St Thomas Aquinas High School: AMV Vocal Unit 1: Rock and Pop

Generative Topic. Topics that are interesting to both students and teacher and have the capacity to generate
further learning by stimulating questions, thinking, discussion, activity, curiosity, and creativity and that enable
students to make connections with what is important within a topic or field of study (e.g. music).
Generative Topic: 'Learning Guitar and Music Appreciation'
-Learning an instrument and listening to a variety of music are perhaps two of the best ways to further our
understanding and appreciation of music.
Unit Title (Based on a Generative Topic): Rock and Pop
Synopsis: The Rock and Pop unit will focus on a wide variety of Rock and pop tunes ranging from the 60's up to
modern day hits. The students will have an opportunity to learn about a variety of different vocal based bands and
artists whilst developing their own technical abilities.
Details will include the following:
a) This unit will focus on introductory techniques and strategies in helping students to develop insight into the
rock and pop genres as they have developing over the past half century. Students will work on their own technical
abilities as well their sight reading abilities and aural recognition of melody, harmony, and interval relationships.
Students will learn basic rock and pop form, ex: ABA, Students will have the opportunity to use different
technologies to enhance their own craft, as well as research and reflect on their own artist of choice.
b) Grades 9-12
c) 4 weeks/classes are 115min each- 5 classes per week.
d)The Ontario Program of Studies focuses on Creating, Reflecting, and foundational skills for the general
outcomes. For this unit I will be giving students many different opportunities to study their own learning, critical
thinking and creative processes through class discussion and reflections. Students will be reflecting through their
own active listening journals as well as documenting their own progress through digital recordings and the use of
backing tracks to help develop their craft. Students will be building foundational skills through both the study of
basic techniques and scales, as well as their own independent study of the genre.
Attitudes in Art:
The attitudes of everyone involved with students have a significant effect on how students approach the arts.
Parents can demonstrate a positive attitude towards the arts at home and in the community, and teachers should
project a positive attitude towards the arts in their instruction. Teachers should encourage students to use their
imagination and their problem-solving and critical-thinking skills in planning, producing, and assessing works of
art. They should also help students understand that even the most accomplished artists continue to put a great deal
of time and effort into their work
The Culminating activity will be based on a performance of a selection of songs we have learned throughout this
unit chosen by the students. The students will also participate in a 'WebQuest' based on the song/artist that they
choose to perform. This is considered an authentic performance task/culminating activity because it, in one way
or another, uses all of my learner outcomes that I have set out for this unit, and students will have an opportunity
to play in front of their peers which will provide a great opportunity for self assessment for students, as well as a
summative assessment for myself.
-Differentiation considerations: Depending on the level of the class, I will scaffold accordingly by providing
different levels of difficulty for each of the songs. Considering much of the focus will be around improvisation,
students will be able to choose their own level of 'difficulty' based on how advanced
their abilities are in regards to improvisation.
Aim/big idea. A concept, theme or issue that gives meaning and connection to facts and skills and leads to deeper
understandings and appreciations. Based on a generative topic.
Aim/big idea: By the end of the unit, students will use both the critical thinking and creative processes to develop
their own vocal techniques through the study and performance of different styles and genres of Rock and Pop
music.

Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the
inquiry throughout the unit.
Essential questions:
1.Why do you think music is important?
2.Why do you think learning vocal technique helps us better understand music?
3.What goes into making 'great' music?
Desired Results/Learning Outcomes (Scope & Sequence)
General & Specific Musical Learner
Expectations/Outcomes
By the end of the course students will . . .

