Group Members: Allie Cotton, Erica Hiller, Jayden Gustafson

Content Area: Instrumental Music Education

UNIT: The Four Seasons in Music UNIT LENGTH: 15 days

UNIT LEARNING GOALS
Connection to Course Essential Questions:
● What techniques do composers integrate within their pieces to represent the four seasons musically?
● What is timbre? How does the timbre differ in each of the seasons? What timbres represent each season?
● How does this musical performance create an emotional reaction or spark a memory related to the season?
● How can you draw from these techniques and timbres explored in class to create a composition that reflects a season of
your choosing?
What prior knowledge and skills do students need to be successful in starting this unit?
● Critical thinking/listening skills
● Ability to play their individual instruments
● Ability to identify and describe different musical concepts within music (by literacy or auditory means)
● Basic compositional skills (students will learn more as the unit progresses)
What will the students know and be able to do after this unit that they couldn’t do before?
● Identify musical concepts within contrasting pieces and discover how those concepts contribute to the mood of the
piece
● Continue to build compositional skills and confidence when composing
● Explore new areas of music that are unknown and/or uncomfortable
● Continue to learn how to relate emotions, memories, and the world all around us to music
● Understand musical devices used by composers to express different
atmospheres/environments in the physical world
● Expand compositional device toolbox
Content Learning
● Explore different genres to compare and contrast their differences and similarities as it relates
Goals
to the broader topic of the four seasons
● Explore more musical concepts and how they interact to create a certain effect in music
● Identify and analyze how music relates to the world around us.
● Students will analyze varying genres of music that are based on one (or more) of the four
seasons
Skill Learning Goals
● Students will utilize compositional skills to create a short piece representing one of the four
seasons
 ● Students will explore musical concepts such as timbre and articulations and formulate
arguments as to why a composer might have utilized that technique for the intent of the piece.
● Students will begin to develop an understanding of how to analyze musical notation beyond
just the note names
Language Learning
● Students will create program notes for their composition
Goals (Think SIOP)
● Students will write short prompts on how emotion can be found within music and what
feelings/emotions can be found in the different pieces that were studied throughout the unit
● Students will create a short composition (2-5 minutes in length), using compositional
devices learned in this unit, that represents a season of their choice. Student compositions
will later be used as part of a concert titled “Our Four Seasons” where students' works will
be featured to the community.
● Students will demonstrate their knowledge of compositional techniques used to represent
the four seasons by writing their own short program notes on their composition.
Unit Assessment
● Students will demonstrate their skill of compositional techniques used to represent the four
seasons through the notation of their own composition inspired by one of the four seasons.
● Students will demonstrate their understanding of language surrounding compositional
techniques through use of musical notation, content related language in their program
notes, and in expressions and tempo markings used throughout their compositions.
● Students will combine their season specific mind maps into a word wall.

Texts Used in the Unit

Text (include title Connection to the unit What is the author trying to What skills/background knowledge must What strategies will you use with
and author) topic? convey? a reader have to understand and interact the text? Be specific and use
with the text? strategies from 328/312
The Four Seasons ​Introduction to the unit ​Vivaldi is trying to convey the four ​Students must have the ability to read ​Analogy Charting - comparison of
- Autumn contrasting seasons throughout this music, critically listen to music, have a basic two topics
- Winter work, assigning each season their understanding of different major musical Compare the different seasons to
- Spring own musical concepts. concepts (which can be reviewed), and be each other through musical decisions
- Summer able to relate music to emotions, personal that Vivaldi made.
experiences, and the physical world.
Antonio Vivaldi Magnet Summary - find an intriguing
Central Concepts of music: word in a part of the score and
Expression, Form, Pitch, Texture, Timbre, summarize this part of the work in
Time one sentence.
One per season
Autumn Leaves Introduction to fall season Kosma is trying to portray the season
of fall by demonstrating leaves falling
Joseph Kosma to the ground through his
compositional concept choices.
​Students must have the ability to read
music, critically listen to music, have a basic
understanding of different major musical
concepts (which can be reviewed), and be
able to relate music to emotions, personal
experiences, and the physical world.
​Mind Maps - organize musical
elements of a piece.
Pick out important moments
within the work that help lead to
characteristics outlining fall.

