General Music, Grades 3 Preschool and Elementary School...2 Table of Contents Course Overview 3...

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

General Music, Grades 3–6

Revision Date: July 25, 2018

Submitted by: Andrew Lesser

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Table of Contents Course Overview 3

Primary and Secondary Resources 5

Pacing Chart 8

Grades 3-5: Unit #1 Overview At-a-Glance 9

Grades 3-5: Unit #1 Targeted Instructional Planning to Address Central Unit Standards 11









Grade 6: Unit #1 Overview At-a-Glance 37

Grade 6: Unit #1 Targeted Instructional Planning to Address Central Unit Standards 39









Glossary 62

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Course Overview

Creativity is a driving force in the 21st-century global economy, with the fastest growing jobs and emerging industries relying on the

ability of workers to think unconventionally and use their imaginations.

“The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of

the earth ... This will be true not just for the top professionals and managers, but up and down the length and breadth of the

workforce. ... Those countries that produce the most important new products and services can capture a premium in world markets.”

(2007, National Center on Education and the Economy)

Experience with and knowledge of the arts is an essential component of the P-12 curriculum in the 21st century. As the state of New

Jersey works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the

unique ability of the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and

vision that follow:

Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing

opportunities for expression beyond the limits of language.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so

teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world,

reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully

prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure

that students will be prepared for college and career opportunities following high school graduation.

The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of the four arts disciplines by

the end of fifth grade, using the vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline in a

developmentally appropriate manner. Beginning in grade 6, student instruction in the arts is driven by specialization, with students

choosing one of the four arts disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students are

expected to communicate proficiently in one or more arts disciplines of their choice.

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New Jersey Student Learning Standards (NJSLS): Revised 2014

Visual and Performing Arts

Standard 1.1 - The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the

creation of works of art in dance, music, theatre, and visual art.

Standard 1.2 - History of the Arts and Culture: All students will understand the role, development, and influence of the arts

throughout history and across cultures.

Standard 1.3 - Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating,

performing, and/or presenting works of art in dance, music, theatre, and visual art.

Standard 1.4 - Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts

philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

The General Music curriculum for grades 3-6 is designed to accomplish the following goals:

• Define and solve examples of musical theory and composition with insight, reason, and technical proficiency.

• Create and evaluate musical works using knowledge gained from musical terminology, structures, and design constructs.

• Improvise and perform musical works of various genres and periods using a variety of instruments.

• Develop and present basic analyses of works of music from structural, historical, cultural, and aesthetic perspectives.

• Call upon their informed acquaintance with exemplary works of music from a variety of cultures and historical periods.

• Relate various types of musical knowledge and skills within and across the arts disciplines by mixing and matching competencies

and understandings in music-making, history, culture, and analysis in any music-related project.

https://www.nj.gov/education/aps/cccs/arts/

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Primary Resources

Lessons adapted from the following texts:

Title: A History of Western Music, Fifth Edition

Publisher: W.W. Norton & Company Copyright: 1996

Title: Bastien Piano Basics Primer Level – Level 3

Publisher: Kjos Music Publishing Copyright: 1985

Title: Hip-Hop Speaks to Children

Publisher: Sourcebook Trade Copyright: 2008

Title: Jazz


Title: Making Music with Garageband and Mixcraft

Publisher: Cengage Learning Copyright: 2011

Title: Master Theory, Books 1 & 2

Publisher: Kjos Music Publishing Copyright: 1963

Title: The Lives of the Great Composers, Third Edition


Title: Worlds of Music, Fifth Edition

Publisher: Schirmer Cengage Learning Copyright: 2009

Title: Ancient Music

Publisher: Christine Sezer Copyright: 2007

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Supplemental Materials

Websites:

Brainpop: www.brainpop.com

San Francisco Symphony Orchestra for Kids: www.sfskids.com

Music Tech Teacher: www.musictechteacher.com

Youtube: www.youtube.com

Careers in Music: http://www.careersinmusic.com

TED Talks: http://www.tedtalks.com

Films:

Title: Fantasia/Fantasia 2000

Publisher: Walt Disney Productions Copyright: 1940/2000

Title: Ken Burns’ Jazz

Publisher: PBS Copyright: 2001

Title: Make Mine Music

Publisher: Walt Disney Productions Copyright: 1946

Title: The History of the Star Spangled Banner

Copyright: Dudley Rutherford Copyright: 2011

http://www.brainpop.com/

http://www.sfskids.com/

http://www.musictechteacher.com/

http://www.youtube.com/

http://www.careersinmusic.com/

http://www.tedtalks.com/

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Computer Software:

Title: Beatwave

Publisher: Collect3 Copyright: 2010

Title: Blob Chorus

Publisher: Lumpty Learning Copyright: 2011

Title: Flashnote Derby

Publisher: Luke Bartolomeo Copyright: 2011

Title: Garageband

Publisher: Apple, Inc. Copyright: 2004

Title: Jazzy World Tour

Publisher: The Melody Book Copyright: 2013

Title: Magic Piano

Publisher: Smule Copyright: 2015

Title: Mixcraft 5.0

Publisher: Acoustica Copyright: 2011

Title: Rhythm Cat

Publisher: LMuse Limited Copyright: 2013

Title: Soundbrush

Publisher: LeafNotes, Inc. Copyright: 2012

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Pacing Chart

General Music, Grades 3-5 Curriculum Pacing

Unit 1: Concepts in Rhythmic Structures 33 days: September/October

Unit 2: Pitch Identification and Aural Perception 33 days: November/December

Unit 3: Dynamics, Tempo, and other Compositional Techniques 33 days: January/February

Unit 4: History of Music: Medieval through Post-Modernism and Popular Music 33 days: March/April

Unit 5: Music in World Culture: North and South America, Europe, and Africa 33 days: May/June

General Music, Grade 6 Curriculum Pacing

Unit 1: Elements of Music 33 days: September/October

Unit 2: Music History – Ancient Civilizations 33 days: November/December

Unit 3: World Music – Asia, Australia, and Oceania 33 days: January/February

Unit 4: Technology in Music and Culture 33 days: March/April

Unit 5: Careers in Music 33 days: May/June

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Grades 3-5: Unit 1 Overview At-a-Glance Unit #1 – Concepts in Rhythmic Structures

Unit Description:

In this unit, students will learn musical notation in the form of rhythmic values by composing, performing, and improvising rhythms

using a variety of musical genres. Students will also demonstrate analytical skills in mathematics and language by translating symbol to

text and subdividing rhythmic values in multiple meters.

Essential Skills:

Recognize, analyze, and compose music using a variety of rhythmic structures with symbol translation.

Use mathematical skills to interpret rhythms numerically and place them in metric context with current musical notation.

Manipulate technology to develop rhythmic aural perception skills both individually and in groups.

Standards Addressed within this Unit

Central Unit Standards - This unit will focus primarily on

learning goals aligned with the following New Jersey Student

Learning Standards: Visual and Performing Arts (NJSLS VPA)

standards (2014):

Visual and Performing Arts:

NJSLS VPA.1.1.5.B.1

NJSLS VPA.1.1.5.B.2

NJSLS VPA.1.3.5.B.1

NJSLS VPA.1.3.5.B.4

NJSLS VPA.1.2.5.A.2

NJSLS VPA.1.4.5.A.1

NJSLS VPA.1.4.5.A.2

Supporting Unit Standards - This unit will also include activities

aligned with the following NJ Student Learning Standards

(NJSLS):

Language Arts:

NJSLS.R.1

NJSLS.R.2

NJSLS.R.5

NJSLS.R.10

NJSLS.W.1

NJSLS.W.4

Math:

NJSLS.MP.1

NJSLS.MP.2

NJSLS.MP.7

https://www.state.nj.us/education/cccs/2014/arts/standards.pdf


https://www.nj.gov/education/cccs/

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Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and Gifted

Students: Modify instructional approach and/or assignments and

evaluations as needed based for students with IEPs, 504s, ELLs

and gifted and talented students including but not limited to:

Working with para-professionals to develop differentiated

instructions for specific individuals.

Modification of text and performance assignments based on

information in IEP’s and 504’s.

Communication with case manager and parent/guardians to

develop effective strategies for individual students.

