Part B - Task 2: Backward Mapping Presentation by https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2 Meaning and Messaging in Music en-us 2023-10-07 03:32:34 UTC 2023-10-07 22:50:26 UTC hello@padlet.com Outcomes MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736244556 MUS1.4 - Responds to a range of music, expressing likes and dislikes and the reasons for these choices.

Other outcomes:

EN1-OLC-01 - Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions.

EN1-CWT-01 - Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure.

EN1-UARL-01 - Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose.

(NESA, 2006) and (NESA, 2023).
]]> 2023-10-07 03:36:03 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736244556 Content MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736245089
  • Identifies simple musical features of the music that is performed and listened to, eg the tempo, pitch, structure, dynamics, tone colour.
  • Shows preference for particular pieces of music or styles of music and discusses what features of the music are appealing or are not appealing.

    • (NESA, 2006) and (NESA, 2023).
    ]]>     2023-10-07 03:37:43 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736245089     Step #1: Establish desired results MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736267010 The first stage of the process is for the teacher to identify the curriculum and learning outcomes, and understand the knowledge and skills that students need to acquire. 


    (Childre, 2009, pp. 7-9) and (Wiggins & McTighe, 2005, pp. 17-22).]]>     2023-10-07 04:57:55 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736267010     Step #2: Determine appropriate assessments & evidence MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736267106 Step two is all about planning suitable assessment and learning activities. The aim here is to identify what the students need to know and understand, and then determine what evidence needs to be gathered to achieve the set learning goals.

    (Childre, 2009, pp. 7-9) and (Wiggins & McTighe, 2005, pp. 17-22).]]>     2023-10-07 04:58:18 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736267106     Step #3: Plan learning experiences & instruction MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736272355 The final step of the process is to design teaching and learning experiences that are suitable to achieving the learning and assessment outcomes. Considerations should be made to match the interests and learning styles of pupils.

    (Childre, 2009, pp. 7-9) and (Wiggins & McTighe, 2005, pp. 17-22).]]>     2023-10-07 05:20:47 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736272355     Diagnostic MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736278654 Enquiry questions: Encourages critical-thinking, problem-solving and creativity, and sets the direction for learning. Questions can be published on the IWB to pique student interest and generate discussion (Childre, 2009, p. 9).

    Class brainstorm: Allows teacher to assess students' current knowledge and discover their interests and interest level. For pupils, it connects old and new content. Brainstorms are incorporated at the start of lessons to stimulate discussion and collaboration (Scannell & Mulvihill, 2012, pp. 1-2).

    Quiz: Low-stakes quiz aimed at assessing knowledge in an informal, pressure-free environment. Utilised during the lesson where students try and match the tempo with the music sample.]]>     2023-10-07 05:45:02 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736278654     Formative MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736278685 Teacher observation & conferencing: Crucial for teachers to check-in with students to determine their understanding, proficiency and grasp of the content, and to provide adequate scaffolding and instruction. Utilised in every lesson across the unit.

    Music worksheet:     Focuses learning on specific elements to helps students develop their understanding. Utilised during activities where pupils required to deeply analyse music recordings (Kivunja, 2016, p. 129).

    Peer discussion:     Encourages dialogue and collaborative learning, and requires students to think critically and imaginatively, and construct meaning by assessing contrasting viewpoints (Wright, 2012, p. 218).]]>     2023-10-07 05:45:11 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736278685     Summative MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736278974 Musical journal: Stimulates critical-thinking, observation and reflection, and allows students a means to explain and justify their reasoning in a more personalised way. Pupils add an entry to their journal at the end of each lesson, which is submitted as the unit's final assessment (Dinham, 2022, pp. 102-103).]]> 2023-10-07 05:46:32 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736278974 Musical Themes & Messaging MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736281120 Enquiry question: How do musicians use lyrics, melody and instrumentation to emphasise themes in their songs?

