1.+Unit+of+Work-Jazz

__**Overview of Unit of Work **__

The theme of this unit of work is Jazz music. We thought Jazz would be a suitable theme to address the focus outcome MUS2.1. This unit will provide students with opportunities to gain knowledge about the history of Jazz, styles of Jazz, and a variety of Jazz instruments and famous musicians. Throughout this unit, students will be given the opportunity to "perform a variety of music through singing, playing and moving... form simple musical structures... (and) listen to, and appreciate, a range of repertoire showing an understanding of musical concepts." (BOS, 2006, p. 58)
 * **Description **

Students will be listening to, singing along with and playing instruments to various jazz songs. In doing this, students will also focus on a number of musical concepts such as pitch, tempo and beat. Although the focus is largely on music with the focus outcome being a music outcome, the other strands of Creative Arts are addressed. Students will be appreciating artwork, acting out sculptures and moving to music. In addition, a large focus will be placed on English outcomes covering Reading, Talking and Writing. Students will be given opportunities to read through webpages, write simple poems, listen to presentations and report to the class. As a summative assessment, students will be working in groups of about five students to create their own multimodal text, a music video incorporating everything they did over the course of this unit. ||
 * **Focus Outcome: **


 * MUS2.1 **Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts. ||
 * **Outcomes & Indicators covered ** || **Lesson Description ** ||
 * **Lesson 1: Introduction to Jazz //(Resource 1 – Website)// ** ||
 * **Creative Arts **


 * MUS2.1 **
 * //Moves to music maintaining a constant beat //


 * English **


 * RS2.6 **
 * //uses headings and key words to find information //
 * //<span style="color: #141413; font-family: 'Cambria','serif'; font-size: 13.3333px;">makes brief notes of information relevant to the topic //
 * <span style="color: #141413; font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.2 **
 * //<span style="color: #141413; font-family: 'Cambria','serif'; font-size: 13.3333px;">plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented may use notes as prompts when speaking //
 * //<span style="color: #141413; font-family: 'Cambria','serif'; font-size: 13.3333px;">listens to spoken presentations and responds appropriately //
 * //<span style="color: #141413; font-family: 'Cambria','serif'; font-size: 13.3333px;">acts as reporter for group, summarising the main points of a discussion // || <span style="font-family: 'Cambria','serif'; font-size: 16px;">The first lesson will introduce students to the concept of Jazz music.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 1 __//<span style="font-family: 'Cambria','serif'; font-size: 16px;">: The lesson will begin by brainstorming what the students already know about jazz and any prior experiences they have had. Teacher will create a mind map on the board.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Using the IWB, the class will be introduced to Jazz by exploring the following website: [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">As a class, students will complete activities to explore what types of music come from Jazz, different styles of Jazz such as swing, cool and bebop and a number of instruments used by Jazz musicians. Students will be shown different pieces of Jazz and they have to get up and move to the beat.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 3: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Students will then be put in groups of four or five and introduced to the following webpage about different Jazz musicians: [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">Each group will be given one of the musicians to focus on and one laptop. For this task, each group member will be given a card with a role. The roles are READER, SUMMARISER, WRITER and REPORTER. These students will facilitate that role, but everyone should be involved in all stages. If there is a group of five then two people can be the SUMMARISERS. Tell students that they are to click on their specific musician, read it through together and summarise the key points using the headings provided. Students will then be required to report back to the class for about one-two minutes, the key points about their musician.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: // <span style="font-family: 'Cambria','serif'; font-size: 16px;">7 laptops, Whiteboard and markers, IWB, 7 x role cards and Summarising sheets

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: // <span style="font-family: 'Cambria','serif'; font-size: 16px;">Teacher will observe students movement and discussion of the differences of the beat in different Jazz music, collect work samples of students group summaries of information, and observe students participation, listening and questioning of group presentations. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 2: History of Jazz //(Resource 2 – Video)// ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical concepts //


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">English **


 * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">RS2.5 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">makes some inferences about ideas implicit in a text //

<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">**WS2.9**
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">writes a range of literary texts //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">expresses a point of view in writing with some supporting arguments //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">selects relevant information to use in own writing //

<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">**WS2.11**
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">spells high frequency words correctly in own writing //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">writes words containing less common digraphs and letter combinations //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">uses knowledge of familiar letter patterns when attempting to spell unknown words //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">identifies possible spelling errors in own writing e.g. by circling or underlining doubtful words // || <span style="font-family: 'Cambria','serif'; font-size: 17.3333px;">In this lesson, students will learn about different styles of jazz.

//__<span style="font-family: 'Cambria','serif'; font-size: 17.3333px;">Activity 1: __//<span style="font-family: 'Cambria','serif'; font-size: 17.3333px;"> Children will perform a matching activity where they match the styles of jazz to the time period that they emerged in.