Integration of 21st century skills through NJSLS 9 and Career

Education:

Incorporation of mathematical skills based on rhythmic

figures translated from symbol to value.

iPad rhythm games and keyboard exercises will improve

motor skills and familiarity with technology.

Improvisation and composition of rhythms in contrasting

styles will improve critical and creative thinking skills.

Assessments- including benchmarks, formative, summative,

and alternative assessments:

All assessments to be conducted as embedded classroom

activities and assignments.

Analysis and discussion of informational text.

Performance assessments using keyboard progress checks

involving different time signatures.

Class participation and demonstration of ability through the

improvisation and performance of rhythmic figures.

Manipulation of technology using iPad and Smart Board

software such as Rhythm Cat and Soundbrush.

Group-based activities requiring the assessment or creation

of music, including percussion ensembles and group

performances.

Suggested Interdisciplinary Activities for this Unit:

Health/PE: Refine small motor skills, incorporate

movement.

English Language Arts/Literacy: Close reading

informational text involving musical theory.

Math: Subdivisions of musical rhythms using various

meters.

Technical Subjects: iPad, keyboard, and computer software

manipulation.

World Languages: Musical terminologies in foreign words,

including Italian and Spanish.

Arts: Comparison of music to visual art, dance, and theater.

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

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struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.

Leveled Supplemental Materials and Media/School Library

Resources:

See Primary Sources (p. 4)

Integration of the Technology Standard:

NJSLS.T.8.1:

iPad applications: Rhythm Cat, Soundbrush

Keyboards: Bastien Piano Method

Smart Board: Music Tech Teacher, Brainpop, San

Francisco Symphony Orchestra website, Mixcraft 5.0

Grades 3-5: Unit 1 Targeted Instructional Planning to Address Central Unit Standards Central Unit Standard and

Student Learning Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

NJSLS VPA.1.1.5.B.1: Reading

basic music notation contributes

to musical fluency and literacy.

Musical intelligence is related to

ear training and listening skill,

and temporal spatial reasoning

ability is connected to listening

skill.

SLO: Identify the elements of

music in response to aural

prompts and printed music

notational systems.

Teach values of whole, half,

quarter, eighth, and sixteenth

notes and corresponding rests.

Teach recognition of rhythmic

patterns by aural perception

and through written notation.

Teach composition,

improvisation, and

performance skills using

instruments and vocalizations.

Use technology to practice

rhythmic identification and

perform rhythmic variations

using keyboards.

Compose and improvise

variations of rhythmic patterns

and perform using

vocalizations and/or

instruments.

Perform keyboard exercises

demonstrating rhythmic

accuracy and correct finger

technique.

Generate individual questions

for and participate in

classroom seminar/debate.

Complete iPad application

tasks using aural perception

and rhythmic identification.

Musical compositional notebook

entries

Keyboard performance

benchmark checks

iPad application scores

Close reading worksheets

Class discussion and participation

In-class performances of student

work both individually and in

groups.

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NJSLS VPA.1.1.5.B.2: The

elements of music are building

blocks denoting meter, rhythmic

concepts, tonality, intervals,

chords, and melodic and

harmonic progressions, all of

which contribute to music

literacy.

SLO: Demonstrate the basic

concepts of meter, rhythm,

tonality, intervals, chords, and

melodic and harmonic

progressions, and differentiate

basic structures.

Teach concepts of measures

and time signatures in 4/4, 3/4,

2/4, and 6/8.

Apply knowledge of rhythmic

notation to fit metrically into

various time signatures.

Compose and perform

rhythms using music from

various periods and genres in

different meters.



of different time signatures

and perform using


instruments.


demonstrating rhythmic

accuracy in various time

signatures.

Incorporate different meters in

iPad applications.


entries


benchmark checks






groups.

NJSLS VPA.1.3.5.B.1: Complex

scores may include compound

meters and the grand staff.

SLO: Sing or play music from

complex notation, using

notational systems in treble and

bass clef, mixed meter, and

compound meter.

Teach and practice various

pieces of music that use

multiple time signatures.

Differentiate between the

treble and bass clef on the

keyboard using rhythmic

dexterity-building exercises.



using multiple meters with

vocalizing and instruments.


on both hands using treble and

bass clef notation.


entries


benchmark checks




groups.

NJSLS VPA.1.3.5.B.4:

Decoding musical scores requires

understanding of notation

systems, the elements of music,

and basic compositional

concepts.

Listen to various pieces of

music that incorporate

different rhythms to achieve

tension and release.

Teach students to describe,

analyze, and evaluate pieces


pieces of music that contain

qualities or rhythmic tension

and release.

Perform examples of music

using varieties of rhythmic


entries


benchmark checks


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SLO: Decode how the elements

of music are used to achieve

unity and variety, tension and

release, and balance in musical

compositions.

of music that use differing

rhythmic structures to achieve

tension, balance, and variety.

variations both vocally and

instrumentally.



groups.

NJSLS VPA.1.2.5.A.2:

Characteristic approaches to

content, form, style, and design

help define art genres.

SLO: Relate common artistic

elements that define distinctive

musical genres.

Teach terminology that

defines rhythm as applied to

current and past musical

genres.

Compare and contrast musical

genres using rhythmic

concepts and relate to

compositional techniques and

structures.

Teach basic formalist

structures, including call-and-

response, binary, and tertiary

form.

Compose and perform music

that imitates a particular style

using rhythmic notation.

Improvise and compose music

using a variety of formal

structures with rhythmic

notation and different meters.

Critique and evaluate student

performances of original

compositions using proper

musical terminology.


entries


benchmark checks




groups.

NJSLS VPA.1.4.5.A.1: Works

of art may be organized

accordingly to their functions and

artistic purposes.

SLO: Employ basic, discipline-

specific arts terminology to

categorize works of music

according to established

classifications.

Teach terminology of musical

genres, including orchestral,

popular, and electronic.

Teach how rhythmic patterns

can be adapted to different

genres of music.

Teach different classifications

of percussion instruments and

how sound production is

achieved.

Compose and perform

rhythms in different meter

using a variety of percussion

instruments individually and

in groups.

Improvise rhythms in a variety

of stylistic genres using



entries


benchmark checks




groups.

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Evaluate and critique works of

various genres using musical

terminology.


Formalism in music varies

according to personal, cultural,

and historical contexts.

SLO: Make informed aesthetic

responses to works of music

based on structural arrangement

and personal, cultural, and

historical points of view.

Teach rhythmic structures in

the context of pieces

composed in multiple periods

and cultures.

Teach how rhythm can

achieve different aesthetical

effects based on historical and

stylistic differences.

Compare and evaluate pieces

of differing time periods using

musical terminology and

critical thinking.

Perform variations of

rhythmic constructs in various

styles using instruments and

technology.

Respond to and discuss

qualities of rhythm used for

varying musical purposes

using arts-specific

terminology.


entries


benchmark checks






groups.

Grades 3-5: Unit 2 Overview At-a-Glance

Unit #2 – Pitch Identification and Aural Perception

Unit Description:

In this unit, students will learn aural perception and pitch identification by composing, performing, and improvising melodies using a

variety of musical genres. Students will also demonstrate analytical skills in mathematics and language by translating symbol to text and

performing brief melodic and harmonic works vocally and on instruments.

Essential Skills:

Recognize, analyze, and compose melodic and harmonic phrases using a variety of pitches and rhythms.

Develop aural listening skills to differentiate pitches of various frequencies and key centers.

Manipulate technology to develop aural perception skills both individually and in groups.

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standards (2014):


NJSLS VPA.1.1.5.B.1

NJSLS VPA.1.1.5.B.2

NJSLS VPA.1.2.5.A.2

NJSLS VPA.1.2.5.A.3

NJSLS VPA.1.3.5.B.1

NJSLS VPA.1.4.5.A.1

NJSLS VPA.1.4.5.B.4



(NJSLS):

Language Arts:

NJSLS.R.1

NJSLS.SL.2

NJSLS.L1

Math:

NJSLS.MP.1

NJSLS.MP.6

NJSLS.MP.7

Social Studies:

NJSLS.SS.6.2

Unit Details






Work with paraprofessionals to develop differentiated







Education:

Lessons, where appropriate, incorporate music of multiple

genres and periods to infuse cultural and global awareness.

