Download - Stafford Township School District Manahawkin, NJ · Stafford Township School District Manahawkin, NJ ... Basic vocal production Vocal ... 1.3.5.B.2 Proper vocal production/vocal placement

Stafford Township School District Manahawkin, NJ

Sixth Grade

Music Curriculum

“Aligned to the CCCS 2009”

This Curriculum is reviewed and updated annually as needed

This Curriculum was approved at the Board of Education Meeting

August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015

1

Stafford Township School District Music Curriculum

Content Area: Music

Course Title: Chorus Grade Level: 6

Unit Plan 1 Basics:

Basic vocal production Vocal and breathing anatomy

Breathing Posture

Rudimentary music Theory The staff

Treble Clef, Bass Clef Notes

Beginning repertoire

Pacing Guide

September

Unit Plan 2 Vocal production

Intonation Beginning solfegue

Beginning Curwen hand signals Notes and rests

Bar lines and measures Beats

Time signature Tempo

Reading rhythms Repertoire

Pacing Guide

October -November

2

Unit Plan 3 Vocal production Sustaining notes

Choreographing breathing Staggered breathing

Continuing Intonation solfegue

Continuing Curwen signals Reading rhythms

Basic vocal support Vowel and Consonant formation

Dotted rhythms ties

Preparation for performance Holiday Concert

Community concerts Adding expression and movement

Pacing Guide

December

Unit Plan 4 Vocal production Curwen signals

Beginning Reading rhythms and pitch

Pitch: Notes of the Treble Clef and Bass Clef

Ledger Lines Grand Staff repertoire

Pacing Guide

January-February

Unit Plan 5 Vocal Production

Intonation Curwen Signals

solfegue Reading simple rhythms and pitch

Vocal support Placement

Sharp and Flat Introduction to Key Signatures

Natural Sign, Accidentals Repertoire

Pacing Guide

March - April

3

Unit Plan 6 Vocal Production

Support, breathing, placement Intonation Solfegue:

Curwen Signals Reading pitch and rhythm

Musical Symbols: Dynamic symbols

Staccato and fermata Accents, tenuto and marcato

Repeats General review

Preparation for Spring Concert Adding expression and movement

Pacing Guide

May - June

Date Created: 3/27/12

Board Approved on:

4

Stafford Township School District Music Curriculum Unit Overview

Content Area: Music Unit Title: Basic Concepts Target Course/Grade Level: 6

Unit 1 Summary Basic vocal production Vocal and breathing anatomy Breathing Posture Rudimentary music Theory The staff Treble Clef, Bass Clef Notes Beginning repertoire

Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration

Learning Targets Standards 1.1 1.3 Content Statements 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. 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 musical literacy. 1.3.2.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts CPI # Cumulative Progress Indicator (CPI) 1.1.5.B.1 Identify the elements of music in response to aural prompts and printed music notational

systems. 1.1.5.B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic

and harmonic progressions, and differentiate basic structures 1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing

technique.

1.3.5.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique

5

1.3.5.B.4 Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

Unit Essential Questions • How does the voice function?• How do we identify the basic elements of

music notation?• What is rhythm as compared to beat?• What is style in music?• How do we care for and organize our music

Unit Enduring Understandings • Students will understand proper breathing and

phrasing • Students will identify the parts of the staff• Students will identify notes and their

relationship to each other• Students will begin to identify differences in

musical style due to a varied repertoire• Students will maintain a music folder

Unit Learning Targets (Objectives) Students will ... • Students will become aware of proper breathing for vocal production• Students will use proper posture for breathing and vocal production• Students will begin to use the Curwen signals for solfegue and intonation• Students will identify the parts of the staff and Clefs• Students will identify and understand basic notes and rests: whole, half, quarter and eighth• Students will begin to identify differences in musical style in repertoire• Students will sing in 2 parts

