performing arts 2012 · 2013-12-27 · development, and influence of the arts throughout history...

Performing Arts – 2012 Mount Holly Township Public Schools

Final, All Grades

Mount Holly Township Public Schools

Office of the Superintendent

330 Levis Drive

Mt. Holly, NJ 08060

Mount Holly Township Public Schools Performing Arts Core Curriculum Standards

2012

Mount Holly Township Public Schools Office of the Superintendent

330 Levis Drive Mount Holly, NJ 08060

The Public Schools of Mount Holly Township Burlington County

New Jersey

Philosophy

The performing arts department at the Mount Holly Township schools are designed to increase feelings of accomplishment and self‐esteem in all children through the acquisition of skills necessary to perform, create, and thoughtfully evaluate works of art and experiences both on a personal level and part of a large organization. Classroom activities are specifically designed to foster creativity, communication, independent and critical thinking skills in the learner. The Mount Holly Performing Arts Curriculum is based on the New Jersey Core Curriculum Standards for Visual and Performing Arts as follows: Standard 1.1: The Creative Process Standard 1.2: History of the Arts and Culture Standard 1.3: Performance Standard 1.4: Aesthetic Responses and Critique Methodologies. The vocal, instrumental, theater, and dance facets of the total performing arts program offer a wide variety of hands‐on experiences to enrich the learners’ educational experience through additional performance opportunities. At every grade level, the general goal of the performing arts program is to develop each student’s independent technique through a hands‐on class situation or performance ensemble experience.

New Jersey Core Curriculum Content Standards

for Visual and Performing Arts

INTRODUCTION

Arts Education in the 21stCentury

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.

Vision: An education in the arts fosters a population that:

• Creates, reshapes, and fully participates in the enhancement of the quality of life, globally.

• Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a focus on the humanities.

• Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century.

• Understands and impacts the increasingly complex technological environment.

Intent and Spirit of the Visual and Performing Arts Standards

The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the philosophy and goals of the National Standards for Arts Education. Equitable access to arts instruction is achieved when the four arts disciplines (dance, music, theatre, and visual art) are offered throughout the P‐12 spectrum. Thus, the goal of the standards is that all students have regular, sequential arts instruction throughout their P‐12 education.

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. By graduation from secondary school, all students should, in at least one area of specialization, be able to:

• Define and solve artistic problems with insight, reason, and technical proficiency.

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

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

• 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.

Visual and Performing Arts List of Standards

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.

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.

1.3 (PERFORMANCE): 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.

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.

PERFORMING ARTS ELEMENTS Rhythm: The way duration is organized in a piece

of music using beat, no beat, long and short sounds, meter, accents, no accents, tempo, syncopation, and so on.

Melody: A line of single tones that move upward,

downward, or repeat. Harmony: Two or more different tones sounding at

the same time. Tone Color: The unique difference or timbre of

sounds. Form: The overall plan of a piece of music. Expressive Qualities:

Tempo The speed of the beat.

Dynamics The different levels of loudness and softness of sound.

Mood‐ The feeling that a piece of music gives. History/Culture: An exploration of music through

various time periods and cultures. Dance: A series of movements that match the

speed and rhythm of a piece of music.

Theater: A dramatic representation of art which includes the elements of plot, character, and action.

KINDERGARTEN

Unit: • Rhythm

Time Frame: • On-going

Core Content Standards: • 1.1 – The Creative Process • 1.3 – Performance

Essential Questions: • Can you keep the beat with your feet? • Can you echo this rhythmic pattern?

(Teacher claps a rhythmic pattern using only quarter notes and eighth notes.)

Enduring Understandings: • Students will begin to demonstrate Basic

Music Competency by moving to a steady beat, at various tempos, in both duple and triple meter.

• Students will be able to clap simple rhythms composed of quarter and eighth notes after hearing them.

Knowledge, Skills, and Instructional Objectives • Perform simple rhythmic patterns. • Respond to cues of conductor. • Reinforce movement and performance of a steady beat. • Experience duple and triple meter. • Identify long and short sounds.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various percussion instruments (jingle bells, maracas) • Textbook

Suggested Vocabulary: • Beat (steady vs. not steady) • Long vs. short sounds

Recommended Instructional Activities: • Echo rhythmic patterns which the teacher first demonstrates. • Use as many visual prompts as possible during instruction, (stand up, sit down, move left/right). • March to a variety of songs with varying tempos/meters (organized). • Demonstrate purpose movement while music is playing (improvised). • Vocalize every day actions on a non-sense syllable (throwing a ball).

Modification Strategies/Activities: • It is to be expected that not all students will be able to perform the task at hand. Students who are unable

to will be partnered with students who are excelling. Technology/21st Century/Cross-curricular Connections:

• Rhythmic exercises will enhance critical thinking skills. • Improvisation movement will allow for innovation and creativity.

Suggested Assessments: • Teacher observation. • Performance Evaluation.