Learning incorporates skills focusing on technology,

creativity, and solving problems using multiple

perspectives.

Lessons integrate a focus on character development so that

students can better understand the rights and obligations of

citizenship.

Assessments - including benchmarks, formative, summative,



Career Education: Using individuality to develop independent

critical thinking by creating original works of music.




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Analysis and discussion of informational text, including

song lyrics and musical fairy tales.

Performance assessments using keyboard progress checks.

Class participation and demonstration of ability through

performance skills.


software with embedded assessments in the program,

including Blob Chorus and Peter and the Wolf.

Health/PE: Refine small motor skills with Bastien Piano Method

keyboard exercises.

English Language Arts/Literacy: Close reading of information text,

including writing song lyrics and identifying instrumental families.

Math: Subdivisions of musical values using various time

signatures.

Technical Subjects: iPad and computer software manipulation:

Blob Chorus, Mighty Music Man, Peter and the Wolf

World Languages: Application of musical notation symbol to

playable melodies.


Unit Resources






Resources:



NJSLS.T.8.1:

iPad applications: Blob Chorus


Smart Board: Music Tech Teacher, Peter and the Wolf

Grades 3-5: Unit 2 Targeted Instructional Planning to Address Central Unit Standards

Central Unit Standard and



Activities







Teach names of pitches on

both the treble and bass clef.


variations of melodic and

harmonic patterns and perform


entries

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skill.




notational systems.

Teach recognition of major

and minor key and scale

patterns.

Teach melodic and harmonic

composition skills using

instruments and vocalizations.

Use technology to practice

pitch identification and

perform various melodic

phrases using keyboards.

using vocalizations and/or

instruments.


demonstrating pitch accuracy

and correct finger technique.





tasks using aural perception.


benchmark checks






groups.








literacy.






basic structures.

Teach concepts of harmony

using mathematical pitch

intervals.

Apply knowledge of rhythmic

notation to create balanced


phrases.

Compose and perform

melodies and harmonies using

music from various periods

and genres in different meters.


melodic and harmonic phrases


instruments.


demonstrating pitch awareness

and identification.

Develop aural perception by

differentiating pitches using

iPad technology.


entries


benchmark checks





groups.






defines the concept of melody

as applied to form and style.


that imitates a particular style

using rhythm and pitch.


entries


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musical genres.


genres using melodic and

harmonic structure and relate

to current compositional

techniques.

Teach how melody and

harmony are incorporated into

formalistic structures and

genres.


using a variety of formal

structures with melodies

representing different key

centers.

Critique and evaluate student

performances of original

compositions using proper





groups.


Sometimes the contributions of

an individual artist can influence

a generation of artists and signal

the beginning of a new art genre.

SLO: Determine the impact of

individual artists in music from

diverse cultures throughout

history.

Listen to significant examples

of musical works from a

variety of time periods and

genres.

Compare and contrast music

of orchestral and popular

culture using examples of

significant musical works.


based on a variety of stylistic

influences.

Critique and evaluate various

significant pieces of orchestral

and popular music using

analytical skills and music

terminology.


entries





groups.








compound meter.


pieces of music that use

multiple key and scale

structures.



keyboard using melodic

exercises.


variations of melodic patterns

using multiple meters with

vocalizing and instruments.


on both hands using treble and

bass clef notation.


entries


benchmark checks




groups.

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artistic purposes.





classifications.

Teach terminology of musical

genres, including orchestral,

popular, and electronic.

Teach how melodic and

harmonic patterns can be

adapted to different genres of

music.

Teach different classifications

of wind, string, and brass

instruments and how sound

production is achieved.

Compose and perform

rhythms in different meter

using melodically-based

instruments individually and

in groups.

Improvise melodies and

harmonies in a variety of

stylistic genres using musical

terminology.


various genres using musical

terminology.


entries





groups.

NJSLS VPA.1.4.5.B.4: Levels

of proficiency can be assessed

through analyses of how artists

apply the elements of art and

principles of design.

SLO: Define technical

proficiency using the elements of

the arts and principles of design.

Define technical proficiency

as it relates to musical

performance using examples

of musicians of various

periods and musical genres.

Teach the elements of

technical proficiency through

performance skills vocally and

on instruments.

Perform musical works on

pianos of various styles and

technical difficulty levels.

Perform student compositional

work and critique technical

effectiveness using discipline-

specific terminology.


entries


benchmark checks



groups.

Grades 3-5: Unit 3 Overview At-a-Glance Unit #3 – Dynamics, Tempo, and other Compositional Techniques

Unit Description:

Students will learn how music can be enhanced with additional compositional techniques such as dynamic and tempo. Students will use

these techniques in addition to previously learned concepts to compose, perform, and critically evaluate works of music in various

genres.

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Essential Skills:

Apply the concept of dynamics to musical works and analyze works from multiple periods and genres.

Apply the concept of tempo to musical works and analyze works from multiple periods and genres.

Use new musical terminology to describe and analyze musical works using language and reading skills.


Central Unit Standards: This unit will focus primarily on



standards (2014):


NJSLS VPA.1.1.5.B.1

NJSLS VPA.1.1.5.B.2

NJSLS VPA.1.2.5.A.2

NJSLS VPA.1.3.5.B.1

NJSLS VPA.1.3.5.B.4

NJSLS VPA.1.4.5.A.1

NJSLS VPA.1.4.5.A.3

NJSLS VPA.1.4.5.B.1

NJSLS VPA.1.4.5.B.5



(NJSLS):

Language Arts

NJSLS.R.1

NJSLS.R.2

NJSLS.R.4

NJSLS.L.1

NJSLS.L.2

Math

NJSLS.MP.1

NJSLS.MP.2

NJSLS.MP.4

NJSLS.MP.6

NJSLS.MP.7

Unit Details



Students- Modify instructional approach and/or assignments and






Education:


genres and time periods to infuse cultural and global

awareness.




21







perspectives.

Lessons integrate a focus on patriotism and American

history so that students can better understand the rights and

obligations of citizenship.





Analysis and discussion of informational text incorporating

fables, scientific, and patriotic themes.



performance skills.



including Flashnote Derby and Staff Wars.


Career Education: Development of creative skills, using

individuality to develop independent critical thinking.

Health/PE: Refine motor skills on keyboard and iPad technology.

English Language Arts/Literacy: Close reading of informational

text, including political history, Scientific American, and The

Town Musicians of Bremen.

Math: Subdivisions of musical values using various meters.

Science: Relation of musical concepts to plant growth.

Social Studies: History of colonial American music.

Technical Subjects: iPad and computer software manipulation.

Unit Resources






Resources:



NJSLS.T.8.1:

iPad applications: Flashnote Derby, Staff Wars


Smart Board: Brainpop, Music Tech Teacher, YouTube

22




Activities











skill.




notational systems.

Teach Italian and English

musical terms of dynamics

and tempo.

Apply dynamics and tempo to

existing compositional

techniques.

Analyze musical works that

include variations of dynamics

and tempo from multiple

genres and periods.

Perform examples of

dynamics and tempo vocally

and with instruments.


melodic and rhythmic patterns

using dynamics and tempo.

Perform keyboard exercises in

multiple tempos.





tasks using critical thinking

and compositional skills.


entries


benchmark checks






groups.








literacy.





Teach how the elements of

music can be used

simultaneously with examples

of musical works from various

genres and periods.

Apply knowledge of the basic

principles of music theory to

improvise, compose, and

perform original and

previously composed musical

works.


musical phrases using


instruments.



and identification.


in non-traditional formats

using iPad technology.


entries


benchmark checks





groups.

23


basic structures.







musical genres.

Teach how form, style, and

instrumentation contribute to

individual genres of music and

what makes them unique.

Explore instrumentation that

defines and compares musical

genres, including

commonalities and

differences.

Identify and describe

fundamental qualities of

instrument families, including

woodwind, brass, string,

vocal, percussion, and

electronic.

Compose music specifically

written for instruments with

regard to range, timbre, and

sound production.


entries


benchmark checks




groups.








compound meter.


pieces of music that use the

grand staff and compound

meters.



keyboard and other

instruments.