    Students are divided into small groups and assigned a different music genre (e.g., rock, pop and hip hop). Pupils listen to their assigned song, analysing the themes and messages that are conveyed on a worksheet. Each group then presents its analysis to the rest of the class. To conclude the lesson, pupils document their reflections in their musical journal (summative assessment).]]>     2023-10-07 05:55:02 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736281120     Audio Sample #1: Could You Be Loved - Bob Marley & The Wailers (Reggae) MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736281557 2023-10-07 05:56:56 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736281557 Musical Likes & Dislikes MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736283797 Enquiry question: What elements make for appealing music?

    As a class, students listen to three pieces of music. Pupils are then split into pairs and are required to discuss and analyse the reasons why the found the music appealing or unappealing. The teacher encourages students to explain and quantify their reasoning using appropriate musical terminology. To conclude the lesson, pupils document their reflections in their musical journal (summative assessment).]]>     2023-10-07 06:05:45 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736283797     Audio Sample #1: Shake It Off - Taylor Swift (Pop) MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736284274 2023-10-07 06:07:41 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736284274 Audio Sample #1: Circles - Post Malone (Hip Hop) MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736285309 2023-10-07 06:11:24 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736285309 Audio Sample #3: I Am The Walrus - The Beatles (Rock) MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736286168 2023-10-07 06:14:05 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736286168 Worksheet: Reacting to Music MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736287414 (Twinkl, n.d.)]]> 2023-10-07 06:18:48 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736287414 Popular Music Genres MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736287622 Enquiry question: What musical elements help to define a genre?

    The teacher begins the lesson by asking the class to brainstorm popular music genres, noting them in a list on the interactive whiteboard (IWB). The educator then asks the students to expand on the list and note the musical features and instruments that are prominent within these genres. To conclude the lesson, pupils document their reflections in their musical journal (summative assessment).]]>     2023-10-07 06:19:47 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736287622     Teacher Resource: Key Features of Broad Genres MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736287742 (Twinkl, n.d.)]]> 2023-10-07 06:20:16 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736287742 The Key Benefits & Considerations MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736330592 The biggest benefit of Backward Mapping is that it serves as a roadmap for learning. Educators can't plan how they're going to teach until they know exactly what they want their students to learn.

    Assessment practices need to align directly and explicitly with teaching and learning outcomes, and Backward Mapping addresses this requirement.

    It also assists teachers to plan and tailor learning for students who require a differentiated curriculum.

    (Childre, 2009, pp. 7-9) and (Hayes, 2003, pp. 229-230).]]>     2023-10-07 08:27:20 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736330592     Tempo Types MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736346507 Enquiry question: How does the speed of music make you feel, and what ways can you describe it?

    The teacher introduces the concept of tempo in music, and asks students to provide their ideas around the concept. The educator notes the various forms and their characteristics on the IWB, and then plays a variety of musical samples, asking the class to identify the correct tempo in an informal 'hands-up, hands-down' quiz. The teacher then asks students who answered correctly to expand on the moods and emotions they associate with this style of music. To conclude the lesson, pupils document their reflections in their musical journal (summative assessment).]]>     2023-10-07 09:07:41 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736346507     Teacher Resource: Understanding Music - Tempo MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736346809 (Twinkl, n.d.)]]> 2023-10-07 09:08:24 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736346809 Audio Sample #2: Bad Guy - Billie Eilish (Pop) MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736356949 2023-10-07 09:32:26 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736356949 Audio Sample #3: The Man - The Killers (Rock) MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736358868 2023-10-07 09:36:44 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736358868 Audio Sample #4: For Whom the Bell Tolls - Metallica (Metal) MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736367585 2023-10-07 09:50:12 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736367585 MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736399337 The unit centres on children expressing their likes and dislikes in music, and lessons are designed to expose them to a variety of styles, moods and meanings. 
     
