IB Music: Scheme of Work Analyzing Minuet and Trio Instrumentation

This document outlines an IB Music Scheme of Work for an inquiry-based learning experience focused on the Minuet and Trio form. The assignment delves into the instrumentation of Minuet and Trio pieces, comparing and contrasting their use in the Baroque period with contemporary Pop and dance styles. Students are expected to develop an understanding of harmony, structure, texture, rhythm, and melody within the context of these musical forms, analyzing the expression of composers across different eras. The curriculum includes practical application of musical skills, such as rhythmic composition, and the application of musical notation. Various teaching methods are utilized, including written examinations, practical exercises, group discussions, and the use of instruments, power point presentations, and class notes. The reflection section highlights the effectiveness of the IB curriculum and the importance of adaptable instruments like the piano in facilitating learning. The assignment aims to provide a comprehensive understanding of Minuet and Trio, fostering students' abilities in both theoretical analysis and practical performance.

IB Scheme of Work of Inquiry

Wee
k
LEARNING OUTCOMES
Topic & Syllabus
Reference
(demonstrate)
THE BIG
IDEA
TOK/IB
Learner
Profile/
International
Mindedness
(understandi
ng)
ASSESSMENT
AFL/AOL
KNOWLEDG
E
Keywords/
Facts/
Formulae
RESOURCES ONGOING
REFLECTION
1 To develop the
understanding regarding
instrumentation in Minuet
and Trio
To understand
the role of art
forms in
original or
displaced
contexts
 Written
examination
 Practical
examination
 Group
discussion on
presentation
and notation
ideas
 Instrumentat
ion
 Minuet
 Trio
 Text Books
 Class notes
 Power point
presentation
 Rhythmic
through
instruments
The students were
able to enhance
their theoretical and
practical concepts
regarding
instrumentation in
Minuet and trio. The
overall outcome and
learning off class
proved to be good.
1.1 To assess the comparison of
different instrumentation in
Minuet and Trio when it is
 Written
examination
 Assessment
 Minuet
 Trio
 Comparison
 Power point
presentation
 Text books
The students were
able to develop their
rigorous
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played during the Baroque
period and today’s Pop and
dance styles
of thinking
behaviour
 Classroom
discussion
 Assessment
of listening
skills
of Minuet
and Trio
 Baroque
period
 Pop and
dance styles
 Class notes
 Varied
instruments
understanding with
respect to
comparison of
various
instrumentations
which used to be
played in baroque
period and are
played today.
1.2  To understand the
expression of composers
in Minuet and Trio
during baroque period
 Comparing the
expression of baroque
period with modern one
 Written
examination
 Assessment
through
rhythmic
expressions
 Minuet
 Trio
 Baroque
period
 Power point
presentation
 Rhythmic
instruments
I was able to deliver
adequate amount of
learning regarding
the subject matter.
The overall outcome
of the class was
effective.
1.3  To understand harmony,
structure, texture,
rhythm and melody in
baroque period
 To understand
 Written
examination
 Practical
examination
 Group
 Harmony
 Structure
 Texture
 Rhythm
 Power point
presentation
 Varied
instruments
 Group
I was able to deliver
learnings with
respect to harmony,
texture. Rhythm and
melody with the
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harmony, structure,
texture, rhythm and
melody in trio period
 Comparison of
understand harmony,
structure, texture,
rhythm and melody of
baroque and trio period
with that of today’s pop
and dance styles.
discussion on
presentation
and notation
ideas
 Assessment
of harmony,
structure,
texture
rhythm and
melody with
the help of
appropriate
instruments
 Melody
 Baroque
period
 Today’s pop
and dance
styles
discussion of
different
rhythms
help of varied
practical
instruments.
2  To analyse the rhythmic
composition of skills
that is applied in the
creation of Minuet and
trio piece
To
demonstrate
the
application of
skills and
techniques for
creating,
performing
 Written
examination
 Assessment
of thinking
behaviour
 Classroom
discussion
 Assessment
 Rhythm
 Composition
skills
 Creation of
Minuet
 Creation of
Trio piece
 Text Books
 Power point
presentation
 Rhythmic
through
instruments
 Music
composition