Central Concepts of music:

​Expression, Form, Pitch, Texture, Timbre,
Time
​
The Autumn Moon ​Fall ​Lendt uses an original folk song in ​Students must have the ability to read ​Magnet Summary - find an intriguing
this piece to create a sense of quiet music, critically listen to music, have a basic word in a part of the score and
Gavin Lendt reflection underneath the Autumn understanding of different major musical summarize this part of the work in
moon. Music reflects calm fall nights concepts (which can be reviewed), and be one sentence.
through stillness in the music. able to relate music to emotions, personal ​
experiences, and the physical world. ​Guided Imagery - connect an image
to sound to tell a story.
​Central Concepts of music: ​
​Expression, Form, Pitch, Texture, Timbre, ​
Time
Autumn Fall Autumnwas originally composed for ​Students must have the ability to read Double Entry Diaries - discuss what
SATB choir, and was later music, critically listen to music, have a basic is on the page and how it connects to
Cait Nishimura transcribed for wind band by the understanding of different major musical the student
composer. The choral version concepts (which can be reviewed), and be
features original text inspired by able to relate music to emotions, personal Magnet Summary - find an intriguing
seasonal scenic imagery. The setting experiences, and the physical world. word in a part of the score and
for wind band stays true to the pacing ​ summarize this part of the work in
and character of the original, with ​Central Concepts of music: one sentence
added instrumental texture and ​Expression, Form, Pitch, Texture, Timbre,
colour. Time Guided Imagery - connect an image
​ to sound to tell a story
TEXT:

The sun hides / low in the sky /

igniting the forest / with rays of light.

The air lies motionless / until a gentle

wind whispers, / disrupting this
 peace.
With this wind / dances a colourful
melancholy, / painting the seasons /
with brushstrokes of time.
Memories swirl / in this cool breeze, /
though warmth lingers / in the arms
of trees / holding on / until the last
single leaf falls.
Winter Dreams ​Introduction to winter ​Daughtry evokes a bleak winter
season scene in rural Iowa through a
Michael Daughtry haunting melody that depicts a cold
winter day “whistling down the valley”
through the music. (very slow
moving, but haunting)
Sinfonia Antarctica ​Winter ​Williams portrays the relationship
between nature and humanity based
Ralph Vaughn on a story of heroism and tragedy of
Williams a real-life man in the antarctic. The
“suite” contains five moments called
“Heroism”, “Ice floes”, “Penguins”,
“Pony march and blizzard”,
“Amundson’s flag at the pole”, and
“Death of Oates”, all musically
representing their titles. Very
programmatic.
​
Violin Sonata No. 5, ​Introduction to spring ​Beethoven portrays the birth of
Op. 24 “Spring” season spring in this piece through its
blossoming and bright elements
Ludwig Van presented throughout the work.
Beethoven
​Students must have the ability to read ​Mind Maps - organize musical
music, critically listen to music, have a basic elements of a piece
understanding of different major musical
concepts (which can be reviewed), and be
able to relate music to emotions, personal
experiences, and the physical world.
​
​Central Concepts of music:
​Expression, Form, Pitch, Texture, Timbre,
Time
​Students must have the ability to read ​Magnet Summary - find an intriguing
music, critically listen to music, have a basic word in a part of the score and
understanding of different major musical summarize this part of the work in
concepts (which can be reviewed), and be one sentence
able to relate music to emotions, personal ​
experiences, and the physical world. ​Guided Imagery - connect an image
to sound to tell a story
Central Concepts of music:
​Expression, Form, Pitch, Texture, Timbre, Story Impressions - synthesize the
Time main point from a series of events
​Students must have the ability to read ​Mind Maps - organize musical
music, critically listen to music, have a basic elements of a piece
understanding of different major musical
concepts (which can be reviewed), and be
able to relate music to emotions, personal
experiences, and the physical world.