Unit Learner
Expectations (Goals)

Assessment/Evaluation (i.e.
assessment of learning)
*Pre assessments will be
By the end of the unit,
done in the first days of
students will be able to . . . classes

A: Creating and Performing:

A1.The Creative Process: apply the stages of the creative process when performing notated and/or improvised
music and composing and/or arranging music.
A2.The Elements of Music: apply elements of music when performing notated and improvised music and
composing and/or arranging music.
A3.Techniques and Technologies: Use a variety of techniques and technological tools when performing music and
composing and/or arranging music.
***I have written out all learner outcomes for grade AMU4M which is considered Grade 12 or University prep.
Grades 9-12 all have similar learning outcomes so depending on experience and ability I will adapt each outcome
to each students ability. I have written out all outcomes for my own ease of use but will be spanning these
outcomes throughout the semester and not using them all within one unit.
A1.1: Apply the creative process when performing
notated and/or improvised music

ULE: 1.1.1: Students will

experiment with a musical
exercise, reflect on the
results, and apply their
findings when making
artistic choices with
respect to their
performance piece.

-Performance Assessments
that are teacher/self/peer
reviewed
-Formative Assessments and
observations
-Weekly playing assignments

A1.2 apply the creative process when composing

and/or arranging increasingly complex musical
works

ULE 1.2.1 Students will

follow the applicable
stages of the creative
process when composing
or arranging for small
ensemble a sixteen-bar
melody

-Performance Assessments
that are teacher/self/peer
reviewed
-Formative Assessments and
observations
-Weekly playing assignments

A2.1 apply the elements of music and related

concepts appropriately and effectively when
interpreting and performing increasingly complex
and difficult notated music

ULE: 2.1.1 Students will

sing repertoire
demonstrating accurate
pitch and intonation.

-Performance Assessments
that are teacher/self/peer
reviewed
-Formative Assessments and
observations
-Weekly playing assignments

A2.2 manipulate the elements of music and related

concepts effectively and with increasing skill and
creativity when improvising melodies in
a wide variety of musical forms

ULE 2.2.1 Student will

manipulate the elements of
music when improvising
melodies over an
appropriate chord
progression

-Performance Assessments
that are teacher/self/peer
reviewed
-Formative Assessments and
observations
-Weekly playing assignments

A2.3 apply the elements of music and related

concepts effectively and with increasing skill and
creativity when composing and/or arranging music
in a variety of forms

ULE 2.3.1 Students will

apply the elements of
music when arranging
melodic and rhythmic
compositions in binary
and ternary form

-Performance Assessments
that are teacher/self/peer
reviewed
-Formative Assessments and
observations
-Weekly playing assignments

A3.1 extend their technical skills when performing

increasingly complex and difficult notated and/or
improvised music

ULE 3.1.1 Students will

sing increasingly complex
rhythms;
accurately sing
increasingly difficult
music with correct
articulation, clear melodic
shape, and relative balance

-Performance Assessments
that are teacher/self/peer
reviewed
-Formative Assessments and
observations
-Weekly playing assignments

A3.2 apply compositional techniques with

increasing skill and creativity when composing and/
or arranging music

ULE 3.2.1: Students will

demonstrate advanced
abilities in the
arrangement of harmonies
in pre-existing music.

-Performance Assessments
that are teacher/self/peer
reviewed
-Formative Assessments and
observations
-Weekly playing assignments

A3.3: Use current technology when practicing,

performing, composing, and/or arranging music

ULE: 3.3.1 Students will

use multiple technologies
to develop intonation,
blend, and rhythmic
accuracy.

-Performance Assessments
that are teacher/self/peer
reviewed
-Formative Assessments and
observations
-Weekly playing assignments

B: Reflecting Responding and Analyzing:

B1.The Critical Analysis Process: Use the critical analysis process when responding to, analysing, reflecting on,
and interpreting music;
B2.Music and Society: Demonstrate an understanding of how traditional, commercial, and art music reflect the
society in which they were created and how they have affected communities or cultures;
B3.Skills and Personal Growth: Demonstrate an understanding of how performing, creating, and critically
analysing music has affected their skills and personal development;
B4.Connections Beyond the Classroom: Identify and describe various opportunities for continued engagement in
music.
B1.1 listen to selections that represent a variety of
musical styles and genres, and describe and reflect
on their responses to them

ULE 1.1.1 Students will

review a peers public
performance with
reference to her or his
manipulation of musical
elements