I was able to
develop
understanding in the
students for
composition of
skills in the form of
minuet and trio
piece.
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and presenting
art.
of listening
skills
and creation
2.1 To understand the
requirement of textures of
music structure for creation
of piece
 Written
examination
 Practical
examination
 Group
discussion on
presentation
and notation
ideas
 Texture
 Music
Structure
 Creation of
piece
 Power point
presentation
 Rhythmic
instruments
I was able to
develop
understanding in the
students regarding
structure of the
music and creation
of the piece. The
student took a bit
time to understand
varied notes and
concept. However,
the final outcome
was effective.
2.2  To analyse the
requirements of
instruments for the
presentation of minuet
and trio Music piece
 Practical
examination
 Assessment
of
instruments
 Creation of
piece
 Minuet
 Trio
 Music piece
 Rhythmic
instruments
The students were
very well able to
grasp the knowledge
regarding
presentation of
minuet and trip
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 To analyse different
instruments
 Assessment
of different
musical
instruments
music piece. I was
quite satisfied will
the final outcome.
2.3 Application of ‘time
signature’, ‘sharp’, ‘flat’,
‘natural’ signs and their
cancellation in creating your
piece
 Practical
examination
 Assessment
of
instruments
 Assessment
of different
musical
instruments
 Time
Signature
 Sharp
 Flat
 Natural
signs
 Creating
piece
 Rhythmic
instruments
The notes were
explained with the
help of musical
instruments. The
class proved to be
beneficial for the
students.
REFLECTION
My experiences in the classroom while teaching IB curricular framework happens to be quite impactful. I was able to deliver
lectures to the students on various topics such as, Minuet and trio piece of music which used to be quite common in Baroque period. I
was also give different examples to compare the composition of 17th and 18th century music and music from 21st century. There are
various musical instruments in the class room which helped me in delivering the lectures in the most effective manner ( Hammel and
Hourigan, 2017). I was able to give better understanding of rhythm and notes to the students by stating comparison of the tones,
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textures and notes. Different modes of teaching were used by me it includes, instruments, power point presentation, class notes, text
books etc.
IB has been able to give diverse framework of curricula which can be applied to the student with both lower and higher
grasping power (Kelly, 2015). Hence, it made the process of continuous improvement easy in the students and I had to put less efforts
in designing the syllabus and assessing that what is to be taught next to the students. It also helps in increasing valuable time in the
classroom while teaching art. I was able to deliver lectures which helped in deliver my core knowledge of arts as well. Hence, it
proved to be effective for the self-learning process as well (Vaughan-Marra and Marra, 2017).
The curricula of IB required use of different musical instruments. Since, I need to deliver lectures regarding historic and
contemporary period both, hence, I chose the instruments that are adjustable enough and their textures can be changed as per the
scenario. One of such instrument is piano which helps in controlling the rhythm, texture, tone, bass in a well-defined manner. It helped
me in making the comparison in the voices easy. Hence, this was the one instrument that was used by me in different classes ( Natvig,
2017). Overall, the classes were effective and the lectures delivered by me proved to be beneficial for the students.
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REFERENCES
Books and journals
Hammel, A. M., & Hourigan, R. M. (2017). Teaching music to students with special needs: A label-free approach. Oxford University
Press.
Kelly, S. N. (2015). Teaching music in American society: A social and cultural understanding of music education. Routledge.
Natvig, M. (Ed.). (2017). Teaching music history. Routledge.
Vaughan-Marra, J. C., & Marra, C. M. (2017). Teaching music in the flat world: Reflections on the work of Darling-Hammond and
Rothman. Arts Education Policy Review. 118(2). 123-132.
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