BC Education - Appendix D: K to 7 Samples

Music Sample 2: Grades 2 to 3

Topic:

Texture and Rhythm

Prescribed Learning Outcomes:

Structure (Elements of Rhythm)

It is expected that students will:

maintain a repeated rhythmic pattern in a simple texture
use symbols to represent metre and rhythmic patterns

Structure (Elements of Melody)

It is expected that students will:

use singing skills to reproduce melodies
maintain a melody or repeated melodic pattern in a simple texture

Thoughts, Images, and Feelings

It is expected that students will:

describe personal thoughts, images, and feelings experienced in classroom repertoire

Context (Self and Community)

It is expected that students will:

demonstrate respect for the contributions of others

Overview

Students had a series of opportunities to learn about and practise the use of texture in a variety of formats. They combined songs, ostinati, body percussion, and non-pitched instruments. Evaluation was based on student's use of texture and rhythm skills. Students presented their assessments as part of the student-led conferences.

Planning for Assessment and Evaluation

Students worked in pairs. The teacher gave each pair a set of rhythm flash cards.

(Students had frequently worked with the same cards in whole-group pocket chart reading activities.) Each pair used the flash cards to create and perform three 4-beat patterns. They created the first pattern together and performed it with body percussion, then each student created a pattern for the other to perform. After they practised with body percussion, students transferred the rhythms to non-pitched instruments.
Two pairs of students joined together to make an 8-beat pattern. They assigned each note value a body movement (e.g., quarter note = clap; eighth note = pat). Then they performed the 8-beat pattern using body percussion and non-pitched instruments.
Students sang a familiar song from classroom repertoire. Each student created a 4-beat body percussion pattern to accompany the song. For example:

Students taught their patterns to partners. They performed one another's patterns as an ostinato. Partners then worked together to each create a new 4-beat ostinato to accompany the song, using body percussion or non-pitched instruments.
The teacher taught a song to students by rote and provided many different opportunities for them to experience it. After students internalized the song, they learned the accompaniment one part at a time by mirroring the teacher's body percussion pattern. After practising these parts, students transferred them to their instruments. As a follow-up, students read the accompaniment parts from a chart.
Students practised a song, keeping the beat while they sang. The teacher then chose a section of the song and had students sing it repeatedly while the teacher sang the entire piece. The teacher and students then switched parts. Once students were confident and able to sing both parts without assistance, the teacher divided the group in half and assigned one part to each group. As a further extension, students transferred the melody and rhythm of the song section to instruments and created an ostinato. All students were given opportunities to practise both parts.
To complete the unit, students learned a short chant or poem. For the piece, they explored different vocal expressions, and each added a short speech ostinato. All students had opportunities to perform all parts. The teacher used invented notation to help students read the rhythms of the ostinati. Students transferred the rhythm of the poem to hand drums. Then they transferred the speech ostinati to other non-pitched instruments to accompany the poem.

Defining the Criteria

During this unit, the teacher and students frequently talked about the criteria that students should be working toward. The teacher focussed on the following criteria to assess students. To what extent is the student able to:

sing a song
sing, chant, or play one part in a simple texture
keep a steady beat
read and perform a rhythmic pattern
maintain a simple melodic or rhythmic ostinato pattern
co-operate with and respect others

Assessing and Evaluating Student Performance

During the activities, the teacher recorded observations about students' developing skills on a class list. After students were given opportunities to practise and demonstrate their understanding of texture in a variety of situations, the teacher distributed self-assessment charts. During each music period, the teacher read one or two items and led a discussion about the skills involved. Students completed one or two items each day until their charts were complete. The teacher reviewed their charts, then added one or more comments using the stem "I've noticed that you ________________________." Students presented their self-assessment charts at student-led conferences.

Texture and Rhythm

I can...	Capable, Confident	Developing	Beginning
sing, chant, or play one part in a simple texture
keep a steady beat
read and perform a rhythmic pattern
maintain a simple melodic or rhythmic ostinato pattern
co-operate with and respect others
Name of song: _____________________________________________________________ TeacherI've noticed that you:

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Revised: July 8, 1998

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