Relate the sound production of

instruments from different

families to treble, alto, and

bass clef.


designed for instruments

written in treble, alto, or bass

clef.


entries



groups.



understanding of notational



techniques.




Teach score reading as it

pertains to clef, form, and

writing for individual

instruments.

Explore pieces of music of

various genres and periods

that utilize traditional and non-

traditional forms of musical

notation.

Improvise, perform, and

compose music that is

designed for various

instrumentations.



designed with traditional and

non-traditional musical

notation.


entries


benchmark checks



24


compositions.



groups.




artistic purposes.





classifications.

Teach musical notation of

different periods, from

Medieval to Post-Modernism.

Teach how traditional and

non-traditional notation can be


music.

Teach how different

classifications of instruments

can produce non-traditional

sounds.


in the style of different

musical time periods.


in both traditional and non-

traditional music notation.


various genres and time

periods that are composed

with both traditional and non-



entries





groups.

NJSLS VPA.1.4.5.A.3: Criteria

for determining the aesthetic

merits of artwork vary according

to context. Understanding the

relationship between

compositional design and genre

provides the foundation for

making value judgments about

the arts.

SLO: Demonstrate how art

communicates ideas about

personal and social values and is

inspired by an individual’s

imagination and frame of

reference.


describes and classifies

musical works based on their

aesthetic nature and

significance in society.

Explore musical works that

illicit different meanings of

personal and social values.


works throughout history that

demonstrate the musician's

imagination toward a

particular societal objective.

Listen to and describe musical

works of varying periods and

genres by using specific


Evaluate and critique various

musical works using critical

thinking and aesthetic

judgment both individually

and in groups.


that demonstrates imagination

and a desire to make a

personal statement.


entries


benchmark checks





groups.

25


Identifying criteria for evaluating

performances results in deeper

understanding of art and art-

making.

SLO: Assess the application of

the principles of design in music

using observable, objective

criteria.

Teach critical thinking skills

in critiquing and evaluating

different musical works

representing a variety of time

periods and genres.

Teach assessment of musical

works using criteria drawn

from musical terminology.

Critique and evaluate the

musical works of past

composers representing

different time periods and

genres.

Critique and evaluate self-

work and the works of

classmates using proper



entries




groups.

NJSLS VPA.1.4.5.B.5: Artists

and audiences can and do

disagree about the relative merits

of artwork. When assessing

works of music, it is important to

consider the context for the

creation and performance of the

work.

SLO: Distinguish ways in which

individuals may disagree about

the relative merits of artistic

choices in the performance of

music.





periods and genres.




Explore examples of societal

influence, both positively and

negatively, on musical works

throughout time.





genres.





Debate the relative merits of

music using historical context

and personal experience.


entries




groups.

26

Grades 3-5: Unit 4 Overview At-a-Glance Unit #4 – History of Music: Medieval through Post-Modernism and Popular Music

Unit Description:

In this unit, students will explore significant works of music and influential musicians throughout history. Students will explore and

emulate the music of various periods from the Medieval Era to 21st Century Post-Modernism. In addition, students will learn about

modern popular music, including rock, hip-hop, rap, country, R&B, and soul music.

Essential Skills:

Identify influential figures from music history and significant musical works.

Compose and perform examples of music representing different epochs and musical genres.

Compare and contrast music of different eras and genres using musical terminology and notation.





standards (2014):

Visual and Performing Arts Standards:

NJSLS VPA.1.1.5.B.1

NJSLS VPA.1.1.5.B.2

NJSLS VPA.1.2.5.A.2

NJSLS VPA.1.3.5.B.1

NJSLS VPA.1.3.5.B.4

NJSLS VPA.1.4.5.A.1

NJSLS VPA.1.4.5.A.3

NJSLS VPA.1.4.5.B.1

NJSLS VPA.1.4.5.B.5



(NJSLS):

Language Arts

NJSLS.R.1

NJSLS.R.2

NJSLS.R.4

NJSLS.R.5

NJSLS.R.10

NJSLS.SL.1

NJSLS.SL.2

NJSLS.SL.5

NJSLS.L.1

NJSLS.L.2

Math

NJSLS.MP.1

NJSLS.MP.2

NJSLS.MP.4

NJSLS.MP.6




27

Unit Details













Education:


genres and time periods, including Medieval, Classical, and

20th Century popular culture.



perspectives.

Lessons integrate a focus on character development,

including values as applied to the creation of musical

genres.






history of composers, musical styles, and world events.




including Compositional Masters and Jazz World Tour.


of music.


Health/PE: Refine small motor skills on instrumental practice.


including history of pop music, composers, and jazz.

Social Studies: History and culture of composers and musical

styles from Medieval to the 20th Century.

Technical Subjects: iPad, keyboard, and computer software

manipulation.


including Italian, German, and Russian.


Unit Resources






Resources

Integration of the Technology Standard

NJSLS.T.8.1:

28

See Primary Sources (p. 4) iPad applications: Jazzy World Tour, Magic Piano,

Compositional Masters


Smart Board: Brainpop, Fantasia 2000




Activities











skill.




notational systems.

Compare the differences of

musical notation throughout

history and compare to current

compositional techniques.

Analyze and compare musical

works that include the

elements of music as applied

to different compositional

styles.

Perform and compose

examples of differing musical

styles using techniques

throughout history


original pieces of music using

techniques from different eras.


multiple stylistic forms.






and analytical skills.


entries


benchmark checks





groups.








literacy.


music can be used


of musical works from various

genres and periods.


principles of music theory to


musical phrases using


instruments.



and identification.


entries


benchmark checks



29






basic structures.

improvise, compose, and



works.






groups.







musical genres.

Teach how form, style, and

instrumentation contribute to

individual genres of music

throughout history.

Explore significant pieces of

music that defines musical

genres throughout history,

including commonalities and

differences.

Identify and describe

fundamental qualities of

historical eras using musical

terminology and

compositional technique.

Identify and compare

significant composers of

various eras that defined

specific musical genres.


entries




groups.








compound meter.


pieces of music throughout

history that use the grand staff

and compound meters.



keyboard and other

instruments.

Relate the sound production of

instruments from different

periods to modern

instruments.


designed for instruments that

are written in treble, alto, or

bass clef.


entries



groups.



understanding of notational



techniques.

Teach score reading as it

pertains to clef, form, and

writing for individual

instruments.

Explore pieces of music of

various genres periods that



designed for various

instrumentations.




entries


benchmark checks


30





compositions.

utilize traditional and non-

traditional forms of musical

notation.

designed with traditional and

non-traditional musical

notation.



groups.




artistic purposes.





classifications.

Teach musical notation of

different periods, from

Medieval to Post-Modernism.




music.

Teach how different

composers are classified

musically based on their style

of music.



musical periods.


in both traditional and non-



various genres and periods

that are composed with both

traditional and non-traditional

music notation.


entries





groups.









the arts.








historical significance.



personal and social values

throughout history.


works throughout history that





works of varying periods and

genres by using specific






and in groups.




personal statement.


entries


benchmark checks






groups.

31


reference.


Identifying criteria for evaluating

performances results in deeper

understanding of art and art-

making.

SLO: Assess the application of

the elements of art and principles

of design in music using

observable, objective criteria.





periods and genres.

Teach assessment of historical

musical works using criteria

drawn from musical

terminology.





genres.






entries




groups.

NJSLS VPA.1.4.5.B.5: Artists

and audiences can and do

disagree about the relative merits

of artwork. When assessing

works of music, it is important to

consider the context for the

creation and performance of the

work.

SLO: Distinguish ways in which

individuals may disagree about

the relative merits and

effectiveness of artistic choices

in the creation and performance

of works of music.





periods and genres.




Explore examples of societal

influence, both positively and

negatively, on musical works

throughout time.





genres.





Debate the relative merits of

music using historical context

and personal experience.


entries





groups.

32

Grades 3-5: Unit 5 Overview At-a-Glance Unit #5 – Music in World Culture: North and South America, Europe, and Africa

Unit Description:

In this unit, students will explore music from within and outside Western cultural norms. Folk music within traditional cultures of

diverse groups throughout the world will be examined, analyzed, and performed by identifying the compositional techniques,

instrumentation, and significance of music that celebrates diversity and global tolerance.