//__<span style="font-family: 'Cambria','serif'; font-size: 17.3333px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 17.3333px;">Students will listen to different styles of jazz music off YouTube and guess which one is playing, using their knowledge from activity 1.

//__<span style="font-family: 'Cambria','serif'; font-size: 17.3333px;">Activity 3: __//<span style="font-family: 'Cambria','serif'; font-size: 17.3333px;">Students will then perform a writing task in which they reflect on their favourite style of jazz, how it makes them feel and the instruments used.

<span style="font-family: 'Cambria','serif'; font-size: 17.3333px;">This lesson will link with the multimodal text in Lesson 8 in which students will make their own videos about Jazz incorporating content that they have learnt across the unit.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: // <span style="font-family: 'Cambria','serif'; font-size: 16px;">Youtube clips (see lesson plan 2).

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: // <span style="font-family: 'Cambria','serif'; font-size: 16px;">Teacher will assess students' pieces of writing, considering their descriptions of each style of jazz and how it made them feel. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 3: Exploring Jazz ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical concepts //
 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.2 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores ways of varying musical material, e.g. changing beat, rhythm, tempo, pitch, tone colour //


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">English **


 * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.1 **
 * //<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">listens to and responds to audio texts such as music // || <span style="font-family: 'Cambria','serif'; font-size: 16px;">The focus of this lesson will be on listening to some different jazz songs and exploring and discussing these.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 1: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Listen to and compare “All that Jazz” and “Roadhouse blues”. Teacher will foster discussion about how these are different, e.g. //Is the tempo different? (fast, slow). Is the rhythm or beat different?// Play songs again and get students to clap along to the beat.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Prompt students to identify the various instruments used in the songs. Ask //What kind of instruments can we hear?// Then provide students with some instruments which they can play along to the song with.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 3: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Students write a description of each song, the instruments used and how each song makes them feel. Also draw a picture of how the song makes them feel if there is enough time.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources __//<span style="font-family: 'Cambria','serif'; font-size: 16px;">: //<span style="font-family: 'Cambria','serif'; font-size: 16px;">“All that Jazz” //<span style="font-family: 'Cambria','serif'; font-size: 16px;"> by Children’s Chorus– Downloaded instrumental from [] //<span style="font-family: 'Cambria','serif'; font-size: 16px;">“Roadhouse Blues” //<span style="font-family: 'Cambria','serif'; font-size: 16px;"> by The Doors – Downloaded from[] <span style="font-family: 'Cambria','serif'; font-size: 16px;">Various percussion instruments.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment: __// <span style="font-family: 'Cambria','serif'; font-size: 16px;">Students will be assessed on their understanding and participation in activities 1 and 2 and will be assessed on their written descriptions from activity 3. Teacher will mark and record notes about students’ achievement. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 4: Instruments in Jazz ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical concepts //
 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.2 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores ways of varying musical material, e.g. changing beat, rhythm, tempo, pitch //


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">English **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.2 **
 * //<span style="color: #141413; font-family: 'Cambria','serif'; font-size: 13.3333px;">listens to spoken presentations and responds appropriately // || <span style="font-family: 'Cambria','serif'; font-size: 16px;">This lesson will focus on Jazz instruments and music concepts.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 1 __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: //<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Revisit the PBSKIDS website __ [] __. Identify and play a number of relevant Jazz instruments so students can become more familiar with them. Now play the whole song "All that Jazz" from the following site. [|http://www.karaoke-version.com/custombackingtrack/children-s-chorus/all-that-jazz.htm] This website can be used to identify which instruments are used in jazz music. This program indicates what instruments are being used. This is helpful to allow students to listen and identify what instruments are used, and then check to see when they are being used.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 2 __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: //<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Students will be given the lyrics of the song (All that Jazz) and sing it together. As a class identify the beat used. Clap to the beat with your hands. Now give students an instrument such as vibraphones, small drums and clarinets. Students will be using the instruments to create a beat to the song. <span style="font-family: 'Cambria','serif'; font-size: 16px;">Half the students will be singing, and half the students will be using the instrument. Students will swop roles so everyone gets to use an instrument. Now practice singing the song by increasing the tempo to a beat twice as fast. When students are comfortable with this add in the instruments as well. Also identify the music concept pitch.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 3 __//<span style="font-family: 'Cambria','serif'; font-size: 16px;">: Students will work in small groups of three or four and devise a small piece to the same song. Students are required to sing and use the instruments but they must alter the beat, tempo or pitch in some way. Students will present this to the class. Students who are listening have to identify what that group has altered and how they have done it.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: //<span style="font-family: 'Cambria','serif'; font-size: 16px;"> IWB, 30x lyrics of 'All that Jazz', 15 instruments such as vibraphone, small drums and clarinets.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: //<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Observe students group presentation of their modification to the song and students discussion about modification. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 5: Visual literacy in Jazz //(Resource 4 – Visual image)// ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical concepts //


