Music (Integrated Performing Arts) · MYP 2 (Grade 7)

Curriculum overview

From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.

• Pulling the plug

  Statement of Inquiry

  Artistic interpretations are a reflection of our cultural and global evolution.

  Global Context

  Globalisation and Sustainability

  GC Exploration

  Consumption & Commodities and Commercialisation

  Key Concept

  Change

  Related Concept

  Interpretation & Presentation

  ATL Skills

  Creative Thinking Skills: Create original works and ideas; use existing work and ideas in new ways.

  Content

  Students will investigate music examples of different music genres and how music elements are used and changed in making music arrangements of original songs. They will develop their listening skills. Students will make their music covers in groups and will develop playing and singing skills. Through this unit students will: Use musical knowledge to analyse music examples from different genres and to create an original arrangement of an existing song Explore and experiment with ideas in the creative process Distinguish different genres based on their musical characteristics Develop musical skills and creative thinking skills

  Inquiry Questions

  Factual: What is a music cover? What is copyright? Conceptual: How does changing the music elements of a song for a music cover affect the feelings and artistic expression conveyed by the original performer? Debatable: Should copyright laws in music be enforced to protect artists, or should they be relaxed to promote creativity for everyone?

  Assessment Objective / Criteria

  Criteria A.ii Investigation (Group) Students will choose a song. They will then complete a compare and contrast of this chosen selection as it pertains to the original performance and a chosen “Unplugged” selection of the same song. Can be a presentation, infographic, or video, eytc…but will be presented. Criteria C.i Perform (Group) Compose your own pop song transferring their own skills from Criterion B. Create a four chord pop song. Highlight your own contribution in groups. Create a melody, harmony and structure in the piece. Perform the pop song and present it to the class. Criteria D.ii (Individual) Reflect on what they have learnt about pop music. Reflect on the interconnected nature of performance and composition. Those two skills are liinked.

• Skills Based Unit

  Statement of Inquiry

  Purpose Songwriting start up with instruments and singing. Build key skills: rhythm, pitch, harmony and playing together. Offer choice of focus (Voice, Keys, Guitar). Runs alongside assessed units, ungraded—focus on development. Structure -Lessons once per 10-day cycle. -Theory embedded in practice chords and rhythm -Ensemble sessions for collaboration and performance. Content (Development & Creativity) Focus: Expanding technique, creativity, motif writing, group skills. -Voice: Warm-ups, vocal technique linking to songwriting. -Keys: (C, G, F, D), basic chords linked to songs. -Guitar/Ukulele:,riffs, small band covers - Drums available Theory -Key signatures (C G and F major) -Chord progressions. -Reading simple lead sheets.

  Content

  Learning Activities: Try Out Instruments: Playing around with different instruments to see how they sound and what we can do with them. GarageBand Fun: Learning the cool things we can do with GarageBand, like adding effects and making our songs sound engaging. Music Buddies: Teaming up with friends to make a song together, learning from each other and making something . Music Time Machine: Checking out how music was made in the past and how today’s technology changed things, connecting ideas with what we make now.

Other grades for this subject: MYP 1 · MYP 3 · MYP 4 · MYP 5