6

Evidence of Learning Formative Assessments • Students will sing using proper breathing

posture and phrasing• Students will sing proper pitch as to their

ability and show improvement in intonation• Students will demonstrate ability to identify

parts of the staff

• Students will demonstrate ability to identify notes• Students will understand note values• Students will recognize differences in musical style

in repertoire

Summative Assessments 1. Participation effort2. written quizzes and tests3. performance evaluation

Modifications (ELLs, Special Education, Gifted and Talented) Special Education: individual help, supplementary material, work with tonal recall, modeling Gifted and Talented: Have students demonstrate Hand signals and run drills, Students can compose rhythmic drills using notes learned. Students study musical styles and historical origins Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 MUSIC QUIZZES, LINE AND SPACES BINGO, ENCORE, octavos

Teacher Notes: 1. Start Students on basic breathing techniques and exercise2. Start students on Cuwen hand signal using direction for intonation3. Work with parts of the staff and identification and significance4. Compare notes to fractions which students will have studied (this can work very well forunderstanding) 5. Choose repertoire that challenges but is accessible

7


Content Area: Music Unit Title: rhythm Target Course/Grade Level: 6 Unit 2 Summary Vocal production Intonation Beginning solfegue Beginning Curwen hand signals Notes and rests Bar lines and measures Beats Time signature Tempo Reading rhythms Repertoire Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration

Learning Targets Standards 1.1. Content Statements 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. 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 musical literacy. 1.3.2.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts

CPI # Cumulative Progress Indicator (CPI) 1.1.5.B.1 Identify the elements of music in response to aural prompts and printed music notational



technique.

8



Unit Essential Questions • Do students understand direction of pitch?• Are students able to match pitches• Can students accurately sing a major 5 note

scale?• Do students understand meter, measures and

time signature?• Do student understand note relationships and

values•

Unit Enduring Understandings • Pitch direction both aurally and by sight on

score • Meter and how it relates to time signature and

measures • Note relationships and how that relates to note

values • Breathing as part of vocal production and

phrasing •

Unit Learning Targets (Objectives) Students will ... • Students will understand and recognize pitch direction• Students will accurately sing a major 5 note scale• Students will understand and read meter, time signature and measures• Students will understand note values and relationships• Students will sing in 2 parts

9

Evidence of Learning Formative Assessments • Do students sing with proper intonation and

breathing according to their ability• Do students recognize notes• Do students understand note value and their

relation ship to time signature•

• Are students able to read a simple rhythmic score• Are students able to recognize direction of pitch

both aurally and on score• Can students accurately sing a 5 note major scale• •

Summative Assessments 1. Student participation and effort2. written quizzes and tests3. performance evaluation

Modifications (ELLs, Special Education, Gifted and Talented) Special Education: individual help, work with modeling, Gifted and Talented: delve more into rhythmic reading and Curwen drills

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: SING ON SIGHT Audrey Snyder, READY TO READ MUSIC Jay Althouse, octavos Teacher Notes: 1. Work with students for understanding of relationships of notes to each other use math analogies2. Work with meter and measures have students fine meter in music they like to listen to3. Work with students to listen to what they are singing so they recognize when they are on pitchand when they are not. 4. Work with Curwen signals to help with intonation for future reading of pitches


Content Area: Music Unit Title: rhythm and performance Target Course/Grade Level: 6 Unit 3 Summary Vocal production Sustaining notes Choreographing breathing Staggered breathing Continuing Intonation solfegue Continuing Curwen signals Reading rhythms Basic vocal support Vowel and Consonant formation Dotted rhythms ties Preparation for performance Holiday Concert

10

Community concerts Adding expression and movement


Learning Targets Standards 1.1 Content Statements 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. 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 musical literacy. 1.3.2.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound 1.3.5.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts




technique.