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">English **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">RS2.7 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Talks and responds to different interpretations of visual texts through the use of visual grammar (modality, framing, vectors, reading path). // || <span style="font-family: 'Cambria','serif'; font-size: 16px;">In this lesson students will be building upon their knowledge of visual literacy.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 1: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> They will be using the resource “Jazz it Up II” by Eric Waugh, which is an artwork to learn about aspects of visual literacy such as modality, framing, vectors, reading path of the image.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> In small groups the students will compare "Jazz it Up II" by Eric Waugh with other images about jazz and discuss the differences and similarities in the visual grammar.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 3: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> The students will then transfer this knowledge to create their own still image artwork by sculpting each other while considering the visual grammar while composing their image. All students will share their images and discussion points from comparing the artworks.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources: __// <span style="font-family: 'Cambria','serif'; font-size: 16px;">-Interactive Whiteboard (IWB) <span style="font-family: 'Cambria','serif'; font-size: 16px;">-“Jazz it Up II” by Eric Waugh from [|http://jazzinitup.com/] <span style="font-family: 'Cambria','serif'; font-size: 16px;">- “Jazz the Culture” by Unknown from [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">-“The Beijing Blues” by Unknown from [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">-“1970 Jazz in Paris” by Conrad Knutsen from [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">-“Blues and Jazz” by Katherine and Elizabeth Pope from [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">-“Jazz Band” by Pedro Uhart from [] <span style="font-family: 'Cambria','serif'; font-size: 16px;">-“Mood for Jazz” by Steven Johnson from []

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Students will be assessed through observation and questioning. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 6: Written Grammar in Jazz //(Resource 3 – Book)// ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical concepts //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">uses percussion instruments to explore and demonstrate concepts of music //


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">English **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">WS2.9 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">writes simple poems //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">uses simple poetic devices in writing e.g. rhyme, alliteration, repetition, onomatopoeia. //
 * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.2 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">performs, giving some consideration to use of voice and gesture, e.g. in poetry, drama //
 * //<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">engages with the audience and uses appropriate body language when presenting // || <span style="font-family: 'Cambria','serif'; font-size: 16px;">The focus of this lesson will be on describing jazz music.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 1: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Read //Jazz Baby// as a class and identify the rhyme, repetition, alliteration and onomatopoeia in the book. Make a list.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> In groups, students create their own short rhyme/song which describes how jazz sounds, incorporating examples of the poetic devices identified in the book. Use examples of jazz songs to assist students and provide them with percussion instruments to create a jazz beat.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 3: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Each group performs their rhyme/song to the class using their instruments. Class identifies and discusses the use of rhyme, repetition, alliteration and onomatopoeia in each song.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources __// //<span style="font-family: 'Cambria','serif'; font-size: 16px;">Jazz Baby //<span style="font-family: 'Cambria','serif'; font-size: 16px;">book, various percussion instruments.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment: __// <span style="font-family: 'Cambria','serif'; font-size: 16px;">Teacher assesses each group’s rhyme/song according to their use of rhyme, repetition, alliteration and onomatopoeia, use of percussion instruments and ability to work cooperatively. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 7: Jazz Dancing ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">moves to music maintaining a constant beat, identifying structure, identifying changes in pitch, elements of duration and dynamics //
 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">DAS2.1 **
 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">//dances using expressive qualities to interpret ideas and communicate feelings e.g. chooses from a range of action and dynamics to reflect the interpretation of an idea//
 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">//moves with an awareness of safe dance practice including movement skill - action in space//


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">English **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">offers opinions //
 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">//discusses and reflects upon a variety of responses and views// || <span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">In this lesson, students will learn about moving their bodies to different types of jazz music. They will explore how their movements change and the way their bodies feel when they hear different beats tempos and rhythms.

//__<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">Activity 1 __////<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">: //<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">Students will listen to the YouTube clips from Lesson 2, Activity 2 which explores jazz music from different eras. Children will first compose some movements individually whilst listening to these songs and will then group together in 6 groups of five and sequence their movements to flow from one to another. Teacher will encourage students to explore relationships, levels, space and contrast. Inform students that they will perform their dance sequence to “All That Jazz” and that it should last for at least half a minute.

