01-UNIT

Introduccion tabla

During this unit pupils learn to make arrangements of existing material. They listen and analyse other composers' arrangements like Shanty Time, "El Patio de mi Casa", etc and consider the various compositional devices used. They also develop and rehearse their own 'class orchestra' and perform their own arrangements. This unit is expected to take 12 hours. |||| This unit is divided into sections. Each section contains a sequence of activities with related objectives and outcomes. ||
 * == Shanty time (exploring musical arrangements) == ||
 * This unit develops pupils' ability to analyse and create their own arrangements.
 * Sections in this unit ||  ||   ||
 * || 1. Introduction: what is an arrangement? ||
 * || 2. Exploration: how can we make our own arrangement? ||
 * || 3. Exploration: how can we make our own arrangement? ||
 * || 4. Application: Making an arrangement ||
 * || 5. Making an arrangement ||  ||

Speaking and listening - through the activities pupils will:
 * ** Prior Learning ** || ** Language used in the unit ** || ** Important Resources ** ||
 * It is helpful if pupils have:
 * learnt how to create simple variations of musical material
 * developed skills through the activities described like playing musical instruments liks recorders, guitars, xylofons. Listening differents arrangements of popular music, etc || Through the activities in this unit pupils will be able to understand, use and spell correctly words relating to:
 * the process of arranging, //eg using harmonic accompaniment, bass line, melodic material, rhythmic material, descant, question and answer, timbral qualities, improvisation, introduction, interlude, coda, timbre, pitch, duration, dynamics,using notations,//
 * context, //eg how the mood and effect of the song can be enhanced through an arrangement//
 * listen for a specific purpose, note the main points and consider their relevance and validity; discuss and respond to initial ideas and information, carry out the task and then review and refine ideas about the meaning of music made. || Resources include:
 * stimulus: song, musical arrangements
 * sound sources: musical instruments (tuned, untuned, recorders, xylofons, guitars, piano, percusion,)
 * music: musical arrangements. Cd, several versions of songs with differents arrangements, etc ||
 * ** Expectations ** ||
 * At the end of this unit |||||| **most pupils will**: improvise, refine and create rhythmic and melodic material based on given musical ideas; maintain a vocal/instrumental part in a group performance; recognise, describe and analyse simple musical arrangements ||
 * At the end of this |||||| **some pupils will not have made so much progress and will:** sing/play and create simple patterns with an awareness of intended effect ||
 * At the end of this unit |||||| **some pupils will have progressed further and will:** demonstrate greater awareness of developmental possibilities; make subtle adjustments and use a variety of musical devices such as melody, rhythm, chords and structures ||

Children should learn: about arrangements of tunes ||  || Children identify ways in which the original tune can be used and developed ||   || **Discuss the concept** of 'arrangement' in music, other arts and everyday life. Listen to and discuss some arrangements, having first listened to the original, //eg "La Tarara", I. Albéniz:"Suite Iberia", Several arrangements of Mussorgsky "Pictures at an exhibition" etc. How do the arrangements alter/develop/extend the original? . First the students will listen the simplest version of the tune. Then they´ll listen the more complex version.// ||  || Highlight the way an arrangement takes given material and explore the different ways it can be used and developed. Language for learning: small group discussion or 'brainstorming' can provide a valuable starting point for class activity at this stage. ||  || //eg C, D// //eg triads, major, minor.// ||  || sing confidently with control identify two chords and when they change improvise a simple bass line ||  || identify musical devices used by composers when arranging; use texture and structure to increase the effect of their arrangement; use the song's context to improve their own interpretation; listen for a specific purpose, note the main points to consider their relevance ||  ||
 * ||  ||
 * Lesson ||  || Learning goals ||   || Learning outcomes ||   || Main activity ||   || Assessment criteria ||   ||
 * 1 ||  || **Section 1:** Introduction: what is an arrangement?
 * 2 ||  || **Section 2:** Exploration: how can we make our own arrangement? ||   || Children should learn:to sing a sea shanty and identify harmonic structure ||   || **Teach the class** a sea shanty, //eg 'What shall we do with the drunken sailor?'// Learn the first verse thoroughly and encourage clear diction and confident singing.
 * 3 ||  || **Section 3:** Exploration: how can we make our own arrangement? ||   || Children should learn: to identify how melodic ideas can be used; about musical devices used by composers; about textural and structural devices used in arrangements; about the context of the song ||   || **Explore melodic ideas**. Invite pupils who play instruments outside the classroom to bring them to the lesson to play a short piece or melody. Discuss the particular timbre of the sound and how it could be used to accompany the song, //eg play the main tune, add a bass part, add a descant, play parts of the chorus.// Ask these pupils to work with a friend to create appropriate melodic material for the arrangement. Encourage them to use notation as a support for developing ideas.
 * Listen again** to arrangements and identify further ideas that could be used by the class. For example, listen to the first movement of //Three shanties for wind quartet// by Malcolm Arnold. Discuss how he has used the tune. Consider his use of rhythm, timbral colour, texture and structure. Listen to other arrangements
 * Explore different** textures and structures. Ask the class to suggest how the verses could have different accompaniments. Encourage them to consider the contrast between open textures, //eg single melody line and bass line,// and fuller textures, //eg several melodic lines and rhythmic lines.//
 * Explore introductions**, interludes and coda. Ask pupils to suggest different ideas, try them out and select the most effective
 * Discuss the context** of the song, //eg When was it written? Why was it written? What effect was intended?// ||  || Children: develop melodic ideas that are appropriate to the instrument selected;
 * 4 ||  || **Section 4:** Application: Making an arrangement ||   || Children should learn: how to create their own arrangements ||   || **Set the challenge:** develop a class arrangement of another song.
 * Perform**. Record. Discuss. Refine. Record the final version as a 'professional recording'. Make as many 'takes' as needed. Position soloists, etc. ||  || Children: create, refine and record their own arrangements using ideas explored in the unit ||   ||
 * 5 ||  || **Section 5:** Making an arrangement ||   || Children should learn: how composers can develop an original idea ||   || **Select another arrangement** of a sea shanty which incorporates many of the ideas used by the class. Play the piece to the class several times and ask them to identify what the composer has done to the given melody ||   || Children: discuss and respond to initial ideas and information, carry out the task and then review and refine ideas ||   ||


 * ** Lesson # ** ||||||||  ||
 * Learning objectives |||||||||| Learning outcomes |||||| Evidence for Assessment ||
 * Dicourse/Text targeted |||||||||||| Languaje targeted- Non-verbal L Targeted ||
 * Outline of leading activities ||
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||
 * Outline of leading activities ||
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||

Assessment Criteria ||
 * All children must be able to |||||||||| Most of the children will be able to |||| Some of the children could ||