T3+Music+&+Instruments

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** Plan Musical Instruments **
** Riverslea School Inquiry Plan T3 2017 **
 * ** Musical Instruments **
 * ( The Arts- Music) ** || ** Insights – What is Music ? **
 * What are musical instruments? (Meaning) **
 * What can you learn about musical instruments? **
 * Who are experts that can help us learn about them? **
 * What do we want to learn about musical instruments? **
 * How can we choose instruments we want to learn about? **
 * What can we use to learn about them ( eg ipads/google)? **
 * Where can we use these and who/what for? **
 * What do I want to learn most? ** ||
 * ** Skills (LOs) developed during the inquiry process **
 * Key competencies-Participating and Contributing and **
 * Using language symbols and texts. **
 * At the end of this Inquiry: I will know about some musical instruments and show my understanding and use of them to others. ** || ** Concepts (AOs) **
 * Children will be able to: talk about and show examples of musical **
 * instruments **
 * : recognise features and show uses of them **
 * : be able to help develop and perform with them **
 * if they choose **
 * : set criteria to be able to assess the success of the Inquiry question that they choose in relation to musical instruments. ** ||


 * ** Assessment Rubric focus area: Understanding **


 * Teacher conference and self/peer assessment ** || ** Goal achievement – **** Show/ demonstrate an art I have learnt **

** ( depending on the focus question the students choose) **
 * ( Task based Inquiry) **
 * ** Choose, with teacher guidance,(if needed) a question to investigate **
 * ** Practise and learn with musical instruments ( if they choose) **
 * ** Research their uses eg world wide/Maori/different varieties **
 * ** Discuss what changes may need to be made to use them **
 * ** Make some if they choose ** ||


 * ** Key Competencies **


 * Relating to others


 * Managing self


 * Participating and contributing


 * Thinking


 * Using languages, symbols and text || ** Visual Maps **


 * Te Ihi Wk 1-2**


 * He Patai Big question /wonderings Wks 2**


 * Whaka aroaro ( what can we do now) Wks 3-5**


 * Whakamarama (Enlightened/ research) Wks 6-7**


 * Whai koreo (communicate to peers)**
 * ( and audience)**
 * Wks 8/9**


 * Te Mahi ( action)**
 * Wks -3-10**


 * Aromatawai ( assessment)**


 * Whaiwhakaaro (reflection)** || ** Key Words and Concepts **


 * arts **
 * visual **
 * dance **
 * drama **
 * music **
 * performance **
 * action/ he ohomauri **
 * rhythm **
 * (Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * De Bonos hats **
 * inquiry **
 * connections-shared experiences **
 * persistence/commitment ** || ** Resources **

ICT cameras/ ipads/videos etc Computers ipads self whanau community Literacy
 * Arts/Music **** /Drama/Dance/ Visual **
 * youtube (R1) **
 * itube **
 * Performance to school ? ** ||
 * ** Motivating question/ scenario (Fertile question) – What will capture our kids? **

_ ||

** What we did **
We did wonderings based on Kiplings 7 servants to help us plan about what we wanted to find out about Music and Musical Instruments. This would help us focus on what we were interested in learning and also so that we could record all our knowledge and ideas and plan what we might do and who might help us achieve our learning. We used an Inspiration map to record our ideas and also recorded our kwls. We also looked on google, the search engine, to see if we could find out more about music and musical instruments.

** What I did and what the students did as a result. **
I guided the students in this plan of action. They all chose music and instruments that they were interested in. They drew their favourite instruments and researched them online. They also researched unusual and cultural instruments as well as designed their own innovative (imaginary) instrument and what it could do. For example the sounds that it /they could make The students learnt to reflect on instruments and what they do/sound like and can be used for and followed a plan of action. This showed them that learning has outcomes, not just learning for the sake of new knowledge.( Evaluation) Also that plans of action from Inquiry can be followed through and have successful outcomes. The students then organised themselves into groups and used instruments and songs to make music. They organised a presentation, to show each other, involving a song they chose and the instruments that they chose. They practised this and redefined and adjusted what they were doing. Some even changed their instruments and songs part way through. We did not explore further as the focus then became Kapa Haka (For the Ngati Kahungunu Cultural Festival ) the last 3 weeks of term with Matua Hayden, Matua Leon and Whaea Mahina.

** Where to next? **
We will continue to use music and instruments as part of the Arts and Music curriculum. We incorporated the sounds instruments made into onomatopoeias and used these in our story and Inquiry writing. We will reflect on the use of music and musical instruments in our school day and incorporate it into other ares of the curriculum eg background music when working.

** Teaching as inquiry **
Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students. Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks: What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next. What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry. What happened as a result of the teaching, and what are the implications for future teaching? In this learning inquiry, the teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.

** Making connections to prior learning and experience **
Students learn best when they are able to integrate new learning with what they already understand. When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as to home practices and the wider world.