area: … (1-5) Music- Subject Group... · Video presentation on music of a culture of students’ choice, including performed

Subject-group Overview Vertical/Horizontal Planner

Subject Area: Music MYP Level: 1

UNIT

TITLE

Key

concept

RELATED

CONCEPT

S

Global

context

Statement of

inquiry

Objectives/Objective

strands/Assessment

criteria

Summative

assessment task

ATL

skills/skill

indicators

Content (topics,

knowledge, skills)

Aural skills

1

Connection

s

Structure

Personal

and cultural

expression

When connected

with other topics

in music, aural

gives us structure

and skills to

express ourselves

musically.

A)

iii. demonstrate

awareness of the links

between the

knowledge acquired

and artwork created.

Viva voce, with

interval

recognition and

production.

Communica

tion skills

Intervals: 3rd, 5th,

8ve.

Scales: major and

melodic minor

Guitar 1 -

notes

Aesthetics

Expression

Personal

and cultural

expression

Learning to play

individual notes on

guitar allows us to

express music

aesthetically.

B)

i. demonstrate the

acquisition and

development of the

skills and techniques of

the art form studied

ii. demonstrate the

application of skills and

techniques to create,

Solo

performance

exam

Self-

manageme

nt

The notes of the

strings; frets and how

they work; parts of a

guitar; classroom

agreements.

http://www.noredu.no/

perform and/or present

art.

C)

i. identify an artistic

intention

iii. demonstrate the

exploration of ideas.

Elements of

music

Communica

tion

Expression

Personal

and cultural

expression

We can express a

critical analysis of

music by using

elements to

structure our

responses.

D)

i. identify connections

between art forms, art

and context, or art and

prior learning

iii. evaluate certain

elements or principles

of artwork.

Written music

analysis and

definitions quiz

Thinking

skills

Elements of music:

melody, harmony,

form, dynamics,

timbre, texture,

rhythm.

Criticising music.

Compositio

n 1 -

tonality

Creativity

Compositio

n

Personal

and cultural

expression

Learning about

tonality will enable

us to compose

music creatively

within the

structure of keys.

C)


intention

ii. identify alternatives

and perspectives

Composition

journal and final

composition

Self-

manageme

nt

Scales: major and

melodic minor; keys

and tonality; flats and

sharps and naturals.




Guitar 1 -

chords

Connection

Play

Personal

and cultural

expression

Playing chords on

guitar allows us to

connect with

culturally

important music.

B)

i. demonstrate the

acquisition and

development of the

skills and techniques of

the art form studied

ii. demonstrate the

application of skills and

techniques to create,

perform and/or present

art.

Solo

performance

exam

Social skills Tonality; using frets to

create chords; reading

tablature.

Popular

music

Culture

Audience

Orientation

in space

and time

The change of

trends in popular

music over time is

indicative of the

changes in culture.

A)

i. demonstrate

awareness of the art

form studied, including

the use of appropriate

language

ii. demonstrate

awareness of the

relationship between

Project

presentation and

poster on an

artist and their

genre.

Research

skills

Popular music genres

and their history;

ragtime, jazz, and

blues and their

cultural background;

influences on later

genres; identifying

features.


the art form and its

context

D)



and context, or art and

prior learning

ii. recognize that the

world contains

inspiration or influence

for art



of artwork.




UNIT

TITLE

Key

concept RELATED

CONCEPTS

Global

context

Statement of

inquiry


strands/Assessment

criteria

Summative

assessment

task

ATL skills/skill

indicators

Content (topics,

knowledge, skills)

Aural 2 Connection

s

Structure

Personal

and

cultural

expression

When connected

with other topics

in music, aural

gives us structure

and skills to

express ourselves

musically.

A)

iii. demonstrate


between the

knowledge acquired


Viva voce, with

interval

recognition

and

production.

Communicatio

n skills

Intervals: 2nd, 3rd,

4th, 5th, 8ve

Scales: major and

melodic and harmonic

minors.

Guitar 2 -

notes

Aesthetics

Expression

Personal

and

cultural

expression

Learning to play

individual notes on

guitar allows us to

express music

aesthetically.

B)

i. demonstrate the

acquisition and

development of the

skills and techniques

of the art form studied

ii. demonstrate the

application of skills

and techniques to

create, perform

and/or present art.

