Tales and Tunes Unit:

Learning Goals for the Unit

• C1.2 Apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose (Gr 8)
• C1.3 create musical compositions in a variety of forms for specific purposes and audiences (Gr. 8)
• C2.1 express analytical, personal responses to musical performances in a variety of ways (Gr. 8)

Learning Goals for the Unit

• C2.2 analyze, using musical terminology, ways in which the elements of music are used in various styles and genres they perform, listen to, and create (Gr. 8)
• C2.3 identify and give examples of their strengths and areas for improvement as composers, musical performers, interpreters, and audience member (Gr. 8)

Learning Goals for the Lesson.

• Create music that captures physical characteristics of a character/object/scene
• Use the elements of music to musically reflect what is happening to that character/object/scene in a story

Questions to Develop Success Criteria

• What are some physical characteristics?
• What types of music relate to specific emotions/feelings?
• Which elements of music would relate to a Hero? Villain? A bright scene? Dark scene?
• Do the movements of a character in a scene help guide what type of music works well with it?

Think, Feel, Learn, Impact

I think the lesson as a simple icebreaker activity to get students moving is great. I felt that it provided good examples, scaffolded into simple activities for students and allowed students to be creative. It provides a basic assessment FOR and OF learning, because it is the beginning lesson of the unit, and it assesses their response as a performance through the use of a checklist. It does however lack some AS learning, only slightly touching on self reflection.

However, I did think it could be improved to be more conscious of a wider range of students. For example, providing a choice of theme songs for students to create movements to. It also requires a lot of participation which may not be considered to students who are anxious of performing physically, since it is written to present to the class. I think for a starting lesson of a unit, it could be better to provide student groups with options, such as performing to the teacher only, or being assessed while other groups are still practicing.

While reviewing all the lessons and others that have been available as resources, I feel that I’ve learned to use a wider inclusive lens when adapting lessons to an instrumental classroom setting. I think as a basis of a unit, they are great but they are somewhat outdated and I feel it needs more aspects of inclusion to really be fair and effective. It provides opportunities for feedback to groups, but not explicitly outlined in the lesson. I think it would be more effective to expand upon the assessment section because the next lesson is a continuation of performing a culmination of relating stories and musical themes. Students would be better prepared to improve their ideas in the next lesson with detailed feedback from peers and the teacher, as well as having the checklist related to the creation of the success criteria.