​Expression, Form, Pitch, Texture, Timbre,
Summer Dances Introduction to summer Balmages portrays the colors of
season summer through heroic themes,
Brian Balmages summer-like timbres, and a big
powerful ending. Through these
elements, the piece reflects the
adventure of summer.
Central Concepts of music:
Time
​
​Students must have the ability to read ​Mind Maps - organize musical
music, critically listen to music, have a basic elements of a piece
understanding of different major musical
concepts (which can be reviewed), and be
able to relate music to emotions, personal
experiences, and the physical world.

Central Concepts of music:

​Expression, Form, Pitch, Texture, Timbre,
Time

Music Outside the Connected to the Hickey provides resources for Students should have a basic knowledge of ​Story Impressions - synthesize the
Lines: Ideas for composition assessment student composition in the music composition and through this text, they will main point from a series of events
Composing the in the at the end of the unit. classroom. This is more so for the progress in their understanding and ​
K-12 Music teacher to utilize, however, the application of the material. Through their ​Word Tree Families - deep
Classroom projects and descriptions can be interaction with the material their skills will analyzation of music motifs
shared with students to progress grow. ​
Maud Hickey their learning.
Central Concepts of music:
​Expression, Form, Pitch, Texture, Timbre,
Time
 Unit Calendar
Green is for ES 328
Red is for ES 312
Monday (Intro) Tuesday (Fall) Wednesday (Fall) Thursday (Fall) Friday (Winter)
State Standard: State Standard: State Standard: State Standard: State Standard:
MU:Re8.1.E.Ia: Explain and MU:Pr4.2.E.Ia-WI: Discuss or MU:Re9.1.E.Ia: Evaluate works and MU:Cn10.1.E.Ia-WI: Exhibit music MU:Pr4.2.E.Ia-WI: Discuss or
support interpretations of the demonstrate, using music reading performances based on personally- literacy by speaking and writing demonstrate, using music reading
expressive intent and meaning of skills where appropriate, how or collaboratively-developed about music; interacting with skills where appropriate, how
musical works, citing as evidence compositional devices employed criteria, including analysis of the subject-specific words, symbols, compositional devices employed
the treatment of the elements of and theoretical and structural structure and context. and notation; and presenting and theoretical and structural
music, contexts, (when appropriate) aspects of musical works impact musical concepts through aspects of musical works impact
the setting of the text, and personal and inform prepared or improvised Daily Objective: Students will movement, gestures, or other and inform prepared or improvised
research. performances. identify the compositional non-verbal means. performances.
techniques used within Autumn
Daily Objective: Students will Daily Objective: Students will Leaves by Joseph Kosma and Daily Objective: Students will Daily Objective: Students will
investigate and identify the examine the compositional question if they were effective in compare and contrast the varying examine and identify the
characteristics that make each techniques used within Fall by depicting the fall season. music, sounds, and compositional compositional techniques used
season themed movement sound Vivaldi and formulate an opinion as techniques used within the fall within Winter by Vivaldi and
the way they do and how those to how they effectively portray the Text and Literacy Strategy: KWL themed music that has been formulate an opinion as to how they
elements relate to the seasons. fall season. Chart (this is great because now studied thus far. effectively portray the winter
they are starting to learn more and season.
Text and Literacy Strategy: Text and Literacy Strategy: Mind more concepts, and they can keep Text and Literacy Strategy: Venn
Sketching through the music: while Maps: students can use this building off of it as the seasons are Diagrams (to see what was similar, Text and Literacy Strategy: Mind
students are listening to Four strategy to keep all of their ideas studied). what was different, etc.) Maps: students can use this
Seasons by Vivaldi, students will and observations in place while strategy to keep all of their ideas
sketch the things that they hear. listening to the piece. Materials Needed: Autumn Leaves Materials Needed: Autumn by Cait and observations in place while
They will note important parts in the by Joseph Kosma, arr. Alfred Reed Nishimura listening to the piece.