Unit Essential Questions • Do Students understand structure of music

notation • Are Students able to apply knowledge to

reading music • Do Students understand performance

etiquette • Do students use breathing markings and use

proper phrasing • Do Students follow director and understand

direction cues

Unit Enduring Understandings • Students will understand and read meter and

measures • Students will understand basic dotted rhythms• Students will take direction and understand

cues.• Students will sing with proper intonation• Students will understand performance etiquette• •

11

Unit Learning Targets (Objectives) Students will ... • Students will apply rhythmic knowledge to reading score• Students will understand dotted rhythms• Students will perform for audience using expression and movement• Students will use proper breathing and pronunciation techniques• Students will sing in 2 parts

12

Evidence of Learning Formative Assessments • Students will use Curwen signals to sing full

and ½ steps• Students will understand performance

etiquette• Students will understand and use dotted

rhythms

• Students will sing using proper phrasing andbreathing

• Students will sing in two parts• • •

Summative Assessments 1. Students participation and effort2. written tests and quizzes3. Performance evaluation

Modifications (ELLs, Special Education, Gifted and Talented) 1. Special Education: emphasis on performance evaluation and participation2. Leadership roles offered for performance planning, accelerated reading drills

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 MUSIC QUIZZES Jay Althouse Teacher Notes:

1. December is when we are performing both for the annual Holiday Concert and CommunityConcerts. It is a good time to work on proper performance skills and performance etiquette. It is also important for the students to use their music as an outreach for the community.

2. Using and understanding dotted rhythms is very important using an analogy to Math is veryhelpful.

3. Students should be aware of proper breathing and vowel formation especially forperformance

4. Movement will enhance performance all students need to participate and students can helpplan choreography.


Content Area: Music Unit Title: Pitch (Treble and Bass clef) Target Course/Grade Level: 6 Unit 4 Summary Vocal production Curwen signals Beginning Reading rhythms and pitch Pitch: Notes of the Treble Clef and Bass Clef Ledger Lines Grand Staff Repertoire

13

Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21st century themes: Global Awareness, Health Literacy,Creativity and Innovation, Communication and Collaboration

Learning Targets Standards 1.1 Content Statements 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. 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 musical literacy. 1.3.2.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts CPI # Cumulative Progress Indicator (CPI) 1.1.5.B.1 Identify the elements of music in response to aural prompts and printed music notational



technique.



Unit Essential Questions • Are Students able to identify notes of the

Treble and Bass staff? • Are Students able to read simple pitches and

rhythms • Are students able to use the Curwen signs to

sing major scale using proper intonation • Are students able to use knowledge to learn

repertoire music

Unit Enduring Understandings • Students will sing two part harmony• Students will recognize and use knowledge in

reading scores• Students will sing with proper intonation•

Unit Learning Targets (Objectives) Students will ... • Students will understand and read pitch notation• Students will identify ledger lines• Students will use the Curwen signals to sing whole and ½ steps accurately• Students will recognize and be able to follow the Grand Staff• Students will sing in 2 parts

14

Evidence of Learning Formative Assessments • Do students recognize and read pitches• Do students recognize and read simple

rhythms

• Do student use proper breathing and support invocal production

• Do student use proper vowel formation andphrasing

Summative Assessments 1. Student participation and effort2. written tests and quizzes3. performance evaluation

Modifications (ELLs, Special Education, Gifted and Talented) Special Education: use of modeling Gifted and Talented: find the composers of music to be performed as well as analyzing style look at additional music that fit into these catagories

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 MUSIC QUIZZES Jay Althouse, LINES AND SPACES BINGO Cheryl Lavender

Teacher Notes: 1. games to test and enhance knowledge work very well, LINES AND SPACES BINGO the

students really like as well as ENCORE 2. Use the knowledge of pitch name in sight singing even though most students will sing in the

treble clef make sure to teach and drill Bass Clef. 3. Work with diaphragmatic support for vocal production

try a lot of varied repertoire, you can choose what to use for the Spring Concert later

15


Content Area: Music Unit Title: Melody Target Course/Grade Level: 6 Unit 5 Summary Vocal Production Intonation Curwen Signals solfegue Reading simple rhythms and pitch Vocal support Placement Sharp and Flat Introduction to Key Signatures Natural Sign, Accidentals Repertoire


Learning Targets Standards 1.1 Content Statements 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. 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 musical literacy. 1.3.2.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts



and harmonic progressions, and differentiate basic structures

16

1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique.