Solo

performance

exam

Self-

management

The notes of the

strings; good fret

technique; playing

melodies on guitar


C)


intention


and perspectives



Blues and

Jazz

Change

Genre

Orientation

in space

and time

The development

of the blues and

jazz genres reflects

key turning points

in human history.

D)



and context, or art

and prior learning


world contains

inspiration or

influence for art



of artwork.

Essay and

presentation

on a significant

blues or jazz

artist and their

style.

Thinking skills Development of jazz

from ragtime; form of

a blues piece; blues

scale; jazz genres;

cultural backgrounds.

Compositio

n 2

-

Creativity

Compositio

n

Personal

and

Learning about the

structure of the

blues enables us to

compose

C)


intention

Composition

progress

journal and

Self-

management

Blues scales; tonality;

chords; choosing

appropriate


blues cultural

expression

creatively within a

genre that is

important

culturally.


and perspectives



final

composition.

instrumentation;

melody writing.

Guitar 2 -

chords

Form

Play

Personal

and

cultural

expression

Playing chords on

guitar allows us to

connect with

culturally

important music.

B)

i. demonstrate the

acquisition and

development of the



ii. demonstrate the


and techniques to

create, perform

and/or present art.

Solo

performance

exam

Social skills Tonality; using frets to

create chords; reading

tablature; transferring

the same shape to

different chords.

World

music

Culture

Role

Identities

and

relationshi

ps

Music fulfils

various roles in

different cultures.

A)

i. demonstrate

awareness of the art

form studied,

including the use of

appropriate language

ii. demonstrate

awareness of the

relationship between

Video

presentation

on music of a

culture of

students’

choice,

including

performed

Research skills Brazilian samba and

associated percussion

instruments; playing

batucada; Indonesian

gamelan (Javanese

and Balinese), its

patterns and

instruments; playing

gamelan; Trinidad and

Tobago steel pans,


the art form and its

context

iii. demonstrate


between the

knowledge acquired


D)



and context, or art

and prior learning


world contains

inspiration or

influence for art



of artwork.

musical

examples.

structure and

manufacture; cultural

backgrounds and roles

of music in different

cultures.



Subject Area: Music MYP Level:3

UNIT

TITLE

Key

concept RELATED

CONCEPTS

Global

context

Statement of

inquiry


strands/Assessment

criteria

Summative

assessment

task

ATL skills/skill

indicators

Content (topics,

knowledge, skills)

Aural 3 Connection

s

Structure

Personal

and

cultural

expression

When connected

with other topics

in music, aural

gives us structure

and skills to

express ourselves

musically.

A)

iii. use acquired

knowledge to inform

their artwork.

Viva voce, with

interval

recognition

and

production,

and chord

recognition.

Communicatio

n skills

Intervals: 2nd, 3rd,

4th, 5th, 6th, 7th, 8ve

Scales: major and


minors.

Chords: major and

minor

Guitar 3 -

solo

Aesthetics

Expression

Personal

and

cultural

expression

Learning to play

solo guitar allows

us to express our

own musical ideas.

B)

i. . demonstrate the

acquisition and

development of the



ii. demonstrate the


and techniques to

Solo

performance

exam

Self-

management

Good fret technique;

playing melodies on

guitar; listening to

famous solos and

learning how to play

them; finger-picking.


create, perform

and/or present art.

C) i. outline a clear

and feasible artistic

intention

ii. outline alternatives,

perspectives, and

imaginative solutions


exploration of ideas

through the

developmental

process to a point of

realization.

Classical to

Romantic

period

Culture Genre

Orientation

in space

and time

The music of the

Classical and

Romantic periods

is a result of the

cultural changes

present in

Western

civilisation at

those times.

D)

i. outline connections

and transfer learning

to new settings

ii. create an artistic

response inspired by

the world around

them

Essay on a

significant

Classical or

Romantic

composer and

their style,

and quiz

Thinking skills Identifying features of

Classical and Romantic

period music;

historical background;

significant composers;

women composers;

different forms of

music from the

Classical period;

developments in

instruments.


iii. evaluate the

artwork of self and

others.

Compositio

n 3 -

classical

Creativity

Compositio

n

Personal

and

cultural

expression

Classical music is

composed using a

strict set of rules

which we can

imitate when

expressing our

own compositions

in that genre.



intention


perspectives, and




through the

developmental


realization.

Composition

progress

journal

including

drafts, and

final

composition.

