1. Planning the inquiry
1. What is our purpose? Class/grade: 6 Age group: 10/11
To inquire into the following: School: Peak School School code:
• transdisciplinary theme The Role of Music
Title: Film Music
PYP planner
Teacher(s):Jane Engelmann
•Central idea Date: Feb-March 2012
•Music is Central to our perception of film
Proposed duration: number of hours 5-6 over number of weeks 6-7
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What
evidence, including student-initiated actions, will we look for? 2. What do we want to learn?
• Compose a piece of music to match a given film clip What are the key concepts (form, function, causation, change, connection, perspective,
• Discuss and identify musical elements and techniques used to create mood music responsibility, reflection) to be emphasized within this inquiry?
• Listen to a variety of audio samples and identify film genre Connection Perspective
Conceptual understandings
Responding- the arts provide us with multiple perspectives What lines of inquiry will define the scope of the inquiry into the central idea?
LO (responding) •Role of music in film (connection and perspective)
• Create a musical image to match the mood of a visual image •Emotional responses to music (perspective)
• Analyse diff. compositions describing how the musical elements enhance the •Link between music and film (connection)
message
Creating- Arts have the power to influence thinking and behaviour What teacher questions/provocations will drive these inquiries?
Do you think films need music?
LO (creating) What role does music play in films ?
• Express one or more moods in a musical composition How does it make you feel?
Provocations : Show film clips with and without their soundtracks.
Listen to music from Jaws, James Bond, Mission Impossible, Star Wars. Discuss
recognition and mood
Watch same clip 3 times each with different soundtrack (funny, sad, scary) Discuss
physical and emotional response
Show trailers for The Artist (sound down) discuss Silent Movies and piano playing
Select a soundtrack from different audio examples to match a trailer for Gladiator
© International Baccalaureate Organization 2007

2. Planning the inquiry
3. How might we know what we have learned? 4. How best might we learn?
This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
What are the possible ways of finding out students’ prior knowledge and skills? questions?
What evidence will we look for?
• Listen to a variety of audio samples and identify film genre
Brainstorm, discussion, post its, play examples of film music ask “what is it, what are they
from? Find more examples (computers/iPads) • Watch Jaws clips with the sound down, the incorrect soundtrack and the correct soundtrack
and discuss whether the film needed music and if so why, what for and what type?
Rubric, I hear, I think, I wonder
• Who is John Williams? Research
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for? • Explore a range of instruments and software to create sound FX, loops and desired effects
Composition Rubric-link between music and film-have they made the • Look at James Bond trailer and identify where key changes happen in mood and music
connection? • Compose up own motif and theme for your Spy/Hero character
Listening /responding task-(Role of music in film) • Play Goldfinger as a class on a range of classroom instruments (at various difficulties)
Can they identify the purpose of the music and structures/form that creates certain effects. • Group composition for James Bond trailer, with given story board and timings
Can they identify the mood of a piece and match it to an appropriate film clip What opportunities will occur for transdisciplinary skills development and for
Audio task: Can they place audio samples into their correct genre on given sheet (eg cartoon, the development of the attributes of the learner profile?
Western Sci Fi and Adventure) Communication-listening, presenting ,
Are they able to recognize Motif and themes and can they make up their own? Social-Group Decision Making
Peer assessment of final composition Thinking-synthesis
I see, I hear, I think, I wonder, even better if Research-observing, planning
Learner profile Reflective, communicators
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Y7 Music Express (Film Music) CD and CDROM, Y9 Musical Contexts (online resource) Garageband, Film Clips, Audio Samples, Sibelius, Classroom instruments,
related publications, visiting experts (if we could find any!)
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Could be set up as a movie theatre!
© International Baccalaureate Organization 2007

3. Reflecting on the inquiry
6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’ What were the learning experiences that enabled students to:
understanding of the central idea. The reflections of all teachers involved in the
planning and teaching of the inquiry should be included. •develop an understanding of the concepts identified in “What do we want to
learn?”
•demonstrate the learning and application of particular transdisciplinary skills?
•develop particular attributes of the learner profile and/or attitudes?
How you could improve on the assessment task(s) so that you would have a
more accurate picture of each student’s understanding of the central idea. In each case, explain your selection.
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
© International Baccalaureate Organization 2007

4. Reflecting on the inquiry
8. What student-initiated inquiries arose from the learning? 9. Teacher notes
Record a range of student-initiated inquiries and student questions and highlight any
that were incorporated into the teaching and learning.
At this point teachers should go back to box 2 “What do we want to learn?” and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability to
reflect, to choose and to act.
© International Baccalaureate Organization 2007