Unit Essential Questions • Will Students understand apply the basic

principals of Melody/ • Will students progress in sight singing to

encompass all of the Major scale do – do? • Will students support and place the voice

correctly for healthy vocal production? •

Unit Enduring Understandings • Students will begin to understand the structure

of western music • Students will begin to apply the principals of

sight singing • Students will sing with a well placed supported

tone •

Unit Learning Targets (Objectives) Students will ... • Understand the structure of the Major Scale• Students will use understanding for Major Scale to find their Key note (do)• Students will use knowledge and understanding to sight read• Students will apply their knowledge to repertoire music• Students will sing with a supported placed tone• Students will sing in 2 parts and begin 3 parts

17

Evidence of Learning Formative Assessments • Did student demonstrate understanding of the

principals of music notation• Did the students demonstrate proficiency in

reading simple music in the major key• Are students able to find their note from do

• Do students sing with a supported placed tone• Do students show improvement on their intonation• •

Summative Assessments 1. students participation and effort2. written quizzes and tests3. performance evaluation

Modifications (ELLs, Special Education, Gifted and Talented) Special Education: emphasis on performance evaluation and participation and effort Gifted and Talented: look for key signatures, find keys we have studied, Look at guitar and piano chords, Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 music quizzes, LINES AND SPACES BINGO, ENCORE, OCTAVOS and appropriate music

Teacher Notes: 1. The students should be proficient enough now to try more challenging music and mapping

(take sections of the music for analysis and have to students locate them )2. Games are very good to keep the students interested and as incentive3. Try to apply what they are learning to the music they are listening to on their own in other

work how many pieces are in 4/4 can we find music in the key of G C or F4. Try using boom whackers or tone bells as a reading exercise.

18


Content Area: Music Unit Title: Music Symbols Target Course/Grade Level: 6 Unit 6 Summary Accents, tenuto and marcato Repeats General review Preparation for Spring Concert Adding Vocal Production Support, breathing, placement Intonation Solfegue: Curwen Signals Reading pitch and rhythm Musical Symbols: Dynamic symbols Staccato and fermata expression and movement

Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21st century themes: Global Awareness, Health Literacy,Creativity and Innovation, Communication and Collaboration

Learning Targets Standards 1.1 Content Statements 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. 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 musical literacy. 1.3.2.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound. 1.3.5.B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts



and harmonic progressions, and differentiate basic structures

19




Unit Essential Questions • Did students understand dynamic and

expression markings and their origins • Did students use their knowledge in

performance? •

Unit Enduring Understandings • Students understand how music symbols tell the

performer everything the composes wants • Students will use knowledge to enhance their

performance •

Unit Learning Targets (Objectives) Students will ... • Understand and identify expression and dynamic symbols• Students will learn the historical origins of these symbols and notation• Students use expression and movement to enhance their performance for the Spring Concert

20

Evidence of Learning Formative Assessments • Students will use knowledge while reading and

performing music.• Students will be able to analyze a simple score

before hearing or performing it• Students will be able to analyze rhythm of a

score by reading the time signature and notes

• Students will sing a full Major scale with properintonation

• Students will be able to find their note from do• Students will read pitches stepwise correctly• •

Summative Assessments 4. Participation effort5. written quizzes and tests6. performance evaluation

Modifications (ELLs, Special Education, Gifted and Talented) Special Education: emphasis on Participation and effort and performance evaluation Gifted and Talented: opportunities to create performance movement and enhancements

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 MUSIC QUIZZES, LINE AND SPACES BINGO, ENCORE, octavos Teacher Notes:

1. The Spring Concert gives the students a chance to show what they have learned, make surethere is a lot of variety of style in the chosen music

2. The Students should at this point be proficient using the Curwen signs which I find workreally well for intonation

3. Work a lot with sign reading4. Last few weeks use as a chance for the students to show their music to each other I would

always let them play AMERICAN IDOL with a rotating panel of judges. Instruct them to bekind to each other but fair. They can use their analytical skills.

