CTL7015: Music

By: Mandy Lu PJ141

February 4th, 2015

An Arts Infused Lesson : Integrating Music Across the Curriculum Pr/Jr

Three part Lesson Design
Subject areas that are integrated:
Grade Level: 4

Length of period: 45 mins.

Learning Goal/s
(stated in clear student
friendly languagemusic & other subject)

Music: Curriculum
Expectation links
(stated directly from
the Ontario Curriculum
Arts document
i.e. C 1.1 sing songs in
unison.)
(These are the
expectations that need
to be assessed)

Specific
Subject:Curriculu
m Expectation links
(stated directly from
the Ontario Curriculum
subject-specific
document)

Assessment/
Evaluation
(describe your
assessment tool/s here
and attach hard copy)

Music +

Math + Science
Number of periods: 2

By the end of this lesson/s the student will be able to:

compose and perform a musical composition using glasses
of water
describe each glass in relations to a mathematical fraction
explain what makes a glass sound higher/lower
work cooperatively in pairs/in groups

Materials
- Glasses
- Water
- Chart
paper
- projector
(if showing
video)

Music:
C1.3 create musical compositions for specific
purposes and audiences
C2.1 express detailed personal responses to musical
performances in a variety of ways
Math:
Number Sense & Numeration:
represent fractions using concrete materials, words,
and standard fractional notation, and explain the
meaning of the denominator as the number of the
fractional parts of a whole or a set, and the
numerator as the number of fractional parts being
considered
Science:
2.3 investigate the basic properties of sound

X Assessment for Learning

Class discussion K-W-L chart; teacher should be observing and
making note of who participates during the class discussion as
well as when the students are working in pairs to compose their
music piece how well they are working together.

CTL7015: Music
By: Mandy Lu PJ141
Learning
Skills
(check off which learning
skills you might be able
to assess when teaching
this lesson)

February 4th, 2015

X Assessment as Learning
Peer assessment as each pair of students take turns evaluating and
giving each other feedback on their performances. (please see
attachment)

X Assessment of Learning
Individual written reflection and the music composition (in
fractions) handed in to teacher.
Responsibility
X Organization
X Independent Work
X Collaboration
Initiative
X Self-regulation

Accommodations/
Modifications
(specify and
describe type of
accommodation and/or
modification that may
be used for students)

_______________
Creative Process
links
(specify where/when in
the lesson a particular
stage occurs)

Critical Thinking
Process links

Environmental
Students who are easily distracted or hard of hearing may work
in another room/out in the hallway or at another location with
less distraction/noise so they can better hear their own
composition.

Instructional
Visual prompts (flash cards with fraction benchmarks and the
corresponding water level) can be provided to students with
difficulty in math. Instead of having to compose a piece with 5
different pitches, the expectation can be decreased for students
with exceptionalities to maybe 3 different pitches.

_________

Assessment
Students with difficulty writing may choose to type up their half
page individual reflections on the computer or use a scribe.
Teacher may also conference with the student in lieu of having
them write a written reflection.
____________________________________________________________

Challenge/Inspire
Students are shown an example (from a video and/or from the
teacher) to inspire them to create and perform their own musical
piece.
Imagine/Generate
Students will be generating their own musical composition by
exploring the different sounds different water levels make.
Plan/Focus
Students will get a chance to compose, plan and practice their

CTL7015: Music
By: Mandy Lu PJ141

February 4th, 2015

pieces before performing to another group.
Explore/Experiment
Students will have to experiment with different levels of water in
the glasses in order to compose a piece with at least 5 different
pitches.
Revise/Refine
Students are given a chance to revise their composition after
performing for another pair of students and receiving their peer
feedback.
Present/Perform
Students will have to find another pair of students to perform
their composition to.
Reflect/Evaluate
Students will have a chance to evaluate their peers as well as
reflect individually on the activity (written).

Initial Reaction
The mental hook of either a live demonstration by the teacher or
showing a video should get students to react and ask questions as
to how glasses of water can produce music/be an instrument and
start a class discussion.
Description
Students will have to describe their music composition with an
unconventional in math fractions.
Analysis/Interpretation
Students will have to analyze and interpret each other's
compositions/performances when peer assessing one another.
Expression of an Informed
Point of View
Students will have a chance to express their point of view of the
activity, the process of their composition and performance as well
as what they think is the science behind it in their half page
written response.

Multiple
Intelligences
(specify where/when in
the lesson a particular
intelligence is being
addressed)

X Musical/Rhythmic
When the students have to create a musical composition using
glasses of water containing at least 5 different pitches.
X Logical/Mathematical
When the students have to describe each glass of water they
used in fraction form.
Bodily/Kinesthetic
Visual/Spatial
X Verbal/Linguistic
When students have to reflect on the piece they composed,
what was their inspiration, what it sounds like etc.
X Interpersonal
When students have to work with a partner and then with
another pair (group work) to exchange compositions and
perform for each other.