Self-

management

Focus on rondo form

(A, B, A, C, A, B, A).

Identifying different

sections of a rondo.

Tonality in rondo form

and changing key in

different sections.

Appropriate tempos

and melody styles for

a rondo.

Guitar 3 -

ensemble

Aesthetics

Play

Personal

and

cultural

expression

Learning to play

guitar aesthetically

in a group is

important in our

musical skill set.

B)

i. . demonstrate the

acquisition and

development of the



ii. demonstrate the


and techniques to

Ensemble

performance

exam

Social skills Reading tablature;

transferring the same

shape to different

chords; playing

together in a group.


create, perform

and/or present art.

Music

production

Developme

nt

Innovation

Scientific

and

technical

innovation

Using technology

to record and

produce music

develops our

appreciation for

musical

excellence.

A)

i. demonstrate

knowledge of the art

form studied,

including concepts,

processes, and the use

of appropriate

language

ii. demonstrate

knowledge of the role

of the art form in

original or displaced

contexts iii. use

acquired knowledge

to inform their

artwork.

D)

i. outline connections


to new settings



Participation

and creation of

synthesiser

Research skills Brief history of music

recording; state of the

art recording;

acoustics; microphone

types; recording your

own music; using

software to produce

tracks such as

Garageband and

Ableton; editing

recordings using

software; critical

listening.


the world around

them

iii. evaluate the

artwork of self and

others.



Subject Area: Music MYP Level:4

UNIT

TITLE

Key

concept RELATED

CONCEPTS

Global

context

Statement of

inquiry


strands/Assessment

criteria

Summative

assessment

task

ATL skills/skill

indicators

Content (topics,

knowledge, skills)

Advanced

aural

Connection

s

Structure

Personal

and

cultural

expression

When connected

with other topics

in music, aural

gives us structure

and skills to

express ourselves

musically.

A) i. demonstrate


form studied,

including concepts,


of appropriate

language

Viva voce, with

interval

recognition

and

production,

and chord and

scale

recognition.

Communicatio

n skills

Intervals: 2nd, major

and minor 3rd, 4th,

tritone, 5th, 6th,

major and minor 7th,

8ve

Scales: major and


minors.

Chords: major and

minor, 7th chords

Performanc

e 1 - solo

Aesthetics

Expression

Personal

and

cultural

expression

Learning to

perform an

instrument solo

allows us to

express our own

musical ideas and

push our

boundaries.

B) i. demonstrate the

acquisition and

development of the



ii. demonstrate the


and techniques to

Solo

performance

exam

Self-

management

Achieving excellence

on chosen instrument;

how to practice

effectively;

performance

strategies.


create, perform

and/or present art.



intention


perspectives, and




through the

developmental


realization.

Medieval to

Baroque

music

Culture

Genre

Orientation

in space

and time

The music of the

Medieval and

Baroque periods is

a result of the

cultural changes

present in

Western

civilisation at

those times.

D) i. outline

connections and

transfer learning to

new settings



the world around

them

iii. evaluate the

artwork of self and

others.

Essay on a

medieval or

baroque

composer and

their style, and

quiz

Thinking skills Identifying features of

Medieval and Baroque

period music;

historical background;

significant composers;

women composers;

different forms of

music from the

Baroque period;

developments in

instruments.


Compositio

n 4 - vocal

Creativity

Compositio

n

Personal

and

cultural

expression

Composing

creatively for voice

requires special

knowledge of

vocal ranges and

techniques.



intention


perspectives, and




through the

developmental


realization.

Composition

progress

journal

including

drafts, and

final

composition.

Self-

management

Vocal range; styles of

vocal music; writing

accompaniment

appropriate for vocal

music; opera.

Performanc

e 1 -

ensemble

Communica

tion

Play Personal

and

cultural

expression

Learning to play

our instruments

aesthetically in an

ensemble or band

is important in our

musical skill set.

B) i. . demonstrate the

acquisition and

development of the



ii. demonstrate the


and techniques to

create, perform

and/or present art.

Ensemble

performance

exam

Social skills Playing as an

ensemble; following a

conductor; taking

responsibility for

parts.


Song

Writing

Identity Innovation Identities

and

relationshi

ps

Song-writing is a

structured process

of innovation that

allows us to

explore our

experiences.

A) i. demonstrate


form studied,

including concepts,


of appropriate

language

ii. demonstrate

knowledge of the role

of the art form in


contexts iii. use

acquired knowledge

to inform their

artwork.