piece, and can later look at this to Materials Needed: Fall by Vivaldi
inspire their composition projects. Assessment: Quick Write: Assessment: Students will find a Materials Needed: Winter by
Assessment: Students will fill out Students will have 1-3 minutes to partner and will essentially Vivaldi
Materials Needed: Four Seasons an exit ticket with their opinions on write 3 compositional techniques interview one another, asking what
by Vivaldi why certain compositional used by Kosma in Autumn Leaves. their favorite fall piece was and why Assessment: Students will fill out
techniques were used in certain They will explain how 1 of them (musical concepts used, climactic an exit ticket with their opinions on
Assessment: sections of a piece to make it feel musically depicts the fall season. moments, colors, etc). At the end of why certain compositional
Students will present their sketches like the season (ex. the slow class, students can present their techniques were used in certain
from earlier to a group of 2-3 other descending lines represent snow Homework/Extension: Students “interview” findings, sharing what sections of a piece to make it feel
students. They will share what falling to the ground). will continue to work on their their partner shared with them and like the season (ex. the slow
different sketches mean and how composition project, asking vice versa. descending lines represent snow
they relate to the music. If students questions as needed. falling to the ground).
would like to share with the class, Homework/Extension: Students Student Centered Instructional Homework/Extension: Students Homework/Extension: Students
they will have a little bit of time at will begin their composition project, Strategies: Independent Work will continue to work on their will continue to work on their
the end of class to do so. settling on a season and beginning (students will spend their time composition project, asking composition project, asking
to sketch out some notes. analyzing and composing on their questions as needed. questions as needed.
Homework/Extension: Start own)
brainstorming composition project Student Centered Instructional Student Centered Instructional Student Centered Instructional
ideas (what season are you going Strategies: Independent Work Teacher Centered Instructional Strategies: Informal small-group Strategies: Independent Work
to compose for? What are some (students will spend their time Strategies: Explicit instruction discussions in the form of an (students will spend their time
sounds that you can incorporate?). analyzing and composing on their lesson, set induction will be playing interview analyzing and composing on their
Students will write these ideas on a own) Autumn Leaves by Joseph Kosma own)
piece of paper and bring them to at the beginning of the lesson to get Teacher Centered Instructional
the next class period. Teacher Centered Instructional students attention. Strategies: Explicit instruction and Teacher Centered Instructional
Strategies: Explicit instruction set induction in the beginning of the Strategies: Explicit instruction
Student Centered Instructional lesson, set induction (Fall by Level of Questions in lesson. lesson, set induction (Winter by
Strategies: Small-Group Vivaldi) to get students attention at
lesson/assessment: Mid-level of Vivaldi) to get students attention at
Discussions. the beginning of the lesson. questioning. Level of Questions in the beginning of the lesson.
lesson/assessment: High level of
Teacher Centered Instructional Level of Questions in Example Question: Compare the questioning. Level of Questions in
Strategies: Social instructional lesson/assessment: Higher level two different styles of pieces that lesson/assessment: Higher level
approach, using inductive of questioning. we have just studied, (classical and Example Question: Compare and of questioning
strategies jazz) how are they similar, and how contrast the pieces that we studied
Example Question: Critique are they different? Does one style for the Fall season. How are the Example Question: Critique
Level of Questions in Vivaldi’s compositional techniques of music depict “fall” better than the compositional techniques similar Vivaldi’s compositional techniques
lesson/assessment: Low-level used to create a musical illusion of other? and different across the varying used to create a musical illusion of
questions and assessments to fall. Do you think that they were pieces? How does it differ with a Winter. Do you think that they were
begin this unit with. effective or not? Explain. change in genre? effective or not? Explain.