1

Stafford Township School DistrictMusic Curriculum

Content Area: Music

Course Title: Instrumental Music Grade Level:6

Unit Plan 1 “THE MOST BASIC FUNDAMENTALS OF

PLAYING YOUR INSTRUMENT” THE MOST BASIC SKILLS

BEGINNING TONE PRODUCTION Whole, Half and Quarter notes and rests

Bb and Eb major scales SPECIAL TECHNIQUES MUSICAL CONCEPTS MUSICAL CONTEXT

Pacing Guide MP 1/ 1st Quarter

Unit Plan 2 “PERFORMANCE IN A FULL BAND

SETTING” PRESENTING A WINTER CONCERT

TIME SIGNATURES KEY SIGNATURES

F and Ab MAJOR SCALES ARPEGGIOS IN QUARTER NOTES

READING RHYTHMS REPERTOIRE

Pacing Guide MP 2/ 2nd Quarter

2

Unit Plan 3 “MASTERING MORE COMPLEX AND

CHALLENGING MUSIC” Bb, Eb, F and Ab MAJOR SCALES

G and C MINOR SCALES CHROMATIC SCALE 1 OCTAVE IN

QUARTER NOTES SCALES IN THIRDS

CUT TIME 3/4 AND 6/8 TIME

Pacing Guide Mp3/3rd Quarter

Unit Plan 4 “PREPARING A SPRING CONCERT”

VARIATION IN REPERTOIRE SOLO AND SECTIONAL PIECES

PERFORMING AT DIFFERENT TEMPOS USING DYNAMICS IN PERFORMANCE

THE IMPORTANCE OF BEING PUNCTUAL AND PREPARED

Pacing Guide Mp4/4th Quarter

Date Created: 4/30/2012

Board Approved on:

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

May 10, 2012

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

mpennucci

Typewritten Text

3


Content Area: MUSIC Unit Title: THE BASIC FUNDAMENTALS OF PLAYING YOUR INSTRUMENT

Target Course/Grade Level: Instrumental Music Grade 6 Unit Summary/ This is a 20 minute class of mixed instruments meeting five days a week with one additional 45 minute sectional lesson. BASIC SKILLS TONE PRODUCTION SPECIAL TECHNIQUES MUSICAL CONCEPTS MUSICAL CONTEXT

Primary interdisciplinary connections: Math, Language Arts, Social Studies, 21st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration

Learning Targets 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 Performance All students will synthesize those skills, media, methods, and technologies 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.

Content Statements: Students will learn the basics of reading musical notation in addition to performing GRADE 1 BAND MUSIC and maintaining their instrument.

4

CPI # Cumulative Progress Indicator (CPI) 1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-

Western musical works from different historical eras using active listening and by reading and interpreting written scores.

1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies.

1.2.8.A.2 Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.

1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

1.4.8.A.3 Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.

Unit Essential Questions • How do you properly produce a sound on

your instrument?• • How do we read musical notation ?• • What is STYLE in music ?• • How do we care for our instrument and

music?

Unit Enduring Understandings proper tone production is achieved by employing specific techniques for each musical instrument • Notation systems are complex symbolic

languages that indicate pitch, rhythm,dynamics and tempoDifferent musical styles are demonstrated byperforming a variety of repertoire

• proper care and maintenance of instrumentsand music folders will be taught by theinstructor

5

Unit Learning Targets (Objectives) Students will ... • Identify parts of their instrument• Assemble and/or set up the instrument• Demonstrate proper care of the instrument• Use proper playing posture• Produce sounds demonstrating characteristic tone quality• Identify flat ,sharp and natural signs• Demonstrate proper techniques on BRASS,WOODWIND,STRING, and PERCUSSION

INSTRUMENTS• Count and perform rhythm patterns combining various notes and rests• Recognize the labels which identify historic and stylistic periods• Perform each piece studied in the correct style• Perform as a member of the full band