Unit:

• Melody Time Frame:

• On-going Core Content Standards:

• 1.1 – The Creative Process • 1.3 – Performance

Essential Questions: • What high sounds do you hear? • What low sounds do you hear? • How will you move to show the melody?

Enduring Understandings: • Students will be able to distinguish and indentify

the difference between high and low sounds. • Students will be able to produce high and low

sounds. • Students will be able to show purposeful

movement, which reflects the direction of a melody.

Knowledge, Skills, and Instructional Objectives: • Recognize and identify home tone. • Identify high and low sounds. • Respond to melodic contour through movement.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells)

Suggested Vocabulary: • High vs. low sounds • Melody

Recommended Instructional Activities: • Dramatize a story using high and low sounds. • Identify environmental sounds as high or low. • Demonstrate purposeful movement in response to melodic contour. • Sing ascending/descending melodic patterns.



• Melodic exercises will enhance critical thinking skills. • Listening exercises will improve communication skills. • Vocal improvisation will allow for innovation and creativity.

Suggested Assessments: • Teacher observation. • Aural evaluation. • Performance evaluation.

Unit:

• Harmony Time Frame:


• 1.1 – The Creative Process • 1.3 - Performance

Essential Questions: • How many people are singing?

Enduring Understandings: • Students will be able to distinguish between

solo and ensemble performances. Knowledge, Skills, and Instructional Objectives:

• Experience harmonic contexts. Instructional Materials/Resources:

• Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells)

Suggested Vocabulary: • Solo • Group

Recommended Instructional Activities: • Various listening exercises, (solo vs. group).



• Harmonic exercises will enhance critical thinking skills. • Listening exercises will improve communication skills.

Suggested Assessments: • Teacher observation. • Aural evaluation.

Unit:

• Tone Color Time Frame:


• 1.1 – The Creative Process • 1.3 – Performance • 1.4 – Aesthetic Responses & Critique Methodologies

Essential Questions: • Am I using my speaking or singing voice? • What different sounds did you hear while sitting

outside?

Enduring Understandings: • Students will be able to distinguish when the

teacher is using his/her speaking vs. singing voice.

• Students will be able to identify what sounds they hear after sitting outside and hypothesis what element in nature produced each sound.

Knowledge, Skills, and Instructional Objectives: • Recognize and utilize the difference between speaking and singing voices. • Observe and respond to sounds in nature. • Sing with proper vocal technique. • Identify different timbres of classroom instruments.


Suggested Vocabulary: • Speaking vs. singing voice

Recommended Instructional Activities: • Listening games that require students to distinguish between speaking vs. singing voice. • Listening exercises that require students to describe the sounds they hear (instruments, nature).



• Listening exercises will enhance critical thinking and problem solving skills. • Listening exercises will improve communication skills.

Suggested Assessments: • Teach observation. • Aural evaluation.

Unit:

• Form Time Frame:



Essential Questions: • Can you use your body to show me how the

music moves?

Enduring Understandings: • Students will be able to identify same/different

phrases and reflect each through movement. • Students will be able to sing the “answer” during

a call & response. Knowledge, Skills, and Instructional Objectives:

• Demonstrate proper phrasing and identify same/different phrases through movement and vocalization. Instructional Materials/Resources:

• Piano/keyboard • CD player/speakers with iPod connection

Suggested Vocabulary: • Call & response • Echo

Recommended Instructional Activities: • Creating movement to show the difference between different phrases. • Singing echo songs.



• Movement activities will enhance critical thinking and problem solving skills. • Echo songs will improve communication skills.

Suggested Assessments: • Teacher observation. • Performance evaluation.

Unit:

• Expressive Qualities Time Frame:



Essential Questions: • Was I singing soft or loud? • Was this song fast or slow? • Can you make you body movements match this

song?

Enduring Understandings: • Students will be able to distinguish the

difference between soft vs. loud sounds. • Students will be able to distinguish the

difference between fast and slow songs. • Students will be able to express a variety of

dynamics and tempo through their movements. Knowledge, Skills, and Instructional Objectives:

• Identify and perform dynamics including soft and loud. • Identify and perform tempos including fast and slow. • Demonstrate tempo, dynamics, and mood through movement and performance. • Critique visual and aural performances and perform self-evaluation.


Suggested Vocabulary: • Loud vs. soft • Fast vs. slow

Recommended Instructional Activities: • Perform songs that vary between soft/loud. • Perform songs that vary between fast/slow. • Movement exercises that reflect differences in loud/soft and fast/slow. • Listening map that allows students to predict dynamic contrasts.

Modification Strategies/Activities: • It is to be expected that not all students will be able to distinguish between soft/loud, fast/slow songs.

Students who are struggling will be paired with students who are excelling. Technology/21st Century/Cross-curricular Connections:

• Analyzing soft/loud and fast/slow songs will enhance critical thinking and problem solving skills. • Listening exercises will improve communication skills. • Movement exercises will promote creativity.

