Music Unit Plan

Name: John Malarczyk

Course Code: AMI3M/AMI4M – Grade 11/12 Instrumental Music Unit Title: Radio Jingle-Writing

Grade level: 11/12 No. of Periods: 6 Period Length: 75 minutes

Course Code AMI3M/AMI4M

Grade level Grade 11/12 Mixed

Unit Title Radio Jingle-Writing

No. of Periods
(7/8: 40 min.) Five 75-minute Lessons; One 75-Minute Presentation Period
(9-12: 75 min.)
Strand/s
A. Creating & Performing
B. Reflecting, Analysing & Responding
C. Foundations

Overall Music
Expectations A1. The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and
composing and/or arranging music;
A2. The Elements of Music: apply the elements of music when performing notated and improvised music and composing and/or
arranging music;
A3. Techniques and Technologies: use a range of techniques and technological tools in a variety of applications related to
music

B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and
interpreting music;

C1. Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the
elements and other components of music, and use appropriate terminology relating to them

Specific Music
Expectations A1.2 apply the creative process when composing and/or arranging increasingly complex musical works
A2.3 apply the elements of music and related concepts effectively and with increasing skill and creativity when composing
and/or arranging music in a variety of form
 A3.2 apply compositional techniques with increasing skill and creativity when composing and/or arranging music
A3.3 use a variety of current technologies with increasing skill when practising, performing, composing, arranging, or recording
music

B1.1 deconstruct with increasing skill and insight the elements and other components of music through score study of and
purposeful listening to increasingly complex musical works
B1.3 analyse with increasing insight and assess the effectiveness of music from a wide range of styles and genres and in various
performance modes, and reflect on how such analyses can enhance their own creation or performance of music

C1.2 extend their understanding of, and use correct terminology related to, the concepts of notation in a variety of activities
C2.2 analyse, on the basis of in-depth research, and report on the characteristics of and ideas in a variety of forms of traditional
and contemporary music, including Aboriginal music, from Canada and around the world

Learnings Goals for By the end of this Unit students will be able to:
the Unit
 Analyze the musical characteristics of a variety of radio jingles to determine what makes a jingle
effective or ineffective
 Compose melodies and chord progressions for short, programmatic radio jingles with partners
 Write programmatic lyrics or text based on product research
 Make creative musical decisions regarding dynamics, articulations, and instrumentation
 Use music technologies (voice memo apps and MuseScore) to record and transcribe their radio jingles

Unit Assessment OF, AS or Learning Skills Performance or Non-Performance based Activities

FOR Learning
Lesson Number (brief description) (R,O,IW,C,I,SR)

 Assessment FOR  “Name that Jingle” game – students are split into two teams and face off, one
Class #1 learning  Responsibility at a time, and have to identify popular jingles. The first student to identify the
…or…  Organization jingle gets their team a point. Repeat 6-10 times  Debrief discussion
 Assessment AS  Independent Work
learning  Collaboration  Introduce & go through Jingle Assignment
…or …  Initiative
 Assessment OF  Self-Regulation  Learning Stations – Analyzing & Deconstructing Jingles (Melody, Harmony,
learning Lyrics/Text, Articulations/Dynamics)

Description:  Group work time – students select their pairings and complete the Jingle
Jingle Foundations Handout Foundations formative assessment
– Students outline their jingle
product and basic musical  What makes a great jingle? Consolidation discussion
 foundation with their partner

Unit Assessment OF, AS or Learning Skills Performance or Non-Performance based Activities

FOR Learning
Lesson Number (brief description) (R,O,IW,C,I,SR)

 Assessment FOR  Review – What makes a great jingle? Emphasis on Melody – what makes a
Class #2 learning  Responsibility great melody?
…or…  Organization
 Assessment AS  Independent Work  PLAY that Jingle game – Students split up into two teams and are shown
learning  Collaboration popular jingles and given their first notes. The two teams must use a piano to
…or …  Initiative recreate the melody using just their ears. . . the first team to reproduce the
 Assessment OF  Self-Regulation melody correctly gets a point. Repeat for 6-10 rounds
learning
 Jingle work time – students get into their pairs and begin experimenting with
Description: Students hand in composing their melody while the teacher circulates and provides guidance
a rough copy of their jingle and assistance
melody to receive teacher
feedback  Consolidation – Discussion – what worked well when you were composing?
What didn’t work well? Why/why not? How might your melody reflect the
nature of your product? (i.e. selecting a major or minor melody to advertise a
Halloween product)

Unit Assessment OF, AS or Learning Skills Performance or Non-Performance based Activities

FOR Learning
Lesson Number (brief description) (R,O,IW,C,I,SR)

 Assessment FOR  Minds On – Misheard lyrics  Differentiating between clear, concise

Class #3 learning  Responsibility lyrics/text and vague, unclear text through musical examples
…or…  Organization
 Assessment AS  Independent Work  Guided work time – jingle groups have time to continue researching their
learning  Collaboration products and create lyrics/spoken text for their jingles (to be handed in for
…or …  Initiative written feedback from teacher)
 Assessment OF  Self-Regulation
learning  Chord progression review & work period – students are given chord and
fingering charts, shown what each of the sample chord progressions from the
Description: Students hand in assignment sheet sound like, and then work to choose/create chord
 their chord progression and progressions that match their melodies  Students hand in their chord
melody staff paper for progression and melody rough copy
formative feedback

Unit Assessment OF, AS or Learning Skills Performance or Non-Performance based Activities

FOR Learning
Lesson Number (brief description) (R,O,IW,C,I,SR)

 Assessment FOR  Review of MuseScore – tools, tricks, strategies and general usage
Class #4 learning  Responsibility
…or…  Organization  Student work period – Students transfer their melodies, chord progressions
 Assessment AS  Independent Work and for some, lyrics, onto MuseScore for the good copy of their jingle 
learning  Collaboration Teacher circulates to provide formative feedback and ensure students are
…or …  Initiative staying on task
 Assessment OF  Self-Regulation
learning  Students complete a self-assessment handout to plan out their final class
period for this unit
Description: Students
complete a self-assessment
detailing what they’ve done
well and what’s left to do

Unit Assessment OF, AS or Learning Skills Performance or Non-Performance based Activities

FOR Learning
Lesson Number (brief description) (R,O,IW,C,I,SR)

 Assessment FOR  Minds On – Teacher performs their own jingle for the class, asks for
Class #5 learning  Responsibility formative feedback (2 stars and a wish)
…or…  Organization
 Assessment AS  Independent Work  Student work period – Jingle pairings are asked to rehearse their jingles and
learning  Collaboration add in dynamics and articulations using MuseScore as the teacher circulates
…or …  Initiative
 Assessment OF  Self-Regulation  Dress rehearsal – student pairs are asked to perform their jingles for the rest of
learning the class and will receive 2 glows and a grow to help them prepare for official
presentations on Monday
Description: FOR – student
feedback from mock dress  Students fill out a Self-assessment handout based on what they need to do for
rehearsal Monday to improve their Jingle
AS – Self-assessment
completed by each student