This lesson is for a grade 10 vocal class about graphic notation. Students will have already been taught the elements of the creative process and are now applying that knowledge when composing via graphic notation. Students will have been taught the elements of music (pitch, rhythm, timber, dynamics, etc.) and will encouraged to consider them as they compose. Students have not been introduced to graphic notation but are aware of typical notation they have seen in their theory work and choral pieces. After this lesson and assignment, the student will be able to apply the creative process when composing, articulate musical elements expressed in graphic notation and perform classroom examples and their own creation of graphic notation. This lesson and assignment will achieve the following curriculum expectations: A1.1, A1.2, A2.1, B3.2.
To replicate this lesson, a teacher will need a white board/chalkboard, white board markers/chalk, blank paper, a projector, and audio system.  The first class will start with a listening of Mozart’s Queen of the Night Aria from The Magic Flute (appx. 1). I will introduce the concept of graphic notation by asking students different ways we can notate what the performer was doing without using typical notes and rhythmic values. This can be done in a think-pair-share style of conversation. Then I would create an interpretation of the aria in graphic notation, asking students to add their input to the graphic notation as I am creating it.
Continuing in the lesson, I will project an image of space (appx. 2) and ask students to think about what they see in the photo in small groups (think, pair, share style). Based on what the students have discussed, I will invite students to come to the board and create ONE graphic notation element and share what it should sound like. I will have about 5 students come to the board. When a student is at the board I will encourage students to think about shapes and graphics that would produce a particular sound ex) something is getting bigger, does that mean louder? Dots close together, does that mean fast? The last person to create an element will be the class conductor. The class conductor is the one who determines how long we last on each graphic notation element. I would then do the same activity with an image of a thunderstorm (Appx. 3). I would let students have even more creative decisions and only ask leading questions to help students think about what they are writing rather than suggest elements they can add.
To consolidate this assignment, the class has a assignment to complete! How the assignment is implemented and fit into the schedule is up to teachers’ discretion. This is how I would create the assignment:
Students are asked to choose one of the 4 images below (Appx. 4-7) to create a graphic notation composition that you will perform. Students are welcome to find your own inspiration photo, but it must be approved by [teacher’s name]. Students are strongly encouraged to work in groups of 2-3, but can work independently. The composition must be 45 seconds to 1 minute. Please have the composition written out and submitted on performance day. Your performance can be live or a video recording we watch on performance day. Students are also asked to complete a reflection after your performance. You will have time in class to work on this. Your reflection can be done in class via conversation with [teacher’s name] OR filling out a google form.
Checklist for ‘due date’:
o  Perform graphic notation with your group live or as a pre-recorded video
o  Submit your written graphic notation
o  Completed Reflection (by 11:59pm if online)
Reflection Questions: (google form link here)
1)Â Â Â Â Please explain how your graphic notation reflects the image you have selected.
2)Â Â Â Â What was something new you learned while doing this assignment? How did you learn it?
3)Â Â Â Â If you could do this assignment again, what would do differently? Why?
The assessment criteria can be determined by the individual teacher based on what they want to assess with this assignment. As stated at the beginning, I would assess the curriculum expectations A1.1, A1.2, A2.1, B3.2. Below is a video of how I would facilitate the section of the lesson where a photo is projected, and students are asked to co-create a graphic notation composition.
Recording of my teaching: https://youtu.be/aXfmuws8hSk