Essential Skills:

Identify and analyze examples of music from traditional folk cultures inherent to diverse ethnic groups.

Perform and create music that imitates music that embraces global diversity and non-traditional sources.

Develop a respect and understanding of global and cultural diversity through the medium of art.





standards (2014):


NJSLS VPA.1.1.5.B.1

NJSLS VPA.1.1.5.B.2

NJSLS VPA.1.1.5.A.1

NJSLS VPA.1.2.5.A.1

NJSLS VPA.1.4.5.A.1

NJSLS VPA.1.4.5.A.2

NJSLS VPA.1.4.5.A.3

NJSLS VPA.1.4.5.B.3



(NJSLS):

Language Arts

NJSLS.R.1

NJSLS.R.2

NJSLS.R.10

NJSLS.SL.1

NJSLS.SL.2

NJSLS.SL.5

NJSLS.L.1

NJSLS.L.6

Math

NJSLS.MP.1

NJSLS.MP.2




33

Unit Details






Working with student aides and paraprofessionals to

develop differentiated instructions for specific individuals.






Education:

Lessons incorporate music of diverse cultures, including

American, Caribbean, African, and European folk music.



citizenship through the values and ethical behaviors of

diverse cultures.






Peruvian, Cajun, and Middle Eastern musical culture.




including Jazzy World Tour and YouTube.


of music.


Career Education: Understanding of geography through specific

examples of musical culture.


text, including culture of South America, Europe, and Africa.

Science: Sound production of instruments outside of American

culture.

Social Studies: History and culture of foreign musical genres and

meanings.

Technical Subjects: iPad and computer software manipulation.

World Languages: Musical terminologies in foreign words.


Unit Resources





34


Resources



NJSLS.T.8.1:

iPad applications: Jazzy World Tour


Smart Board: Brainpop, YouTube




Activities











skill.




notational systems.

Compare the differences of

musical notation in non-

Western contexts and compare

to music of Western culture.

Analyze and compare musical

works of foreign cultures that

include the elements of music

as applied to different

compositional styles.

Perform and compose

examples of foreign musical

styles using techniques

throughout history.


original pieces of music using

techniques from different

cultures.


multi-cultural genres.






and analytical skills.


entries


benchmark checks






groups.








music can be used


of musical works from

American, African, and

European culture.


musical phrases influenced

from non-Western cultures


instruments.


entries


benchmark checks


35


literacy.






basic structures.


principles of music originating

from other cultural influences

to improvise, compose, and



works.


demonstrating cultural

awareness and identification.







groups.

NJSLS VPA.1.1.5.A.1: Basic

choreographed structures employ

the element of dance.

SLO: Analyze both formal and

expressive aspects of time, shape,

space, and energy, and

differentiate basic choreographic

structures in various dance

works.

Teach basic structures of

dance as related to music

originating from multi-cultural

sources.

Compare and contrast dance

styles of foreign cultures with

current popular dance forms.

Demonstrate movement and

motor skills replicating dances

of multicultural influences.








groups.

NJSLS VPA.1.2.5.A.1: Art and

culture reflect and affect each

other.

SLO: Recognize music as a

reflection of societal values and

beliefs.

Teach music as a reflection of

societal culture and belief

systems.

Apply examples of music that

reflect belief systems across

foreign cultures and compare

with music of local culture.




Analyze and perform music

ranging across cultures that

reflect societal beliefs.





groups.




artistic purposes.

Teach musical classifications

of music stemming from

different cultural heritages.





Western and non-Western

cultures.


entries



36





classifications.

adapted to different artworks

across cultures.

Teach how different styles are

classified musically based on

their cultural norms.


various cultures that are

composed with both


music notation.



groups.


Formalism in music varies

according to the personal,

cultural, and historical contexts.

SLO: Make informed aesthetic

responses to artworks based on

structural arrangement and

personal, cultural, and historical

points of view.

Teach musical structure as

related to different cultural

examples of music.


non-traditional instruments are

used in music representing

cultures of Western and non-

Western origin.

Improvise, compose, and

perform music of Western and

non-Western cultures using


instrumentation.

Incorporate form and structure

of music in different cultures

into compositions.


entries




groups.









the arts.






reference.




individual cultures.



personal and social values

between cultures.


works of different cultures that





works of varying cultures by

using specific musical

terminology.





and in groups.




statement related to cultural-

specific norms.


entries


benchmark checks






groups.

37

NJSLS VPA.1.4.5.B.3: While

there is shared vocabulary among

the four arts disciplines, each

also has its own discipline-

specific terminology.

SLO: Use discipline-specific arts

terminology to evaluate the

strengths and weaknesses of

works of dance, music, visual

arts, and theatre.

Teach musical terminology as

related to individual examples

of art in Western and non-

Western cultures.

Evaluate examples of culture

as related to other art

disciplines across both


traditions.


works of varying cultures by

using specific musical

terminology.





and in groups.


entries


benchmark checks





groups.

Grade 6: Unit 1 Overview At-a-Glance Unit #1 – Elements of Music

Unit Description:

In this unit, students will review the basic elements of music, including rhythm, pitch, dynamics, tempo, form, and instrumentation.

Students will practice writing music notation by improvising, composing, and performing works of music individually and in groups.

Essential Skills:

Review the basic elements of music notation and musical terminology.

Practice improvisation and composition using music notation.

Perform works of music vocally and with instruments individually and in groups.





standards (2014):



(NJSLS):




38


NJSLS VPA.1.1.8.B.2

NJSLS VPA.1.3.8.B.1

NJSLS VPA.1.3.8.B.3

NJSLS VPA.1.4.8.A.6

NJSLS VPA.1.4.8.B.1

Language Arts

NJSLS.R.1

NJSLS.R.2

NJSLS.W.1

NJSLS.W.2

NJSLS.SL.1

NJSLS.L.1

NJSLS.L.2

Math

NJSLS.MP.1 NJSLS.MP.5

NJSLS.MP.2 NJSLS.MP.7

Unit Details













Education:


genres to illustrate diversity between musical styles.



perspectives.



citizenship, including respecting others for their ability to

create different examples of musical art.






Career Education: Development of respect for differences in

opinion and cultural preferences.

39

Analysis and discussion of informational text, including the

importance of music in society.



performance skills.



including Mixcraft 5.0 and Beatwave.

Health/PE: Refine small motor skills using keyboard exercises.


text and opinion essays.

Math: Subdivisions of musical values using various time

signatures.

Technical Subjects: iPad and computer software manipulation

using music creation software.


including Italian and German.


Unit Resources






Resources:



NJSLS.T.8.1:

iPad applications: Beatwave


Smart Board: Mixcraft 5.0

Grade 6: Unit 1 Targeted Instructional Planning to Address Central Unit Standards Central Unit Standard and



Activities





Compositional techniques used in

different styles and genres of

Review the basic elements of

music, including rhythm,





entries

40

music vary according to

prescribed sets of rules.

SLO: Compare and contrast the

use of structural forms and the

manipulation of the elements of

music in diverse styles and

genres of musical compositions.

pitch, dynamics, tempo, and

form.

Analyze the basic elements of

music to musical works

representing various historical

eras and genres.

Compare the use of basic

compositional techniques in

works of music representing

different styles and genres.

Improvise and compose

musical works using

compositional techniques

representing the basic

elements of music with and

without technology.

Perform existing and original

musical works using

vocalizing and

instrumentation.


benchmark checks





groups.

NJSLS VPA.1.3.8.B.1: Western,

non-Western, and avant-garde

notational systems have distinctly

different characteristics.

SLO: Perform instrumental or

vocal compositions using

complex standard and non-

standard Western, non-Western,

and avant-garde notation.


works written in distinctly

separate musical notation

systems.

Differentiate musical works

written with traditional music

notation and those created by

manipulating technology.





musical works using differing

musical notation systems,

including those generated by

technological applications.


musical works with both

standard and non-traditional

music notation.


entries


benchmark checks





groups.


Understanding of discipline-

specific arts terminology is a

component of music literacy.

SLO:


music and their application to

music terminology.