6

Evidence of Learning Formative Assessments • Students will perform on their instrument

using proper technique• Students will perform on their instruments

demonstrating improvement in intonationand rhythmic accuracy

• Students will demonstrate ability toidentify note names and note values

• Students will recognize differences inmusical styles

Summative Assessments Signed Monthly Practice Sheets Written quizzes and tests Performance evaluation

Modifications (ELLs, Special Education, Gifted and Talented) Special Ed Simplification of written or improvised parts Gifted and Talented Advanced supplementary material

Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: STANDARD OF EXCELLENCE BOOK 1 A variety of musical scores grade 1 to 2 Solo, Duet , and Sectional musical selections

Teacher Notes: 1 Reminders to Count and tap foot 2 Warm up on long tones and scales 3 Use a varied repertoire that is challenging but within reasonable ability level 4 Proceed through the method book Use a combination of method book songs and exercises and band repertoire

7


Content Area: MUSIC Unit Title: PERFORMANCE IN A FULL BAND SETTING




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 1.4 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. Content Statements: Students will learn the basics of reading musical notation in addition to performing GRADE 1 BAND MUSIC and maintaining their instrument.

8












your instrument?• • How do we read musical notation ?• • What is STYLE in music ?• • How do we care for our instrument and

music?


languages that indicate pitch, rhythm,dynamics and tempoDifferent musical styles are demonstrated byperforming a variety of repertoire

• proper care and maintenance of instrumentsand music folders will be taught by theinstructor

9

Unit Learning Targets (Objectives) Students will ... • Prepare repertoire and present a Winter Concert• Understand time and key signatures• Learn the Bb, Eb F and Ab scales and arpeggios• Use proper playing posture• Produce sounds demonstrating characteristic tone quality• Demonstrate proper techniques on BRASS,WOODWIND,STRING, and PERCUSSION


10










11


Content Area: MUSIC Unit Title: MASTERING MORE COMPLEX AND CHALLENGING MUSIC








12












your instrument? • How do we read musical notation ?• What is STYLE in music ?• How do we care for our instrument and

music?


languages that indicate pitch, rhythm, dynamics and tempo

Different musical styles are demonstrated by performing a variety of repertoire

• proper care and maintenance of instrumentsand music folders will be taught by the instructor

13

Unit Learning Targets (Objectives) Students will ... • Prepare MORE COMPLEX AND CHALLENGING repertoire• Introduce new time and key signatures• Learn the Bb, Eb F and Ab major scales and arpeggios• Learn the G and C minor scale• Perform the scales in thirds• Demonstrate proper techniques on BRASS,WOODWIND,STRING, and PERCUSSION


14






• Students will perform major and minor scales





15


Content Area: MUSIC Unit Title: PREPARING A SPRING CONCERT








16












your instrument? • How do we read musical notation ?• What is STYLE in music ?• How do we care for our instrument and

music?


languages that indicate pitch, rhythm, dynamics and tempo

Different musical styles are demonstrated by performing a variety of repertoire

• proper care and maintenance of instrumentsand music folders will be taught by the instructor

17

Unit Learning Targets (Objectives) Students will ... • Learn and perform a variety of repertoire• Learn and perform solo and sectional pieces• Perform at different tempos• Use dynamics when performing• Produce sounds demonstrating characteristic tone quality• Demonstrate proper techniques on BRASS,WOODWIND,STRING, and PERCUSSION


18









Teacher Notes: 1 reminders to Count and tap foot 2 Warm up on long tones and scales 3 Use a varied repertoire that is challenging but within reasonable ability level 4 Proceed through the method book Use a combination of method book songs and exercises and band repertoire

Music Learning Outcomes

Grade Level: Sixth Time Frame: September – June

Music Element: Rhythm • Identify and perform steady beat and syncopated beats.• Introduce accents and mixed meters of 6/8 and ¾.• Identify and perform relative duration of notes and rests, and dotted rhythms.• Introduce and perform common rhythm patterns and recognize dotted patterns in

6/8 meter.