Example Question: Identify

musical characteristics that you
noticed while listening to Four
Seasons by Vivaldi? What were
some characteristics that you
noticed specifically in each
individual season?
 Monday (Winter) Tuesday (Winter) Wednesday (Spring) Thursday (Spring) Friday (Spring)

State Standard: State Standard: State Standard: State Standard: State Standard:
MU:Cn11.1.E.Ia-WI: Highlight MU:Cn11.1.E.Ia-WI: Highlight MU:Re8.1.E.IIa: Support MU:Re7.2.E.Ia: Explain how the MU:Pr4.2.E.Ia-WI: Discuss or
connections and celebrate connections and celebrate interpretations of the expressive analysis of passages and demonstrate, using music reading
distinctions within or across music distinctions within or across music intent and meaning of musical understanding the way the skills where appropriate, how
genres, including musical and genres, including musical and works citing as evidence the elements of music are manipulated compositional devices employed
extra-musical considerations. extra-musical considerations. treatment of the elements of music, inform the response to music. and theoretical and structural
contexts, (when appropriate) the aspects of musical works impact
Daily Objective: Students will use Daily Objective: Students will setting of the text, and varied Daily Objective: Students will use and inform prepared or improvised
mind maps to compare and create a story impression for each researched sources. word tree families to analyze performances.
contrast the musical characteristics piece studied in the Winter unit and common techniques used by
and expressions used in Winter synthesize these impressions into Daily Objective: Students will use Beethoven to create the musical Daily Objective: Students will
Dreams by Daughtry and Winter by one large Winter story impression, analogy charting to identify specific atmosphere in Violin Sonata No. 5 listen to various recordings of the
Vivaldi. which can then be used to inform moments in the piece, their reaction pieces presented in the Spring unit
the Winter portion of their to those moments, and the overall Text and Literacy Strategy: and will discuss which
Text and Literacy Strategy: composition. effectiveness in portraying Spring. Word tree families performances brought out the best
Mind Maps characteristics of Spring. They will
Text and Literacy Strategy: Text and Literacy Strategy: Materials Needed: then use this knowledge in working
Materials Needed: Story Impressions Analogy charting, magnet summary Violin Sonata No. 5, Op. 24 on their composition.
Winter Dreams by Michael “Spring” by Ludwig van Beethoven
Daughtry Materials Needed: Materials Needed: Text and Literacy Strategy:
The Four Seasons, Winter by The Four Seasons, Spring by Assessment: Students will create General note taking on
Assessment: Students will turn in Antonio Vivaldi Antonio Vivaldi word tree families in groups based performance characteristics they
their mind map on their way out the Winter Dreams by Michael off of their own individual word tree liked and how these could be
door, if finished. If not finished, it Daughtry Assessment: Students will turn in families. added into their own composition.
will be homework that is due at the Sinfonia Antarctica by Ralph their analogy at the end of class, if
start of the next class period. Vaughn Williams finished. Homework/Extension: If not Materials Needed:
finished, students will take their The Four Seasons, Spring by
Homework/Extension: Students Assessment: Students will give Homework/Extension: Students word tree families home and finish Antonio Vivaldi
will work on their mind map and small presentations of their story will finish their analogy chart to be them to turn in at the beginning of Violin Sonata No. 5, Op. 24
turn it in at the beginning of the impressions for each piece and turned in at the beginning of next the next class period. “Spring” by Ludwig van Beethoven
next class period. then how they combined all of class.
those into one Winter story Assessment: Have students
impression and include what they visually show me their composition
want to incorporate into their own progress as they leave the
composition. classroom.
Student Centered Instructional Homework/Extension: Students Student Centered Instructional Student Centered Instructional Homework/Extension: Continue
Strategies: individual work time for will work on their composition Strategies: Individual work time to Strategies: Independent and social work on their composition.
comprehension and critical thinking assignment. synthesize and review information approaches - begin with
about the content. learned in class. independent work time then have Student Centered Instructional
Student Centered Instructional sharing and comparison time with Strategies: independent work. I
Teacher Centered Instructional Strategies: Small-group Teacher Centered Instructional peers. want students to work by
Strategies: I will guide the students presentations of their story Strategies: Indirect instruction - I themselves and not collaborate
through instruction by providing impressions that lead into a will provide recordings that I think Teacher Centered Instructional with peers so I can assess their
them with sample questions to combined group story impression. portray the message I want to give Strategies: guided instruction via individual knowledge from this part
consider when beginning to the students and then have them providing students with an example of the unit.
compare and contrast two pieces. Teacher Centered Instructional come up with the conclusions. of the assignment.
Strategies: not very much teacher Teacher Centered Instructional
Level of Questions in involvement, just show them a Level of Questions in Level of Questions in Strategies: Indirect - give students
lesson/assessment: low level and video/recording and the score and lesson/assessment: higher level lesson/assessment: A mix of low videos to watch and have them
high level questioning. have them work in groups to sift questions that are open ended and level and high level questions - come up with the conclusions.
through the content. opinion based some low levels are needed to
Example Question: Identify the identify key signature, time Level of Questions in
key signatures of each piece. Level of Questions in Example Question: What signature, etc. High levels are lesson/assessment: Low and high
Justify why each composer would lesson/assessment: high level compositional expression markings needed to explore the decisions level questioning.
choose this key (major vs. minor questioning is preferred so the does Vivaldi use to create the mood made in adding expression marks.
key) to create the atmosphere of students can think broadly across of spring? Create an argument as Example Question: Analyze the
winter. Analyze one musical motif all the pieces studied in this unit. to why he used those instead of Example Question: Identify the videos shown in class for
that reappears in each piece and if others and how they affected you key signature of this piece. performance characteristics that
they compare to each other or not. Example Question: Create a story as a listener. Compare the markings and musical effectively demonstrate the effect of
impression for the winter unit that motifs used in this piece to those Spring. Modify these characteristics
shows the musical characteristics used in Vivaldi’s Spring. so that they can be included in your
and expressions used by composition of Spring.
composers to effectively portray the
season of winter.
 Monday (Summer) Tuesday (Summer) Wednesday (Summer) Thursday (Assessment) Friday (Assessment)

