Class/grade: Year 1 Age group: 6-7

School: Aga Khan Academy, Mombasa School code: 002352

Title: TIMBRE AND RHYTHMS
Teacher(s): Margaret Mwaka
Date: W1 February
Proposed duration: 6 weeks PYP planner

1. What is our purpose?

To inquire into the following:
• Central idea:
musical sounds can be used to express feelings and ideas
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?
Students will move their body to express how the music makes them feel
students will write reflections of how different music made them feel and why
class discussions of which instruments are played and how they sound
students will represent different character voices in a story using untuned instruments

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasised within this inquiry?
Key Concepts: Form, Function, Reflection
Form:
Rationale:
The concept will help students in exploring sounds in music and how they are produced
Related Concepts:
Timbre
Function:
Rationale:
this concept will help in the exploration of how to use different sounds,pitch and tempo to express our ideas and feelings
Related Concepts:
pitch, tempo
Reflection:
Rationale:
when presenting their works and singing different songs students will reflect on how the sounds were used to create the desired
mood/feeling
What lines of inquiry will define the scope of the inquiry into the central idea?
• Different sounds musical instruments are making
• Creating sounds to represent and express different ideas and feelings

3. How might we know what we have learned?

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
students will have to say the name of the different percussive instruments that have been shown
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we
look for?
• Different sounds musical instruments are making
• Creating sounds to represent and express different ideas and feelings

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 Additional Notes:
what instruments students pick to represent different sections of a song.
when singing a song how are they reacting to the different moods present
• what expressions do we use when its sad, happy, angry
• what musical elements are we including to show the desired feelings(fast/slow high/low)

4. 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 questions?
1. we will explore the story of the three little pigs and the wolf.In groups students will have to create sounds to represent the different
parts of the story without using words
2. We will explore body percussion.the students will think of the different body percussion(clapping,stomping,snapping, tapping) that
can help us keep a steady beat when singing
3. we will explore a song, we will have to sing a story song and use different music elements to represent different feelings and mood in
the story .
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the
learner profile?
Students will have to be creative, thinkers and open-minded as they work on their creations in groups.they will also have to listen and
respect other peoples opinions when presenting and practising
Selected Learner Profile Items
• Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise
initiative in making reasoned, ethical decisions.
• Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.
• Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.
Attitudes
Creativity.
Transdisciplinary Skills
• Self-Management Skills: Time Management.
• Social Skills: Respecting others.
• Communication Skills: Listening, Presenting.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
percussive instruments
png • 200 KB
Added by Margaret Mwaka on March 10, 2020
Learning Experiences
we will explore sounds through 2 types of percussive instruments
1.body percussions
2.Untuned percussion instruments

percussive instruments
jpg • 20 KB
Added by Margaret Mwaka on March 10, 2020
Learning Experiences
we will explore sounds through 2 types of percussive instruments
1.body percussions
2.Untuned percussion instruments

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 lava
Video
Added by Margaret Mwaka on March 10, 2020
Summative Assessment
students will sing the song as a class but in groups where each group will have a specific mood/feeling they need to
express using elements of music.

6. To what extent did we achieve our purpose?

7. To what extent did we include the elements of the PYP?

8. What student-initiated inquiries arose from the learning?

9. Teacher Notes

Scope and Sequence

Music – Responding (Phase 1)
Overall Expectations
• show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that dance, drama,
music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different
art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including
their own work and that of others.
Learning Outcomes
• explore body and untuned percussion instrument sounds
• distinguish the sounds of different instruments in music
Music – Responding (Phase 2)
Conceptual Understandings
• People communicate ideas, feelings and experiences through the arts.

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