Analyze the use of music

terminology as applied to

existing and original music




Use standard music

terminology to improvise and

compose musical works using


entries


benchmark checks


41

Apply theoretical understanding

of expressive and dynamic music

terminology to the performance

of written scores in the grand

staff.

both written in traditional and

non-traditional music notation.

differing musical notation

systems, including those

generated by technological

applications.

Apply standard music

terminology to the

performance existing and

original musical works.




groups.


Awareness of basic elements of

style and design in music inform

the creation of criteria for

judging originality.

SLO: Differentiate between

"traditional" works of music and

those that do not use

conventional elements of style to

express new ideas.

Review the concepts of

musical style in both

orchestral and popular genres.

Compare and contrast

differing works of music

representing multiple genres

by using standard music

terminology.




Use standard music

terminology to improvise,

perform, and compose musical

works in differing genres.


entries




groups.


Assessing a work of art without

critiquing the artist requires

objectivity and an understanding

of the work's content and form.

SLO: Evaluate the effectiveness

of a work of art by differentiating

between the artist's technical

proficiency and the work's

content or form.

Review how music

terminology can be used to

describe a musical work based

on objective criteria.

Teach musical evaluation

based on compositional

technique using standard

music terminology.




Assess and evaluate

compositional self-work and

the work of others using

standard musical terminology.

Use technology and live

instrumental practice to

perform original works and

evaluate their merits.


entries


benchmark checks





groups.

42

Grade 6: Unit 2 Overview At-a-Glance

Unit #2 – Music History: Ancient Civilizations

Unit Description:

In this unit, students will explore the music culture and historical significance of civilizations before the Common Era. Musical customs

and works will be discussed from the Prehistoric Era, Middle Egyptian Kingdom, and Greco/Roman Antiquity.

Essential Skills:

Identify and analyze works of ancient civilizations within the context of modern musical terminologies.

Understand the significance of music in ancient cultures and its role in societal norms.





standards (2014):


NJSLS VPA.1.1.8.B.1

NJSLS VPA.1.2.8.A.3

NJSLS VPA.1.4.8.A.1

NJSLS VPA.1.4.8.A.2

NJSLS VPA.1.4.8.A.3

NJSLS VPA.1.4.8.A.4

NJSLS VPA.1.4.8.A.7

NJSLS VPA.1.4.8.B.3



(NJSLS):

Language Arts

NJSLS.R.1

NJSLS.R.2

NJSLS.R.3

NJSLS.W.1

NJSLS.SL.1

NJSLS.SL.2

NJSLS.L1

Math

NJSLS.MP.1

NJSLS.MP.2

NJSLS.MP.6

NJSLS.MP.7




43

Unit Details










Communication with case worker and parent/guardians to



Education:

Lessons, incorporate music of multiple time periods to

infuse cultural and global awareness, including Prehistoric,

Egyptian, and Greco-Roman culture.



perspectives, such as making connections between music of

past cultures with present day culture.



citizenship based on previous civilizations.






Egyptian and Greek mythology.




including TED Talks and Magic Piano.


of music, including the creation of music using natural

materials.


Health/PE: Refine small motor skills by creating music using

natural materials.


including myths of Orpheus and Eurydice.

Science: Theory behind pentatonic scale as related to Greek

antiquity.

Social Studies: History of early civilizations, including Prehistoric,

Egyptian, and Greco-Roman.


including Egyptian and Greek.

Arts: Comparison of music to visual art, such as cave drawings and

hieroglyphics.

Unit Resources



44




Resources:



NJSLS.T.8.1:

iPad applications: Magic Piano


Smart Board: TED Talks




Activities





Common, recognizable musical

forms often have characteristics

related to specific cultural

traditions.

SLO: Analyze the application of

the elements of music in diverse


musical works from different

historical eras using active

listening and by reading and

interpreting written scores.

Teach the musical

characteristics of ancient

cultures as related to societal

norms and practices.

Listen and analyze various

works of music originating

from ancient cultures.


works between cultures and

relate to present-day cultural

influences.




Assessment of individual

musical works from diverse

cultures in ancient societies,

both oral and written.


entries





groups.

NJSLS VPA.1.2.8.A.3: The arts

reflect cultural mores and

personal aesthetics throughout

the ages.

Teach the historical and

political climates of ancient

cultures, including myths and

beliefs systems.




Comparison of individual



entries



45

SLO: Analyze the social,

historical, and political impact of

artists on culture and the impact

of culture on the arts.

Relate individual works of

music originating from ancient

culture to the social, historical,

and political climate of the

period.

cultures in ancient societies,

both oral and written.



groups.


Contextual clues to artistic intent

are embedded in artworks.

Analysis of music requires

knowledge and understanding of

culturally specific music within

historical contexts.

SLO: Generate observational and

emotional responses to diverse

culturally and historically

specific works of music.

Teach the musical elements of

composition within the

context of individual works

from ancient civilizations.

Relate the individual works of

ancient civilizations to modern

music terminology and

emotional affect.




Oral and written accounts of

emotional responses and

aesthetic affect between

selected musical works of

ancient civilizations.


entries





groups.

NJSLS VPA.1.4.8.A.2: Music

may be used for utilitarian and

non-utilitarian purposes.

SLO: Identify works of music

that are used for utilitarian and


Analyze selected musical

works from ancient

civilizations that were created

for either utilitarian or non-

utilitarian purposes.


of ancient civilizations of

utilitarian and non-utilitarian

purposes with music of

contemporary culture.




Individual and group work

comparing and contrasting the

purpose of specific musical

works written in ancient

cultures.


entries





groups.


Performance technique in music

varies according to historical era

and genre.

Teach the unique

instrumentation and

performance practice of

ancient cultures.





entries


benchmark checks

46

SLO: Distinguish among artistic

styles, trends, and movements in

music within diverse cultures and

historical eras.

Relate the performance

practice of musical works to

cultural norms both in ancient

civilizations and in the

present.

Compare and contrast the

instrumentation and

performance practice of

ancient cultures to

contemporary musical

practices.




groups.

NJSLS VPA.1.4.8.A.4: Abstract

ideas may be expressed in works

of music using a genre's stylistic

traits.

SLO: Compare and contrast

changes in the accepted

meanings of known artworks

over time, given shifts in societal

norms, beliefs, or values.

Teach the cultural intent

behind specific works of

music originating from ancient

civilizations.

Compare cultural abstract

ideas of musical works from

ancient civilizations with

contemporary musical culture.







works as related to



entries





groups.

NJSLS VPA.1.4.8.A.7: Artwork

may be both utilitarian and non-

utilitarian. Relative merits of

works of art can be assessed

through analysis of form,

function, craftsmanship, and

originality.

SLO: Analyze the form,


originality of representative

works in music.

Review how the basic

elements of music can be used

to create works for both


purposes.

Relate the basic elements of

music as applied to music of

ancient civilizations composed

for both utilitarian and non-





Compose and perform

examples of works of both


purposes that contain the same

principles of music in ancient

civilizations.


entries


benchmark checks





groups.


Universal elements of art and

principles of design apply

Review music terminology

that can be applied to musical

works of ancient civilizations

and present-day culture.





entries


47

equally to artwork across cultures

and historical eras.


examples of music from diverse

cultural contexts and historical

eras.

Analyze specific musical

works of ancient cultures that

can be compared to other

musical works from ancient

cultures.

Compare and contrast specific

examples of musical works of

both ancient civilizations

using contemporary music

terminology.




groups.

Grade 6: Unit 3 Overview At-a-Glance Unit #3 – World Music: Asia, Australia, and Oceania

Unit Description:

In this unit, students will explore the musical culture of areas in the geographical regions of Asia, Australia, and the islands of Oceania.

Students will learn the cultural norms, instrumentation, and musical genres of various foreign cultures and compare to music of their

home cultures.

Essential Skills:

Identify and analyze examples of music from traditional folk cultures inherent to diverse ethnic groups.

Perform and create music that imitates music that embraces global diversity and non-traditional sources.

Develop a respect and understanding of global and cultural diversity through the medium of art.