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B1.2 listen to and reflect on selections from a wide

range of musical styles and genres, including their
own performance repertoire, and analyse and reflect
with increasing insight on their responses to and
interpretation of them

ULE 1.2.1 Students will

develop an understanding
as a result of background
research, and to critical
analysis as a result of
repeated and focused
listening

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B1.3 analyse with increasing insight and assess the

effectiveness of music from a wide range of styles
and genres and in various performance modes, and
reflect on how such analyses can enhance their own
creation or performance of music

ULE 1.3.1 Students will

analyse the aesthetic and
technical features of
various forms of jazz, and
evaluate the effect of the
music on the performer
and listener

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B1.4: conduct research to gather information

relating to music, musicians, and the musical
opinions or analysis of others.

ULE 1.4.1 Students will

gather and analyse data on
audience responses to one
of their performances

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B2.1 analyse, on the basis of in-depth research,

ways in which traditional, commercial, and art
music are a response to and a reflection of the
community or culture in which they were created

ULE 2.1.1 Students will

study the social and/or
historical context of
multiple genres of music

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B2.2: describe significant contributions of

individuals within a community or culture to genres
of traditional, commercial, and/or art music.

ULE 2.2.1 Students will

study the impact of many
different artists on their
given genre.

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B2.3 analyse the various functions of music in

society

ULE 2.3.1 Students will

analyze music for
religious worship

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B3.1 analyse and assess the impact of the study of

music on their self-awareness, their expressive
capabilities, their awareness of social issues, and
their understanding of others

ULE 3.1.1 Students will

support their own opinions
while demonstrating
respect for the opinions of
others; the ability to
express their ideas,
concerns, and emotions
creatively

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B3.2 describe the performance, creative, and

analytical skills and knowledge they have developed
through the study of music, and explain the ongoing
steps they will take to ensure continued
improvement in these areas.

ULE 3.2.1 Students will

select and organize items
for a portfolio of
performance or creative
work to demonstrate
continuing improvement.
(Practice Journal/
Reflective Journal)

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B3.3 demonstrate the interpersonal skills, work

habits, attitudes, and qualities that are essential to
the effective performance of music in a variety of
contexts

ULE 3.3.1 Students will

demonstrate preparedness,
cooperation, optimism,
and perseverance when
rehearsing and performing
as part of an ensemble.

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B4.1 assess their interests, skills, and knowledge in

relation to a variety of careers in the arts and culture
industry

ULE 4.1.1 Students will

identify and evaluate the
requirements of careers
related to music. Ex.
Educators/Performers/
Producers.

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B4.2 evaluate and demonstrate their musical skills

and knowledge in relation to entrance requirements
for postsecondary study of music

ULE 4.2.1 Students will

identify additional training
or practice opportunities to
build skill and knowledge
levels.

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

B4.3 demonstrate an understanding of the benefits

of their continuing involvement in a variety of
aspects of the arts community

ULE 4.3.1 Students will

demonstrate an
understanding of the
benefits of continuing with
music as a performer,
composer, advocate,
audience member,
promoter, and/or producer
after school.

-Reflective journals, active

listening, class discussions,
song presentations,
culminating activity.

C: Foundations:
C1.Theory and Terminology: Demonstrate an understanding of music theory with respect to concepts of notation
and the elements and other components of music, and use appropriate terminology relating to them.
C2.Characteristics and Development of Music: Demonstrate an understanding of the history of some musical
forms and of characteristics of types of music from around the world.
C3.Conventions and Responsible Practices:demonstrate an understanding of responsible practices and
performance conventions relating to music.
C1.1 extend and deepen their understanding of the
elements and other components of music,
particularly through practical application and aural
recognition, and use appropriate terminology related
to them

ULE 1.1.1 Students will

identify major, minor,
diminished, and
augmented triads in root
position and inversions

-Summative Assessments
-Formative Observations

C1.2 demonstrate an understanding of, and use

proper terminology when referring to, fundamental
concepts associated with notation.

ULE 1.2. 1 Students will

describe and demonstrate
basic sight reading skills
and terminology in
relation to melodic and
rhythmic recognition.

