BHAG – Welcome

BHAG (Big Hairy Audacious Goal) – Overarching Course Goal

Learners will be able to apply music concepts to create a musical project that is personally meaningful, creative and expressive.

Learning Goals	Learning Activities	Assessment Activities
Identify and create rhythmic and melodic patterns using whole notes, half notes, quarter notes, eighth notes, and the corresponding rests.	Work alone and/or in groups to practice rhythmic skills, hearing and playing/singing rhythms using various websites such as Chrome Music Lab and Music Tech Teacher. Or depending on tech available, GarageBand.	Pattern creations using Noteflight.com and/or staff paper Auditory assessments
Write song parodies based upon simple songs to start with, leading into more difficult songs	Work alone and/or in groups to write song lyrics in order to create a song parody. Perform parody for group and/or record.	Written lyrics Observation Performance or recording of parody
Create connections to community through music	Choose a personally significant community feature and create a song and video about it Use Google Docs, Noteflight, GarageBand, WeVideo or another app to create song.	Written lyrics Observation Peer & Self evaluations
Observe and evaluate performances	Listen to and watch various examples. Discuss characteristics of a good parody.	Self and peer evaluations
Reflect and adjust	Reflect upon peer evaluations and adjust projects as needed	Self-reflections Project adjustments
Connect with community	Using projects, create lasting community connections with partners in education and school community.	Observation Video Projects

Learning Environment & Situational Factors to Consider

1. Specific Context of the Teaching/Learning Situation

There are approximately 30 students within the 4^th/5^th grade choir. The group meets at lest once per week (separated by grade level) for 40 minutes. They also meet occasionally in the mornings before school. The group is open to any 4^th & 5^th grade student with expectations/rules signed. This sometimes still creates issues with behaviors, even given a three strikes/out policy.

2. General Context of the Learning Situation

Learning expectations are based on state and national standards for music education. The district expectations are to hold a 5^th grade Countywide Chorus (select group) that performs at the district’s Celebration of the Arts festival.

3. Nature of the Subject

Choir is a practical course with the subject being primarily divergent. With any subject, there are always changes and controversies arising within the field. The most current controversy in the field relates to songs that may have a tainted background.

4. Characteristics of the Learners

I teach in a Title I school where all students qualify for free meals. Tier counseling is setup for all students that need it. Many students are exposed to things no one should ever be exposed to. CPS is a regular visitor to many. Given their circumstances, the students can have a love or hate relationship with the subject on any given day. Many just want to have fun or get out of another class while other students truly want to be there and be the best they can be.

5. Characteristics of the Teacher

I am passionate about music and instilling a lifelong love of all music in my students. I believe that music connects people and other subject matter. I have an array of knowledge regarding the subject and have been teaching all forms of music (band, choir, general music, music theory & technology, etc.) for over 15 years. Commitment and never giving up while trying to reach even the most difficult students are my strength.

Questions for Formulating Significant Learning Goals

“A year (or more) after this course is over, I want and hope that students will …”

…will be able to apply music concepts to create a musical project that is personally meaningful, creative and expressive.

Foundational Knowledge

I want students to know and understand music concepts including, but not limited to, steady beat, pitch, rhythm, chorus, musical staff, note names, time signature, pulse, and musical patterns.

I want students to understand that music makes connections to many different things, such as math, science, history. It also connects a person through feelings, thoughts and emotions.

Application Goals

I want students to be able to express themselves through song creation.

I want students to be able to create a video about a personally relevant community figure.

I want students to be able to create thoughtful responses to concepts and ideas.

I want students to understand that mistakes happen in the song writing process and learn how to work around it.

Integration Goals

I want students to be able to reflect upon their work and the work of their peers.

I want students to be able to understand their connections to their community.

Human Dimensions Goals

I want the students to be able to interact with community members by expressing themselves through a unique way.

I want the students to understand how the community impacts them and how they impact the community.

Caring Goals

I want students to know that music is all around them.

I want students to value and appreciate all forms of music.

I want students to value themselves, each other and their community.

“Learning-How-to-Learn” Goals

I want students to experiment with music apps and websites.

I want students to learn time management while working on their projects.

I want students to be creative and innovative while planning out their projects.

I want students to respect their own work and the work of others.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.