Central Unit Standards: This unit will focus primarily on



standards (2014):


NJSLS VPA.1.1.8.B.1

NJSLS VPA.1.1.8.B.2

NJSLS VPA.1.2.8.A.2



(NJSLS):




48

NJSLS VPA.1.2.8.A.3

NJSLS VPA.1.4.8.A.1

NJSLS VPA.1.4.8.A.2

NJSLS VPA.1.4.8.A.3

NJSLS VPA.1.4.8.A.4

NJSLS VPA.1.4.8.A.6

NJSLS VPA.1.4.8.A.7

Language Arts

NJSLS.R.1

NJSLS.R.2

NJSLS.R.4

NJSLS.R.5

NJSLS.R.10

NJSLS.SL.1

NJSLS.SL.2

NJSLS.SL.5

NJSLS.L.1

NJSLS.L.2

Unit Details













Education:

Lessons incorporate music of multiple cultures, including

Indonesian, Chinese, Japanese, and Indian.



citizenship through the examination of diverse cultures.






Career Education: Development of tolerance for diversity among

different musical cultures and backgrounds.

Math

NJSLS.MP.1

NJSLS.MP.2

NJSLS.MP.4

NJSLS.MP.6

NJSLS.MP.7

49


studies of Indian raga, Japanese instruments, and

Indonesian gamelan.




including making Venn diagrams using multimedia.


including descriptions of Asian culture.

Science: Sound production of different instruments unfamiliar in

American culture.

Social Studies: History and culture of diverse musical styles.

World Languages: Musical terminologies in foreign words.

Arts: Comparison of music to visual art, dance, and theater to

American culture.

Unit Resources






Resources:



NJSLS.T.8.1:

iPad applications: Jazzy World Tour

Smart Board: YouTube musical performances




Activities





Common, recognizable musical

forms often have characteristics

related to specific cultural

traditions.

SLO: Analyze the application of

the elements of music in diverse

Teach the musical

characteristics of world

cultures as related to societal

norms and practices.

Listen and analyze various

works of music originating




Assessment of individual


sources in Asian culture, both

oral and written.


entries



50


musical works from different

historical eras using active

listening and by reading and

interpreting written scores.

from Asia, Australia, and

Oceania.


works between cultures and

relate to present-day cultural

influences.



groups.


Compositional techniques used in

different styles and genres of

music vary according to

prescribed sets of rules.

SLO: Compare and contrast the

use of structural forms and the

manipulation of the elements of

music in diverse styles and

genres of musical compositions.


music, including rhythm,

pitch, dynamics, tempo, and

form as related to non-


Analyze the basic elements of

music to musical works

representing Asian culture.

Compare the use of basic

compositional techniques in

works of music representing

Asian culture.





musical works using

compositional techniques

representing the basic

elements of music with and

without technology.


musical works using

vocalizing and

instrumentation.


entries


benchmark checks





groups.

NJSLS VPA.1.2.8.A.2: Tracing

the histories of music in world

cultures provides insight into the

lives of people and their values.

SLO: Differentiate past and

contemporary works of music

that represent important ideas,

issues, and events that are

chronicled in diverse cultures.

Teach selected musical works

of Asian culture that reflect

specifically cultural elements

such as beliefs, events, and

issues.

Compare and contrast selected

musical works of Asian

culture with contemporary

cultural issues of American

music.




Assessment and comparison

of selected musical works

from diverse sources in Asian

culture, both oral and written.


entries





groups.

51




the ages.





Teach the historical and

political climates of Asian

music, including myths and

beliefs systems.

Relate individual works of

music originating from Asian

culture to world politics and

issues.




Comparison of individual


cultures in Asian culture, both

oral and written.


entries














Teach the musical elements of

composition within the

context of individual works

from Asian cultures.

Relate the individual works of

Asian culture to modern music

terminology and emotional

affect.




Oral and written accounts of

emotional responses and

aesthetic affect between

selected musical works of

Asian cultures.


entries





groups.








works from Asian culture that

were created for either

utilitarian or non-utilitarian

purposes.


of Asian culture of utilitarian

and non-utilitarian purposes

with music of modern culture.







works in Asia, Australia, and

Oceania.


entries



In-class performances of work

both individually and group.

52


Performance technique in music

varies according to historical era

and genre.

SLO: Distinguish among artistic

styles and movements in music

within diverse cultures and

historical eras.

Teach the unique

instrumentation and

performance practice of music

from Asian cultures.

Relate the performance

practice of musical works to

cultural norms in both Asian

culture and America.




Compare and contrast the

instrumentation and

performance practice of Asian

cultures to contemporary

musical practices.


entries




groups.




traits.







behind specific works of

music originating from Asian

cultures.


ideas of musical works from

Asian culture with American

musical culture.






purpose of specific Asian,

Australian, and Oceania

musical works as related to



entries





groups.


Awareness of basic elements of

style and design in music inform

the creation of criteria for

judging originality.

SLO: Differentiate between

"traditional" works of music and

those that do not use

conventional methods of style to

express new ideas.


style and define the criteria for

originality as related to

individual works of music.

Use examples of Asian

musical works to compare the

elements of style with


compositional methods.





comparing and contrasting

specific Asian musical works

with traditional examples of

American stylistic originality.


entries





groups.




Review how the basic

elements of music can be used

to create works for both





entries

53




originality.

SLO: Analyze the form and

function of representative works

in music.


purposes.


music as applied to music of

Asian culture composed for

both utilitarian and non-


Compose and perform

examples of works of both


purposes that contain the same

principles of music in Asia,

Australia, and Oceania.





groups.

Grade 6: Unit 4 Overview At-a-Glance Unit #4 – Music in Technology and Culture

Unit Description:

In this unit, students will explore the relationship between music and technology, from its beginnings at the turn of the 19th century to

modern digital innovations. Students will also compare the technology of the present age with its earlier counterparts, in addition to

manipulating technologies to create and perform music.

Essential Skills:

Learn about the history of technology that uses music as its core function.

Compare music technology of the past with current technological innovations.

Manipulate current music technologies to create and perform music in non-traditional formats.





standards (2014):



(NJSLS):




54


NJSLS VPA.1.2.8.A.1

NJSLS VPA.1.2.8.A.3

NJSLS VPA.1.3.8.B.1

NJSLS VPA.1.4.8.A.2

NJSLS VPA.1.4.8.A.3

NJSLS VPA.1.4.8.A.4

Language Arts

NJSLSA.R.1

NJSLSA.R.5

NJSLS.SL.1

NJSLS.SL.2

NJSLS.L.1

Math

NJSLS.MP.7

Unit Details













Education:

Lessons incorporate music originating through

technological means.

Learning incorporates skills focusing on untraditional

musical notation through computer graphics and sound.


students can better understand the responsibilities of

technologies as a tool for creative expression.






history of recorded sound through the 20th century.


Career Education: Development of creative skills, using

individuality to create music through technology.

Health/PE: Refine small motor skills, incorporate movement.


text, including the history of technological development in music.

Science: Sound production in hardware and software.

Social Studies: History of technology in music and arts.

55



including Garageband and Mixcraft 5.0.


of music.

Technical Subjects: iPad and computer software manipulation

using Garageband and Mixcraft 5.0.

Arts: Comparison of music to visual art, dance, and theater that

employ new technologies.

Unit Resources






Resources



NJSLS.T.8.1:

iPad applications: Garageband


Smart Board: Mixcraft 5.0




Activities





Technological changes have

and will continue to influence

the development and nature of

the arts.

SLO: Map historical

innovations in music that were

Teach the timeline of musical

inventions that employ

electrical or digital technology

from the 19th century to the

present day.

Highlight specific examples of

music technology throughout

history that were highly




Manipulate iPad, instrument,

and internet-based music

technologies and compare

with past inventions.

Musical compositional

notebook entries


benchmark checks


56

caused by the creation of new

technologies.

influential in changing the

course of world culture.

Class discussion and

participation


NJSLS VPA.1.2.8.A.3: The

arts reflect cultural mores and


the ages.


historical, and political impact

of artists on culture and the

impact of culture on the arts.

Teach the historical, cultural,

and political impact of music

technology on American and

world society.

Relate technological

inventions of music to past

and current world politics and

issues.




Manipulate iPad, instrument,

and internet-based music

technologies and compare

with past inventions.


notebook entries


benchmark checks



participation



Western, non-Western, and

avant-garde notational systems

have distinctively different

characteristics.




standard Western, non-

Western, and avant-garde

notation.