//__<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;"> Students will then perform to the rest of the class and reflect on their experience.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: // Youtube clip: __http://www.youtube.com/watch?v=cwDRK3cA4sI__

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment: __// <span style="font-family: 'Cambria','serif'; font-size: 16px;">Students will be assessed on their dances according to their use of movements, relationships, levels, contrast etc. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 8: Creating a Multimodal Text ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical conceptsin singing, playing and moving activities, e.g. varying dynamics and dynamic constrasts, varying tempo and tempo contrasts, varying beat, exploring repetoire and rhythm //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">plays music using body percussion, percussion instruments and other sound sources to explore and demonstrate the concepts of duration, pitch, dynamics and structure //


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">English **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.2 **
 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">//uses tone of speech appropriate to audience//
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">uses body language and gesture to enhance meaning //
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">recounts a recent experience onto a tape or video recorder // || <span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">In this lesson, the teacher will explain that the students will be creating their own videos about jazz incorporating what they have learnt across the unit.

//__<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">Activity 1: __//<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">Students will plan and design their video in their groups.

//__<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">Students spend the second half of the lesson creating their videos. <span style="font-family: 'Cambria','serif'; font-size: 16.6667px;">The criteria that must be followed: - children will make their own jazz music (lesson 6) _ include some interesting facts about jazz that they have learnt throughout the unit - incorporate half a minute of dance (lesson 7) - include some jazz/music terms such as tempo (fast, slow), rhythm, beat (lesson 3) - at least 2 students need to talk about their favourite style of jazz music and which era it developed in ( Lesson 2) A quick discussion reminding students of how to use “jaycut” to edit their work will also be covered towards the end of the lesson.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources __////<span style="font-family: 'Cambria','serif'; font-size: 16px;">: //

Video cameras for each group, various percussion instruments

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment: __//

<span style="font-family: 'Cambria','serif'; font-size: 16px;">Students will be assessed on their use of jazz facts and terms, the music created, dance created and description of eras of jazz in their videos. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 9: Creating a Multimodal text (2) ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical concepts //


 * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">English **

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 1: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Teacher will assist students in finishing the filming part. //__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Teacher shows students how to use //jaycut.com// in order to create a video clip, add text, cut, paste, edit etc. Students edit and add to their video clip.
 * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">TS2.2 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">works with peers to create a multimodal text // || <span style="font-family: 'Cambria','serif'; font-size: 16px;">The focus of this lesson will be on finalising the filming of students’ video clip and editing their video clips on the computer.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources __// <span style="font-family: 'Cambria','serif'; font-size: 16px;">Computers, Jay cut program, video cameras.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment __// <span style="font-family: 'Cambria','serif'; font-size: 16px;">Students will be assessed on their ability to work cooperatively to create the music video. Teacher will use questioning, recording and observation in order to achieve this. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson 10: Viewing multimodal texts ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Creative Arts **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">MUS2.1 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">explores basic aspects of musical concepts //


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">English **


 * <span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">RS2.7 **
 * //<span style="font-family: 'Cambria','serif'; font-size: 13.3333px;">Talks and responds to different interpretations of visual texts through the use of visual grammar (modality, framing, vectors, reading path). // || <span style="font-family: 'Cambria','serif'; font-size: 16px;">The focus of this lesson will be for the students to appreciate and evaluate their own and each group's videos.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 1: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;">Students will finish editing their videos.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 2: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Each group will present their video and the rest of the class will reflect on each other group’s video. They will need to give 3 types of comments-one aspect they found interesting, one piece of constructive criticism, and one positive aspect of the video.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Activity 3: __//<span style="font-family: 'Cambria','serif'; font-size: 16px;"> The students will then reflect on their own group and on their own individual learning.

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources: __// <span style="font-family: 'Cambria','serif'; font-size: 16px;">Jaycut program, Computers/Laptops, USBs,IWB

//__<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment: __// <span style="font-family: 'Cambria','serif'; font-size: 16px;">Students will be assessed through their understanding of the concepts behind their videos this can be achieved through questioning. The videos can also be used as assessment evidence to show the ways the students have incorporated different aspects of visual literacy into the video. ||

<span style="font-family: 'Cambria','serif'; font-size: 16px;">Assessment Strategies for Unit of Work:

<span style="font-family: 'Cambria','serif'; font-size: 16px;"> Some of the assessment strategies that will be used for this unit of work will include:
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Questioning
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Observation
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Written notes on students’ achievement
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Videos



<span style="border-color: -moz-use-text-color; border-style: none none solid; border-width: medium medium 1pt; display: block; height: 1px; left: -40px; overflow: hidden; padding: 0cm 0cm 4pt; position: absolute; top: -25px; width: 1px;">Overview of Unit of Work
 * makes some inferences about ideas implicit in a text