Teacher(s)
Subject and grade level
Time frame and duration
Kathryn Redling
Beginning Band
– Level I
1 st Quarter
Which area of interaction will be our focus?
Why have we chosen this?
Health and Social Education
Students will be provided with direction on how to learn a new instrument and will be guided into the direction of how they can advance on this instrument on an individual level.
What are the big ideas? What do we want our students to retain for years into the future?
Learn from the experience
Learning is not by chance. To learn you must listen to the information, practice the concept and experience the result of your practice. The experience will help you learn.
“Why is it important to have a good foundation?”
What task(s) will allow students the opportunity to respond to the unit question?
Criteria A
–. Book exercises that correlate with basic technique studies.
Criteria B
–– Students will prepare short etudes and perform in front of the class every two weeks. Students will be evaluated by their peers and the teacher.
Criteria C – Plus/ Delta worksheet on what worked and what didn’t work.
Criteria D – By the end of this unit, students will be given a final skills assessment.
What will constitute acceptable evidence of understanding? How will students show what they have understood?
By the end of the 6 weeks, students will show evidence of understanding by assembling their instrument properly and playing the “5 Note Scale.”
Which specific MYP objectives will be addressed during this unit?
Criteria A: demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes.
Criteria B: apply skills, techniques and processes to create, perform and/or present music.
Criteria C: Use feedback to inform their own artistic development and processes.

Criteria D: demonstrate curiosity, self-motivation, initiatice and a willingness to take informed risks.
Which MYP assessment criteria will be used?
- Criterion A, B, C, D
What other local assessments will be used?
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?
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2.01 Play at least one instrument with appropriate posture, playing position and technique
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2.04 Show respect for the instrumental playing efforts of others.
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5.02 Identify pitches in treble and bass clefs
Students will have skills they have built up from previous years of schooling on how to set a good foundation on how to practice, when to practice and where to practice. Also students will be able to learn how to set a good foundation from the demonstrations from teacher and students on how to learn the music they will be given.
International Connection : They will be able to perform simple songs from other cultures, as well as their own. There will be a map on the bulletin board. Each country that we will be playing music from will have a push pin with a note stating what song is from there. This will help broaden student awareness that music happens everywhere.
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Organization: Students will be required to maintain a band binder throughout the year. The band binder must include band handbook, scale sheet, written assessments, journals and any music handed out during the year. Weekly checks will display how well students have kept up with their material and allow time for feedback on their organizational skills. Students will learn to become more organized from the beginning in order to create a clear path for future learning. Students will show evidence of this by designing a practice schedule and making the goal to stick to it. They will also be responsible for keeping up with all music related materials handed out in class and bringing all required items with them on days they have band.
Information Literacy: students will be provided with instruction on how to maintain and perform their instruments properly. Multiple playing quizzes, practice records and daily assignments will require students to determine where and when the information given needs to be applied.

How will students know what is expected of them?
Will they see examples, rubrics, templates?
They will be provided with examples, worksheets, and taught verbally. Students will receive a schedule that shows them when certain skills should be accomplished and/or passed off on a playing assessment. Examples of ATL skills include, maintaining a performance notebook and bring to class on a daily basis and keeping up with a practice record.
How will students acquire the knowledge and practice the skills required? How will they practice applying these? The teacher will demonstrate proper posture, embouchure and assembly of the instrument.
Students will be required to practice these skills and techniques at home.
Do the students have enough prior knowledge? How will we know? Students do not need prior knowledge to learn the instrument.
How will we use formative assessment to give students feedback during the unit? Students will be constantly evaluated in class and provided with feedback on a group and individual basis. Students will also be required to meet with the director for an individual lesson to help improve on their specific instrument.
What different teaching methodologies will we employ?
Demonstration, Observation and Feedback, Brief Lecture,
Individual Performance
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? All students will be allowed to come before or after school for individual attention. Often during class, the director will walk through the student sections and provide individual help as students are rehearsing. Charts and visuals will be used to help explain various concepts.
How will the teacher know that international or intercultural components of this unit impacted student learning? Students will be able to explain what country the songs are from. In turn, the songs will help students broaden their awareness of music in other cultures and it is not just developed from their own.
What resources are available to us?
Essential Elements 2000- Book 1, Instruments, playlist.com, Pandora.com
Map of the World
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit? Students can go out to hear local performances of instrumental groups, or are given the option to listen to a varied repertoire of music through playlist.com or Pandora.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect —both on the unit and on our own learning?
Which attributes of the learner profile were encouraged throughout this unit? What opportunities were there for student-initiated action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?

Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner updated 2.4.10