Teach how selected digital

music technologies can be

used to create music using

non-traditional music notation.

Compare digital technologies

with traditional music notation

and perform with and without

technology.

Manipulate iPad applications

and traditional keyboards to

create and perform works of

music in standard and non-

standard Western notation.


notebook entries


participation


In-class performances of

student work both individually

and in groups.




Analyze selected examples of

music technology that were

created for either utilitarian or






notebook entries


participation

57




Compare and contrast past

music technologies that were

created for utilitarian and non-

utilitarian purposes with music

technology of contemporary

culture.

Manipulate digital examples

of music technology and

achieve objectives based on

software challenges.





and in groups.


Performance technique in

music varies according to

historical era and genre.

SLO: Distinguish among

artistic styles and movements

in music within diverse

cultures and historical eras.

Teach how to access and

manipulate examples of digital

music technology.

Compare examples of present

music technology with

operating procedures of past

innovations.




Manipulate digital examples

of music technology and

achieve objectives based on

software challenges.


notebook entries


participation




and in groups.


Abstract ideas may be

expressed in works of music

using a genre's stylistic traits.




over time, given shifts in

societal norms, beliefs, or

values.


behind specific inventions of

music technology as related to

societal values.


ideas of examples of music

technology with world culture.






purpose of specific music

technologies as related to

contemporary American and

world culture.


notebook entries


participation





and in groups.

58

Grade 6: Unit 5 Overview At-a-Glance Unit #5 – Careers in Music

Unit Description:

In this unit, students will explore different careers that involve music as a main part of their job descriptions. Students will learn how

these careers contribute to civic responsibility, and what training and experience are required to be successful.

Essential Skills:

Identify and compare careers that utilize music as its primary function.

Evaluate careers that are primarily based in music in comparison with non-music related careers.





standards (2014):


NJSLS VPA.1.2.8.A.3

NJSLS VPA.1.3.8.B.1

NJSLS VPA.1.4.8.A.1

NJSLS VPA.1.4.8.A.2

NJSLS VPA.1.4.8.A.4

NJSLS VPA.1.4.8.A.7



(NJSLS):

Language Arts

NJSLSA.R.1

NJSLSA.R.2

NJSLSA.R.10

NJSLS.SL.1

NJSLS.SL.2

NJSLS.SL.5

NJSLS.L.1

NJSLS.L.6

Math

NJSLS.MP.1

NJSLS.MP.2

NJSLS.MP.6

NJSLS.MP.7




59

Unit Details






Working with student aides and paraprofessionals to

develop differentiated instructions for specific individuals.






Education:

Lessons incorporate examples of careers related to music

that extend beyond performance.


creativity, and solving problems by examining multiple

careers that use modern technology.



citizenship and as responsible members of society.





Analysis and discussion of informational text.

Class participation and demonstration of critical thinking

through discussion.

Group-based activities requiring the assessment of musical

careers.


Career Education: Understanding of financial responsibility, using

career examples to develop independent critical thinking.


text.

Science: How technology contributes to the creation and

development of new careers in music.

Social Studies: Adapting new musical careers to fit the

socioeconomic needs of society.

Technical Subjects: How technology is influencing the

development of new musical careers.

Arts: How careers in music relate to visual art, dance, and theater.

60

Unit Resources






Resources



NJSLS.T.8.1:


Smart Board: www.careersinmusic.com




Activities







the ages.





Teach the historical, cultural,

and political impact of

selected musical careers on

modern society.

Relate selected musical

careers to past and current

societal values and issues.




Manipulate internet websites

to explore various musical

careers and compare to careers

based in world culture.


entries



NJSLS VPA.1.3.8.B.1: Western,

non-Western, and avant-garde

notational systems have

distinctively different

characteristics.



Teach how selected music

careers that use digital

technologies can be used to

create music using non-


Compare digital technologies

with traditional music

Manipulate iPad applications

and traditional keyboards to

create and perform works of

music in standard and non-

standard Western notation.

Examine an audio engineering

soundboard using digital


entries



61


standard Western, non-Western,

and avant-garde notation.

compositions and perform

with and without technology.

technology and create and

perform original music.



groups.












Teach how basic musical

elements are within the

context of selected music

careers and their function.

Relate selected careers to how

society and culture respond

emotionally and observe these

responses in the context of

cultural norms and values.




Generate oral and written

arguments for or against the

merits of specific musical

careers as related to personal

and societal norms and values.





groups.








careers that serve utilitarian or



careers of utilitarian and non-

utilitarian purposes with non-

music related careers.







careers with non-musical

careers.


entries





groups.




traits.




Teach the intent behind the

need for specific musical

careers as related to societal

values and issues.


ideas of examples of musical






purpose of specific music

careers as related to


entries




62



careers in American and world

culture.

contemporary American and

world culture.



groups.







originality.

SLO: Analyze the form and

function of representative works

in music.

Review how examples of

musical careers can be used

for both utilitarian and non-



music as applied to music

careers created for both


purposes.





careers of both utilitarian and

non-utilitarian purposes that

contain the same principles of

music in American and world

culture.


entries





groups.

GLOSSARY

Art genres: Artworks that share characteristic approaches to content, form, style, and design. Each of the four arts disciplines is

associated with different genres.

Arts media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or

tactile modes) used to produce a work of art.

Basic Literacy: A level of achievement that indicates a student meets or exceeds the K-5 arts standards. Basic Literacy is attained

when a student can:

1. Respond to artworks with empathy.

2. Understand that artwork reflects historical, cultural, and aesthetic perspectives.

3. Perform in all four arts disciplines at an age-appropriate level.

63

4. Draw similarities within and across the arts disciplines.

Competency: A level of achievement that indicates a student meets or exceeds the K-8 arts standards. Competency is attained when a

student can:

1. Respond to artworks with developing understanding, calling upon acquaintance with works of art from a variety of cultures and

historical periods.

2. Perceive artworks from structural, historical, cultural, and aesthetic perspectives.

3. Perform in a chosen area of the arts with developing technical ability, as well as the ability to recognize and conceive solutions to

artistic problems.

4. Understand how various types of arts knowledge and skills are related within and across the arts disciplines.

Compound meter: Measures of music in which the upper numerator is divisible by three such as 6/8 or 9/8 time.

Discipline-specific arts terminology: Language used to talk about art that is specific to the arts discipline (dance, music, theatre, or

visual art) in which it was created.

Ear training and listening skill: The development of sensitivity to relative pitch, rhythm, timbre, dynamics, form, and melody, and

the application of sight singing/reading or playing techniques, diction/intonation, chord recognition, error detection, and related

activities.

Elements of music: The compositional building blocks of music, including texture, harmony, melody, and rhythm.

Exemplary works: Works representing genres of art that may be examined from structural, historical, and cultural perspectives.

Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history.

Mixed meter: A time signature in which each measure is divided into three or more parts, or two uneven parts, calling for the

measures to be played with principles, and with subordinate metric accents causing the sensation of beats (e.g., 5/4 and 7/4 time,

among others).

Musical families: The categorization of musical instruments according to shared physical properties, such as strings, percussion,

brass, or woodwinds.

64

Music composition: Prescribed rules and forms used to create music, such as melodic line and basic chordal structures, many of

which are embedded in electronic music notation programs, and which can apply equally to improvised and scored music.

Physical and vocal skills: For example, articulation, breath control, projection, body alignment.

Proficiency: A level of achievement that indicates a student meets or exceeds the K-12 arts standards. Proficiency is attained when a

student can:

1. Respond to artworks with insight and depth of understanding, calling upon informed acquaintance with exemplary works of art

from a variety of cultures and historical periods.

2. Develop and present basic analyses of artworks from structural, historical, cultural, and aesthetic perspectives, pointing to their

impact on contemporary modes of expression.

3. Perform in a chosen area of the arts with consistency, artistic nuance, and technical ability, defining and solving artistic problems

with insight, reason, and technical proficiency.

4. Relate various types of arts knowledge and skills within and across the arts disciplines, by mixing and matching competencies and

understandings in art-making, history, culture, and analysis in any arts-related project.

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