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Final presentation

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  • Dear fellow teachers,
    Some days we walk out of a classroom feeling as productive as pushing cotton balls up a hill with a pointed stick. And we don’t get very far and we don’t go very quick.
  • Well What were we trying to do in the first place? All these activities, all these explanations. You tear your hair out in vehement frustration while Sam does nothing more than chase his tail Tracy is bored, she’s finished her work and painting her nails
  • This conference today aims to make you reconsider the way you deliver the way you teach and how you can reach every student in your classroom

    On an average day your class looks like this, (enthusiastic class) wait. Like this. (crazy bored class)
  • Teaching would be easy if your class looked like this:. But realistically, there are all sorts of kids, and they learn in all sorts of ways.) We need a flexible approach that allows kids to remember, understand, apply, analyse create and evaluate information in many ways.
  • The layered curriculum is a model of differentiated instructions with many options for taking in information and making sense of ideas. Individual students can choose to demonstrate their understanding of a single concept in ways which relates to them.
  • There are 3 layers- or levels of learning. Each layer has different activities. Students must choose a few options from each layer. This way teacher’s can assess each students level of understanding
  • Here is an example of a layered curriculum. This unit is designed for a two week course. The outcomes for this unit is for students to demonstrate their understanding of the concept of TONE COLOUR through listening, performing and composing activities. Each different activity gears for students to the same outcomes; understanding of the concept of tone colour, familiarising with different instruments, their appearance, how they are played, what sounds they make and what register they are in.

    Activities in section 1 require students to gather information, there is a total of 15 marks, so students must choose 2 or 3 activities to reach the maximum. As you can see, there are a variety of activities for students to choose from, each engages in different skills, being visually creative, aurally sensitive, graphs and maps.

    In section 2, students are to manipulate the knowledge they have gathered. This requires a deeper level of understanding. Not only are they recalling or describing they are also applying and analysing information.

    In section 3, students choose only one activity, as each is worth the maximum mark of 20 points. Here is where students are using the highest order of thinking – to create and evaluate. Using their imagination to create a composition, co-operative team skills to combine, make and judge opinions or producing a script that requires strong delivery performance... these are all examples of high order thinking.
  • There are two more important paper work teachers need to organise: Firstly a student contract which states the due date and the activities they have chosen. When students sign this, they are choosing how they learn and how they are assessed. They are being autonomous and it is important that we encourage responsibility and self direction.

  • And secondly a marking rubric. For each activity, students must be given marking guidelines. A marking rubric is an easy way for students to see how they are marked and the quality of work they are required to do. It is also a way for teachers to assess student learning of the objective
  • Here is an example of a works sheet from LAYER 2. where students APPLYING OR MANIPULATING INFORMATION. This is a listening activity where students use their aural skills to gather information then they apply that information in a comprehension sheet
  • . Other wise they can apply that information in a crossword if they prefer to work with quizzes, in both cases students are being marked on their ability to demonstrate an understanding of tone colour
  • so, I hope this presentation has been useful for you. In summary The Layered curriculum increase student retention and accommodates the needs and styles of all learners. Students learn differently, so as teachers, we must be flexible in our approach to reach every one. This is what makes the layered curriculum a good approach – with differentiated instruction, student autonomy, challenging activities and accountability.
  • Transcript