    Lesson content is structured so pupils first focus on the technical aspects of music, before they tackle tasks that require them to articulate how music impacts them in different ways. The interests of children have been considered in selecting the music samples as there are more new-age artists (e.g., Taylor Swift) than classical musicians (e.g. The Beatles).
     
    Across the unit, students are required to document their reflections in a musical journal, which serves as a summative assessment. 
    ]]>     2023-10-07 11:04:55 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736399337     MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736407344
  • Understand and analyse musical features 
  • Reflect on musical identity and express preferences
  • Explore musical diversity
  • Demonstrate creative expression
  • Communicate ideas and consider differing viewpoints
    • ]]>     2023-10-07 11:23:54 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736407344     MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736428449 Beatles, The. (1967). I Am The Walrus [Song]. Spotify. https://open.spotify.com/track/6Pq9MmkDQYZiiCDpxnvrf6

    Childre, S. (2009). Backward Design: Targeting Depth of Understanding for All Learners. Teaching Exceptional Children, 41(5), 6–14.

    Corr, A. (2019, May 27). Noel blocked use of Oasis music in new Liam film. RTE. https://www.rte.ie/entertainment/2019/0526/1051813-noel-blocked-use-of-oasis-music-in-new-liam-film/

    Dinham, J. (2022). Delivering authentic arts education (5th edition.). Cengage Learning Australia.

    Eilish, B. (2019). bad guy [Song]. Spotify. https://open.spotify.com/track/2Fxmhks0bxGSBdJ92vM42m

    Hayes, D. (2003). Making Learning an Effect of Schooling: Aligning curriculum, assessment and pedagogy. Discourse (Abingdon, England), 24(2), 225–245.

    Killers, The. (2017). The Man [Song]. Spotify. https://open.spotify.com/track/5aWhs651KYM26HYM16kRdk

    Kivunja, C. (2016). Teaching, learning & assessment : steps towards creative practice. Oxford University Press.

    Malone, P. (2019). Circles [Song]. Spotify. Retrieved October 8, 2023, from https://open.spotify.com/track/21jGcNKet2qwijlDFuPiPb

    Marley, B. (1980). Could You Be Loved - Bob Marley & The Wailers [Song]. Spotify. https://open.spotify.com/track/5O4erNlJ74PIF6kGol1ZrC

    Metallica. (1985). For Whom The Bell Tolls [Song]. Spotify. Retrieved October 8, 2023, from https://open.spotify.com/track/51YZAJhOwIC5Gg3jMbAmhZ

    NSW Education Standards Authority. (2006). Creative Arts K-6 Syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts/creative-arts-k-6-syllabus

    NSW Education Standards Authority. (2023). English K-10 Syllabus. NSW Education Standards Authority. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10 

    Scannell, M., & Mulvihill, M. (2012). The big book of brainstorming games quick, effective activities that encourage out-of-the-box thinking, improve collaboration, and spark great ideas! (1st edition). McGraw-Hill.

    Swift, T. (2014). Shake It Off [Song]. Spotify. https://open.spotify.com/track/5xTtaWoae3wi06K5WfVUUH

    Twinkl. (n.d.). Listening to & Appreciating Music - Evaluation Sheets - KS2. https://www.twinkl.com.au/resource/t2-mu-116-listening-to-and-appreciating-music-supporting-ks2-resources

    Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Association for Supervision and Curriculum Development.

    Wright, S. (Susan K. (Ed.). (2012). Children, meaning-making and the arts (Second edition.). Pearson Australia.
    ]]>     2023-10-07 12:09:40 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736428449     MrMitchellCSU https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736500674
  • Student-centred learning
  • Collaborative learning (pairs, small group and whole-class)
  • Questioning and observation
  • Self-reflection
  • Peer assessment
  • Teacher observation
    • ]]>     2023-10-07 14:17:08 UTC https://padlet.com/MrMitchellCSU/4q7g6uc442r8m7q2/wish/2736500674