State Standard: State Standard: State Standard: State Standard: State Standard:
MU:Re8.1.E.Ia: Explain and MU:Cn10.1.E.Ia-WI: Exhibit music MU:Pr4.2.E.Ia-WI: Discuss or MU:Cr3.2.E.IIa: Share MU:Cr3.2.E.IIa: Share
support interpretations of the literacy by speaking and writing demonstrate, using music reading personally-developed personally-developed
expressive intent and meaning of about music; interacting with skills where appropriate, how arrangements, sections, and short arrangements, sections, and short
musical works, citing as evidence subject-specific words, symbols, compositional devices employed compositions – individually or as an compositions – individually or as an
the treatment of the elements of and notation; and presenting and theoretical and structural ensemble – that address identified ensemble – that address identified
music, contexts, (when appropriate) musical concepts through aspects of musical works impact purposes. purposes.
the setting of the text, and personal movement, gestures, or other and inform prepared or improvised
research. non-verbal means. performances. Daily Objective: Students will Daily Objective: Students will
share their composition projects share their composition projects
Daily Objective: Students will Daily Objective: Students will Daily Objective: Students will with the class, providing a short with the class, providing a short
identify the compositional examine the compositional compare and contrast the varying introduction to their work by sharing introduction to their work by sharing
techniques used within Four techniques used within Summer music, sounds, and compositional their process notes and program their process notes and program
Seasons (Mvt. 4 - Summer) by Dances by Brian Balmages and techniques used within the summer notes with the class. notes with the class.
Vivaldi and question if they were formulate an opinion as to how they themed music that they have
effective in depicting the season of effectively portray the summer studied. Text and Literacy Strategy: Story Text and Literacy Strategy: Story
summer. season. Impressions: students will Impressions: students will
Text and Literacy Strategy: synthesize the main point from their synthesize the main point from their
Text and Literacy Strategy: KWL Text and Literacy Strategy: Mind Analogy Charting - comparison of peers' composition projects. peers' composition projects.
Chart: students will add onto their Maps: students can use this two topics: students will compare
KWL Charts that they began at the strategy to keep all of their ideas compositional techniques, Materials Needed: Student Materials Needed: Student
beginning of the unit, this time and observations in place while orinmation, and character between Composition Projects, Music Composition Projects, Music
specifically focused on the season listening to the piece. Movement 4 (Summer) from Four Outside the Lines: Ideas for Outside the Lines: Ideas for
of summer. Seasons by Vivaldi and Summer Composing the in the K-12 Music Composing the in the K-12 Music
Materials Needed: Summer Dances by Brian Balmages. Classroom by Maud Hickey Classroom by Maud Hickey
Materials Needed: Four Seasons Dances by Brian Balmages
(Mvt. 4 - Summer) by Vivaldi Materials Needed: Summer Assessment: Students will share Assessment: Students will share
Assessment: Students will fill out Dances by Brian Balmages, Four their story impressions and partake their story impressions and partake
Assessment: Quick Write: an exit ticket with their opinions on Seasons (Mvt. 4 - Summer) by in a short discussion after each in a short discussion after each
Students will have five minutes to why certain compositional Vivaldi composition presentation. composition presentation.
write three compositional techniques were used in certain
techniques used by Vivaldi in sections of a piece to make it feel Assessment: Teacher will observe Homework/Extension: None Homework/Extension: None
Movement 4 - Summer. They will like the season (ex. the slow small group discussions of 2-3
choose one of their examples to descending lines represent snow students where they will discuss