Music Element: Melody • Identify, perform, and move to melodic movement by steps, leaps, and repeats

and octaves.• Recognize melodic repetition and contrast.• Identify major, minor, and pentatonic scales.

Music Element: Harmony • Identify and perform unison.• Identify 2, 3 and 4 part harmony.• Perform ostinato, counter melody, rounds, partner songs, and descants.

Music Element: Tone Color • Continue to identify the difference in tone color of various musical groupings

Vocal: male, female, duet, trio, quartet, chorus.Instrumentals: duets, trios, quartets, ensembles, etc.).

• Describe and identify SATB• Identify and describe classical verses cultural instruments.

Music Element: Form • Identify, perform, and move to AB, ABA, and Rondo, and solo-chorus songs.• Identify and perform introduction/coda in music.• Identify D.C. al Fine.• Reinforce rondo and solo-chorus songs.

Music Element: Expressive Qualities • Perform and identify dynamics: pp, p, mp, mf, f, ff, crescendo, and decrescendo.• Identify and describe between styles by rhythm, melody, and tone color.• Identify appropriateness of tempo choices: accelerando/ritardando.• Identify and describe music styles of many times/cultures, relationship of words

to form.

Music Element: Aesthetics

1

• Using both the recording and musical score, imagine a story based on music, analyze it in depth for expressive elements such as repetition, range, articulation, and dynamic inflection.

• Explain how the changes affect the character of the piece. Music Element: Critique

• Discuss a song based tempo, timbre, dynamics, etc. and explain what they like and why? What would you change and why?

• Devise and apply criteria for evaluating performances and compositions, then analyze and demonstrate the use of the elements of music (e.g., in live and recorded performance, verbal discussion).

• Provide musical material for listening. Music Element: History and Culture

• Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use.

• Consider how songs can be used for both educational and entertainment purposes.

• Discuss music traditionally used in ceremonies. • List every instance that music might be heard in a typical student’s day. • Discuss the differences in music between various cultures. • Keep a journal for a week of every time they hear music. Students must justify

each example as to why they think the music was used in each different situation.

Music Element: Composition, Performance and Audio Recording

• Discover the craft of songwriting by beginning to write their own music, using previous knowledge from past music classes.

• Explore the role of technology in the creation and composition of music. Discuss any music-making technology students may use at home.

• Use a variety of sound, notational, and technological sources to compose and arrange music.

• Write lyrics on a subject and then compose music in PC or Mac based composition software to express the theme of their music.

• Make a chart of special sounds and effects that students notice in music and list songs under each category that use each particular effect.

• Create and arrange music to accompany readings or dramatizations. • Compose short pieces for voices or instruments using major and minor

pentatonic and diatonic scaled and varied rhythmic values. • Improvise rhythmic and melodic question and answer phases; rhythmic and

melodies, rhythmic variations and melodic embellishments in familiar melodies; increasingly complex songs and instrumental pieces using a variety of sound sources, including electronic media.

• Show respect for the improvisational, composing and arranging efforts of others. • Burn a CD of their composition. • Create artwork for their CD covers.

2

3

Music Resources

Grade Level: Sixth

Computer Software

Audacity GarageBand Inside Music O Generator Music Ace Groovy Music Noteflight

Internet Tools

http://www.earslap.com/projectslab/otomata http://www.onemotion.com/flash/drum-machine http://www.aviary.com/tools/audio-editor http:www.aviary.com/tools/music-creator http://eng.musicshake.com/create/ http://www.musicnotes.com http://youtube.com http://www.greenbookofsongs.com/

Periodicals

InTune Magazine

Technology

iPad IPod Mac and PC

Books

Norton Anthology of Western Music – Ancient To Baroque

http://www.onemotion.com/flash/drum-machine

http://www.aviary.com/tools/audio-editor

http://eng.musicshake.com/create/

http://www.musicnotes.com/

http://youtube.com/

http://www.greenbookofsongs.com/