    • 1. Dear fellow teachers
    • 2. AIM?
    • 3. THE LAYERED CURRICULUM
    • 4. THE LAYERED CURRICULUM Summarise a paragraph Create a collage Make a poem Perform a song DEMONSTRATES UNDERSTANDING
    • 5. THE LAYERED CURRICULUM LAYER 1. GATHERING INFORMATION LAYER 2. APPLYING OR MANIPULATIN INFORMATION LAYER 3. ASSESS ING AND ANALYSING INFORMATION Low order thinking High order thinking
    • 6. CLASSICAL INSTRUMENTS AND THE ORCHESTRA YEAR 7 MUSIC NAME: DATE DUE: Outcomes achieved by the end of this unit: 4.3 performs music demonstrating solo and/or ensemble awareness 4.4 demonstrates an understanding of musical concept of TONE COLOUR through exploring, experimenting, improvising, organising, arranging and composing. 4.7 demonstrates an understanding of the musical concept of TONE COLOUR through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas SECTION 1: LEVEL C maximum 15 marks •Make a collage of all the instruments in a section of the orchestra. Include pictures, labels and a title. 5 points •Complete orchestral map work sheet. Label sections, instruments and colour co-ordinate the diagram. 5 points •Make a poster on one instrument of your choice, include: diagram, label at least 4 parts and their functions, description of physical appearance, how it is played and the tone colour it produces. 10 points •Make 15 flash cards. One side instrument name, other side orchestral section, 2 unique observations about what makes it different from other instruments of that section, and describe the tone colour and register of pitch it produces. 10 points •Listen to three orchestral pieces (symphony or concerto) you have listened to on the radio. Name the piece, composer, soloists (if applicable), when it was written. Write a short paragraph describing what you hear in the first ten seconds. 5 points SECTION 2: LEVEL B maximum 30 points •Make a word puzzle using instrument names and orchestral sections. Include down and across clues. Include a separate answers page. 15 points •Listen to Bolero by Ravel and answer the question sheet. 15 points •Find the pitch range for 3 different instruments from 3 different sections of the orchestra, write a short four bar phrase using the correct clef and notation for each instrument. Do not use percussion instruments. Include tempo, phrasing markings, breath markings (for brass instruments) and dynamics. 15 points SECTION 3: LEVEL C maximum 20 points •Compose and perform short piece for 2 instruments. Approx 32 bars in ternary form (ABA form). 20 points •In pairs, imagine that you are a couple of music professionals and provide a discussion script between the 2 commentators about the first movement of the Summer concerto from Vivaldi’s four seasons Discuss what the music is about, instrumentation, a little about the composer himself and argue how the composer has chosen to portray the theme. Use CD excerpts. Perform script in front of class. 20 points •Along with a partner, script and perform a radio broadcast on classical music. You may use a combination of music excerpts for soloist, small ensemble or orchestra. Provide a commentary including dj dialogue script. You must provide piece name, artists, some interesting background information and your own opinion of the piece as well. 7-10 minutes. Listen to 92.9 classic fm for hints. 20 points
    • 7. STUDENT CONTRACT CLASSICAL INSTRUMENTS AND THE ORCHESTRA YEAR 7 MUSIC NAME: DATE DUE: By signing this contract, I agree to complete the following activities with the best of my ability by the due date. SECTION 1: LEVEL C _______________________________________________ _______________________________________________ _______________________________________________ SECTION 2: LEVEL B _______________________________________________ _______________________________________________ _______________________________________________ SECTION 3: LEVEL C _______________________________________________ _______________________________________________ _______________________________________________ STUDENT SIGN: TEACHER SIGN: DATE: DATE:
    • 8. Qualifiers A Commentary reveals both dj’s personalities and opinions of music are given reasoning and examples Dialogue is sustained throughout the script in a varied and colorful manner Dialogue reflects a clear "beginning, middle, end" structure Commentary and music CD playing transition is smooth. Commentary provides all requirements of piece name, artists and background information in an interesting manner B Commentary both dj’s character traits Dialogue is sustained throughout the script Dialogue reflects a clear "beginning, middle, end" structure Dialogue and music transition is generally smooth Commentary provides all requirements of piece name, artists and background information C Commentary occasionally reveals the character traits Dialogue is interspersed with prose Dialogue reflects a "beginning, middle, end" structure" Dialogue and music transition has some stalling problems e.g. wrong track Commentary provides some requirements of piece name, artists and background information D Commentary rarely reveals character traits Narration (rather than dialogue) communicates the script Dialogue does not reflects a clear "beginning, middle, end" structure Does not have music, problems working CD player Commentary provides little requirements of piece name, artists and background information E  Off task  Response too minimal to determine student's performance  No dialogue - only one character speaks  Does not have CD Rubric for a DJ Script Writing Assignment Along with a partner, script and perform a radio broadcast on classical music. You may use a combination of music excerpts for soloist, small ensemble or orchestra. Minimum 3 CD music excerpts. Provide a commentary including dj dialogue script. You must provide piece name, artists, some interesting background information and your own opinion of the piece as well. 7-10 minutes. Listen to 92.9 classic fm for hints. 20 points A C C O U N T A B I L I T Y
    • 9. SECTION 2 B. LISTENING ACTIVITY WORKSHEET: “BOLERO” by RAVEL Listen and watch the YouTube clip of BOLERO conducted by Andre Rieu and list the instruments that play the melody in order. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____________________________________________ What are 2 instruments you see that are NOT traditionally part of an orchestra? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ____________________________________ What instruments are playing the accompaniment in the first time the melody is heard, how are these instruments played and what is the dynamic? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ___________________________ Texture refers to the layers of sound in music. Describe, compare and contrast the texture at the beginning of the piece to the final playing of the melody. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____________________________________________ This music repeats the one melody over and over again, how does the composer make the piece interesting and come to a climactic ending? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________________________________
    • 10. 3. B 1. V A I S 5. V 2. O B O E I L O O I N L N 4. T U B A R U M P 7. H 6. C E L L O T R N DOWN. 1. Stringed instrument with the highest register range 3. Double reeded Wind instrument held diagonally across body when played 4. 3 valves and you have to buzz to make a sound 5. Slightly larger than a violin and has a deeper, more mellow tone colour 7. Brass tubing wrapped into a coil with a flared bell ACROSS 2. A double reed instrument, with a playful tone colour (much like a duck!) 4. Big brass instrument with a booming tone colour 6. The highest string of this instrument is an A on the top line of a bass clef SECTION 2: LEVEL B EXAMPLE OF STUDENT WORK (WITH ANSWERS) Make a word puzzle using instrument names and orchestral sections. Include down and across clues. Include a separate answers page. 15 pointsSECTION 2: LEVEL B EXAMPLE OF STUDENT WORK (WITH ANSWERS) Make a word puzzle using instrument names and orchestral sections. Include down and across clues. Include a separate answers page. 15 points