future explain how it musically falling to the ground). the similarities and differences
depicts the season of summer. between the two summer pieces
studied in the unit. If students
Homework/Extension: Students Homework/Extension: Students would like to share with the class, Student Centered Instructional Student Centered Instructional
will continue to work on their will finish up work on their they will have a little bit of time at Strategies: Independent Strategies: Independent
composition project, asking composition project and program the end of class to do so. Presentations (students will share Presentations (students will share
questions as needed. Students will notes making the final edits for their their projects with the class), Panel their projects with the class), Panel
begin to prepare their short class presentation. Homework/Extension: Students Discussion (students will ask and Discussion (students will ask and
program/process notes for their will finish up work on their answer questions related to their answer questions related to their
composition project presentation. Student Centered Instructional composition project and program compositions and the presentations compositions and the presentations
Strategies: Independent Work notes making the final edits for their they watch) they watch)
Student Centered Instructional (students will spend their time class presentation.
Strategies: Independent Work analyzing and composing on their Teacher Centered Instructional Teacher Centered Instructional
(students will spend their time own) Student Centered Instructional Strategies: Not much teacher lead Strategies: Not much teacher lead
analyzing and composing on their Strategies: Small-Group instruction, teacher will just be instruction, teacher will just be
own) Teacher Centered Instructional Discussions there to facilitate the short there to facilitate the short
Strategies: Explicit instruction discussion session after each discussion session after each
Teacher Centered Instructional lesson, set induction (Summer Teacher Centered Instructional presentation. presentation.
Strategies: Explicit instruction and Dances by Brian Balmages) to get Strategies: Explicit instruction and
set induction in the beginning of the students attention at the beginning set induction in the beginning of the Level of Questions in Level of Questions in
lesson. of the lesson. lesson. lesson/assessment: A mix of low lesson/assessment: A mix of low
level and high level questions. level and high level questions.
Level of Questions in Level of Questions in Level of Questions in
lesson/assessment: Low to lesson/assessment: Mid-level of lesson/assessment: High level of Example Question: What Example Question: What
Mid-level questioning. questioning. questioning. compositional elements (learned in compositional elements (learned in
this unit) did you use to express this unit) did you use to express
Example Question: Describe what Example Question: What are Example Question: Compare and your season in your composition? your season in your composition?
you think of when you think about some musical characteristics that contrast the pieces that we studied What composers inspired your What composers inspired your
the season of summer. After you identified while listening to throughout our seasons unit. composition and does their work composition and does their work
listening to Vivaldi’s piece Summer, Summer Dances by Brian Explain how composers connect to yours? Reflect on how connect to yours? Reflect on how
what musical elements do you hear Balmages? Did you discover any represent/portray a season through you selected the season you did for you selected the season you did for
in the piece that express the similarities between the Summer sound? How are the compositional the project and why? Reflect on the project and why? Reflect on
season it is named after? movement from Four Seasons by techniques similar and different what was the most difficult part of what was the most difficult part of
Vivaldi? across the varying pieces? this project and what came easy to this project and what came easy to
you? you?