CTL7015: Music
By: Mandy Lu PJ141

February 4th, 2015

Intrapersonal
Naturalist
Existential

Instructional
Strategies Used
(specify and list
specific
teaching/instructional
strategies used)

Teacher Modeling: for the minds on when the teacher performs

his/her own piece with the glasses and water
Discussion: K-W-L chart when discussing the different sounds each
glass makes and how sound may be produced (prompt questions
will be provided).
Composing: Students will be composing their own musical
arrangements with water in glasses.

Three-Part Lesson
Template
Minds On
(mental set, hook)

15 minutes
(Connect to: previous
lesson, prior
knowledge, student
interest, careers, pose a
question, introduce a
problem.

------------------------Action/Activity
(how students
explore/investigate the
concepts)

45 minutes

Teacher will have a set of glasses filled with water at the front of
the class and play a short musical composition for the class by
hitting the glasses. Teacher will have each glass labeled as a
fraction depending on how much water is in it. (eg. is the glass 2/3
full or 1/4 full)
OR teacher can show a video: https://www.youtube.com/watch?
v=7hOar8dXNbA (Harry Potter theme song, may appeal to this age
group)
Complete a K-W-L chart with students asking:
- Does each glass sound the same?
- Why do you think some glasses sound higher and some glasses
sound lower?
- Would this glass sound higher if I add more water?
- What if I take away some water? Would it sound higher or lower?

-------------

===========
Students will be in pairs and given a set of glasses and a bottle of
water. Students are asked, in pairs, to compose a music piece that
contains at least 5 different pitches and at least 10 "notes" with
their glasses & water. Students are to record their composition in
fractions, using fraction benchmarks such as (1/3, 1/4, 1/2, 2/3, 3/4
and 4/4 ) to describe each glass. For example, it might look
something like this:
4

CTL7015: Music
By: Mandy Lu PJ141

February 4th, 2015

1/2, 4/4, 2/3, 1/3, 1/4 <-- there are 5 different glasses with 5
different water levels and pitches.
Once each pair has completed their composition, they will find
another pair of students (so in groups of 4 now) and perform their
piece to each other. The audience pair will peer evaluate the
performing pair and ensure they meet the expectations and their
fractions are accurate descriptions of the water levels in their
glasses.
After performing for another pair of students, each pair will be
given a chance to revise/edit their composition and fractions (if they
want to) before handing in the final product.

-------------------------------------------------------------------------------Consolidation/
Debrief

20-30 minutes
(i.e. CFU-check for
understanding, review
the big ideas, prepare
students for follow up
activity, class
discussion
and sharing/next steps)

Students will individually write a half page reflection on the

process of this activity. Guiding questions to consider:
- What did you do if you wanted to make a glass sound higher?
What if you wanted it to sound lower?
- Why do the glasses produce a different pitch depending on how
much water is in it?
- What were some difficulties or challenges you had during this
activity?
- What are some questions you still have?
Possible extension activity: Ask students to go home and research
the scientific explanation as to why the glasses produce different
pitches.

CTL7015: Music
By: Mandy Lu PJ141

February 4th, 2015

Assessment for Learning: KWL Chart

CTL7015: Music
By: Mandy Lu PJ141

February 4th, 2015

KNOW

WONDER

LEARN

What I know about sound?

What do I know about
glass? What do I know
about water?

What do I want to know?

How do the glasses make
different pitches? Do the
levels of water impact the
pitch?

What did I learn?

compose and perform a
musical composition
using glasses of water
describe each glass in
relations to a
mathematical fraction
explain what makes a
glass sound higher/lower
work cooperatively in
pairs/in groups

Assessment as Learning: Peer Assessment

Your names: _______________________________________
7

CTL7015: Music
By: Mandy Lu PJ141

February 4th, 2015

Performer's names: _________________________________

Checklist:
Did the composition include
at least 5 different pitches?
Did the performers correctly
label each glass of water in
fraction form?
Did the performers
introduce themselves and
their composition?
Were the performers
prepared and ready?
Feedback (2 stars and a wish!):

Assessment of Learning
8

CTL7015: Music
By: Mandy Lu PJ141

February 4th, 2015

Reflection
Please write a half page reflection on the process of this activity. Please include the
guiding prompt questions in your response.
- What did you do if you wanted to make a glass sound higher? What if you wanted it to sound lower?
- Why do the glasses produce a different pitch depending on how much water is in it?
- How would you describe your composition?
- What were some difficulties or challenges you had during this activity?
- What are some questions you still have?

Rubric for Reflection

Level One
Reflection has
numerous
grammatical errors
and answers few to
none of the guiding
prompt questions.

Level Two
Reflection has
grammatical errors
and lacks in detail.
Reflection answers
some of the
guiding prompt
questions.

Level Three
Reflection includes
few grammatical
errors and answers
most questions.

Level Four
Reflection is well
written, little to
none grammatical
errors and is
detailed, well
thought-out and
answers all the
guiding prompt
questions.