Power point for Seminar. UbD.

1. S
U d
Describing the Key
Elements…in Cut Time

2. Starting From the end
Instead of Da Capo
* What do I use to
get there?
* When will I interfere
and/or interact, and
if so, how?
* What do I want the
learning experience
to be?
* What are the
activities students
will be participating
in?

3. Key Points of Design
* Do these goals work
well for this age group?
* Are you asking critical
thinking and high order
thinking questions?
* Are the key elements in
the lesson transferable?
Will they be used in
future lessons in your
subject?

4. S
6 Facets of
Understanding
Explanation
Interpretation
Application
Perspective
Empathy
SELF
KNOWLEDGE

5. Helpful Resources
http://urbanmusiceducation.org/arc
hives/502
https://www.youtube.com/watch?v=
4isSHf3SBuQ
http://understanding-by-design.
mursd.org/modules/groups/integr
ated_home.phtml?gid=3818867&msg_no
tify=Announcement+edited.&SID&t=28d6
bb2d537985b1a2c48e61a1ccbafe
https://www.doe.k12.de.us/infosuites/staff/
ci/content_areas/files/vpa/UsingUBDto
CreateUnitsofInstructionintheArts1.pdf

6. S 1 = “Ah” (Voice)
S 2 = 2 Steps
S 3 = 3 Finger Snaps
S 4 = 4 Hand Claps
S
S
S A B
C
S 1234 1324
1342
S 2341 2314
2143
S 3412 3124
3142
S 4123 4213
4312
S 1432 2134
1423
S 2431 1243
2413
S 3421 3214
3241
S 4231 4132
4321
Activities:
1. Demonstrate to the entire class how to sound each number as a
group. Repeat as necessary in order for all students to be confident
to perform by themselves.
2. Assign each short pattern to a different student. If class has more
than 24 students double up on some of the patterns.
3. Choose two strong students to perform their different patterns at the
same time to demonstrate to the rest of the class what the intention
of this lesson is.
4. Add another student every time you perform the patterns again until
you have all parts covered.