D) i. outline

connections and

transfer learning to

new settings



the world around

them

iii. evaluate the

artwork of self and

others.

Presentation of

song and

progress

journal

Research skills, Keys and tonality;

chords; melody

writing; perfect and

imperfect cadences.




UNIT

TITLE

Key

concept RELATED

CONCEPTS

Global

context

Statement of

inquiry


strands/Assessment

criteria

Summative

assessment

task

ATL skills/skill

indicators

Content (topics,

knowledge, skills)

Sight-

reading and

singing

Connection

s

Structure

Personal

and

cultural

expression

When connected

with other topics

in music, aural

gives us structure

and skills to

express ourselves

musically.

A

i. demonstrate

knowledge and

understanding of the

art form studied,

including concepts,


of subject-specific

terminology

ii. demonstrate


role of the art form in


contexts

iii. use acquired

knowledge to

purposefully inform

artistic decisions in

Viva voce, with

interval

recognition

and

production,

scale and

chord

recognition,

and cadence

recognition.

Communicatio

n skills

Intervals: all major

and minor up to 10th.

Scales: major and


minors.

Chords: major and

minor, 7th chords,

diminished and

augmented chords.


the process of creating

artwork

Performanc

e 2 - solo

Aesthetics Expression Identities

and

relationshi

ps

Performing solo is

the principal way

musicians have of

expressing

themselves.

B

i. demonstrate the

acquisition and

development of the



ii. demonstrate the


and techniques to

create, perform

and/or present art. C

i. develop a feasible,

clear, imaginative and

coherent artistic

intention

ii. demonstrate a

range and depth of

creative-thinking

behaviours


exploration of ideas to

shape artistic

Solo

performance

exam

Self-

management

Achieving excellence

on chosen instrument;

how to practice

effectively;

performance

strategies and

performance practice;

expression in solo

performance.


intention through to a

point of realization.

Controversi

al music

Culture

Narrative

Orientation

in space

and time

The world needs

rebels to explore

the unexpected

and to move us

forward.

D

i. construct meaning


to new settings


response that intends

to reflect or impact on

the world around

them

iii. critique the

artwork of self and

others.

Essay on a

controversial

music artist,

their style, and

the cultural

background;

presentation

Artistic rebellion;

expectations;

audience; significant

controversial music;

historical and cultural

background.

Compositio

n 5 - project

Creativity

Compositio

n

Personal

and

cultural

expression

Composers use

their acquired

knowledge to

creatively express

their ideas in

diverse genres.

C

i. develop a feasible,

clear, imaginative and

coherent artistic

intention

ii. demonstrate a

range and depth of

Composition

progress

journal

including

drafts, and

final

composition.

Self-

management

Deciding on a genre;

characteristics of

genres; melody

writing; cadences;

chords; tonality.


creative-thinking

behaviours


exploration of ideas to

shape artistic

intention through to a

point of realization

Performanc

e 2 -

ensemble

Audience

Play

Identities

and

relationshi

ps

Playing

instruments well in

a small ensemble

allows the

ensemble to

develop its own

sound and

identity.

B) i. demonstrate the

acquisition and

development of the



ii. demonstrate the


and techniques to

create, perform

and/or present art.

Ensemble

performance

exam

Social skills Playing as an

ensemble; following a

conductor; taking

responsibility for

parts; balancing an

ensemble; finding a

sound together.

Project -

careers in

music

Perspective

Representa

tion

Scientific

and

technical

innovation

There are a broad

variety of possible

careers in music

which are

represented by

our different

interests.

A) i. demonstrate

knowledge and


art form studied,

including concepts,


of subject-specific

terminology

Poster on a

career of

interest;

presentation

In-depth look at

different careers in

music - performers,

writers, recording

engineers, music

business, education,

film music, radio and

television, orchestra


ii. demonstrate


role of the art form in


contexts

iii. use acquired

knowledge to

purposefully inform

artistic decisions in

the process of creating

artwork,

D) i. construct

meaning and transfer

learning to new

settings


response that intends

to reflect or impact on

the world around

them

iii. critique the

artwork of self and

others.

etc; different skill sets

needed for each job.


Documents

Subject-group Overview Vertical/Horizontal Planner Subject Area: … (1-5) Music- Subject Group... · Video presentation on music of a culture of students’ choice, including performed