-Summative Assessments
-Formative Observations

C1.3 accurately reproduce, notate, and identify

increasingly complex melodic, harmonic, and/or
rhythmic examples

ULE 1.3.1 Students will

identify seventh chords;
perfect, plagal, imperfect,
and deceptive cadences;
all triads; major, minor,
diminished, and
augmented intervals,
including inversions;
rhythmic patterns in
compound and mixed
metres at various tempi

-Summative Assessments
-Formative observations

C2.1 Demonstrate an understanding of the

development of various musical forms

ULE 2.1.1: Students will

describe basic rock and
pop forms in relation to
relevant repertoire.

-Summative Assessments
-Formative Observations
-Class Discussions

C2.2 analyse, on the basis of in-depth research, and

report on the characteristics of and ideas in a variety
of forms of traditional and contemporary music,
including Aboriginal music, from Canada and
around the world

ULE 2.2.1 Students will

-Summative Assessments
study the characteristics of -Formative Observations
a variety of different
-Class Discussions
music forms from
different backgrounds and
genres.

C3.1 demonstrate an understanding of performance

related injuries connected to the field of music and
ways of minimizing such injuries

ULE 3.1.1 Students will

gain an understanding of
different forms of music
related injuries.

-Summative Assessments
-Formative Observations
-Class Discussions

C3.2 extend their understanding of conventions

associated with various types of musical
performances, from the perspective of performers
and audience members

ULE 3.2.1 Students will

study how musical genres
such as jazz or punk rock
challenged traditional
musical conventions.

-Class discussions
-Active listening
-Reflective Journal

C3.3 demonstrate an understanding of legal and

ethical practices with respect to both consumers and
producers of music, with a particular emphasis on
the recording industry.

ULE 3.2.1: Students will

understand the
implications of supporting
musicians through legal
purchase of their music as
opposed to illegal file
sharing

-Class discussions
-Reflective Journal
-Informal Observations

Master List of Major Learning Activities and Experiences

1. Practicing/rehearsing/performing music
2. Participate in scale and interval studies
3. Participate in ear training and aural recognition
4. Guided Listening (live and recorded)
6. Researching and presenting music
7. Actively participate in the Creative process.

8. Characterize by sound and construction of different

musical forms
9. Participate in sight reading activities/exercises
10. Critically analyze, respond, and reflect on music
through active listening
11. Youtube videos based on the history/interest of theory/
techniques
Summative quiz/Test Performance Assessments
Reflective listening sheets Culminating performance testPeer review

Master List of Materials, Equipment, and Resources

Equipment:
1.Interactive whiteboard
2.Music stands, yoga mats
3.Headphones/Stereo System
4.Access to MP3 players/Ipads/computers/etc.
5.Website: http://mrharty.weebly.com

6.Handouts including music/active listening sheets/

etc.

Special Considerations
Modifications and accommodations for learners with
special needs/Adaptive strategies.

Social context issues. How you will address any

relevant social context issues in your planning.

Description of modifications accommodations to be

made for learners with special needs/Adaptive strategies
in the teaching of this unit:

Description of strategies to be used or steps to

be taken to address social context issues in the
teaching of this unit.
Within my unit plan I have taken into
considerations of different social classes and how
music can relate to these different backgrounds.
This is why my essential questions are focusing on
the social aspects of music, and how it truly is for
everyone. I have a quote on my title page that I
will share with the class that will be almost our
'mantra' throughout the semester. The quote
states, Music is the language of us all. I want to
try to create a soft place to land for all of my
students, and in order to accomplish this I need to
make it as inclusive and as safe as possible so
students are comfortable performing and risktaking in front of one another.
One issue with a music classroom is the fact
that it can lead to high anxiety inducing scenarios
especially when students feel unprepared and have
to perform in front of their peers. I want to create
an environment, regardless of social background,
where students feel comfortable to truly be
themselves, but at the same time feel like they can
contribute their many different and unique
perspectives regarding different aspects of music
within our classroom discussions.