Suggested Assessments: • Teacher observation. • Self-reflection & peer critique. • Aural evaluation. • Performance evaluation.

Unit:

• History/Culture Time Frame:


• 1.1 – The Creative Process • 1.2 – History of the Arts and Culture • 1.3 – Performance • 1.4 – Aesthetic Responses & Critique Methodologies

Essential Questions: • Can you guess where this song comes from?

Enduring Understandings: • Students will experience songs from a variety of

locations and time periods. Knowledge, Skills, and Instructional Objectives:

• Experience music from Baroque, Classical, and Romantic periods through movement and listening. • Experience a variety of world music.


Suggested Vocabulary: • Folk songs

Recommended Instructional Activities: • Singing folk songs from different cultures/countries. • Listening to songs from Baroque, Classical, and Romantic periods.



• Listening activities will enhance critical thinking, problem solving, and communication skills. • Singing and listening activities will also raise global awareness.


Unit:

• Dance Time Frame:



Essential Questions: • Can you describe how time, space, and energy

relate to dance? • Can you move your upper and lower body

together/independently? • Can you demonstrate jumping? Skipping?

Walking?

Enduring Understandings: • Students will be able to describe how time,

space, and energy are related to dance. • Students will be able to move their upper and

lower bodies together/independently. • Students will be able to demonstrate jumping,

skipping, walking, etc. Knowledge, Skills, and Instructional Objectives:

• Identify basic terms such as: time, space, and energy. • Upper and lower body coordination. • Pedestrian movements.

Instructional Materials/Resources: • CD player/speakers with iPod connection • Scarves, sticks, beanbags, dots, etc. • TV, DVD player, Promethean board • Text books

Suggested Vocabulary: • Time • Space • Energy • Jump • Skip • Walk • Upper body • Lower body • Arms • Legs

Recommended Instructional Activities: • Songs/games that ask the students to jump, skip, walk, etc. • Dances that integrate simultaneous upper and lower body movement.



• Participating in various dances will promote creativity and innovation. • Moving together as a class will promote collaboration and teamwork.


Unit:

• Theater Time Frame:



Essential Questions: • Can you identify the main characters in this

play? • Can you act out the role of a baby? Firefighter?

Mom/dad? Etc. • Can you participate in dramatic play?

Enduring Understandings: • Students will be able to identify the main

characters in a given play. • Students will be able to act out a given role. • Students will be able to participate in dramatic

play. Knowledge, Skills, and Instructional Objectives:

• Identify basic terms such as: character, costume, setting, stage, and actor. • Act out familiar roles observed through life experiences. • Participate with others in dramatic play. • Listen to stories and dramatic performances.

Instructional Materials/Resources: • CD player/speakers with iPod connection • Various props • TV, DVD player, Promethean board • Text books

Suggested Vocabulary: • Character • Costume • Setting • Stage • Actor • Storytelling

Recommended Instructional Activities: • Games/activities that promote dramatic play. • Listening to/watching stories that require students to identify main characters/setting.



• Participating in various acting scenarios will promote creativity and innovation. • Acting together in a group will promote collaboration and teamwork. • Identifying main characters/setting enhances critical thinking skills and cross-cultural understanding.


FIRST GRADE

Unit: • Rhythm



Essential Questions: • Can you clap this rhythm? (Rhythm written

on the board containing quarter notes, eighth notes, and quarter rests.)

• Can you create your own rhythmic pattern using any mixture of quarter notes, eighth notes, and quarter rests?

Enduring Understandings: • Students will be able to clap simple rhythms

composed of quarter notes, eighth notes, and quarter rests after reading them.

• Students will be able to improvise their own rhythmic patterns using any mixture of quarter notes, eighth notes, and quarter rests.

Knowledge, Skills, and Instructional Objectives: • Read, play, sing, and create simple patterns using quarter notes, eighth notes, and quarter rests. • Respond to cues of a conductor. • Reinforce movement and performance to steady beat. • Demonstrate duple and triple meter. • Improvise short rhythmic patterns.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (jingle bells, maracas)

Suggested Vocabulary: • Rhythm • Steady beat • Quarter note • Eighth note • Quarter rest

Recommended Instructional Activities: • Students will clap rhythmic patterns that are written on the board. • Demonstrate purposeful movement to a steady beat. • Distinguish if sound clips show an example of a steady beat or not steady beat.





Unit:




Essential Questions: • Can you show me where the resting tone is with

your hand?

Enduring Understandings: • Students will be able to identify the resting tone

when the teacher sings a short melodic pattern. Knowledge, Skills, and Instructional Objectives:

• Echo and identify melodic patterns using solfege syllables. • Improvise short melodic patterns. • Recognize and identify home tone. • Introduce treble clef staff.


Suggested Vocabulary: • Resting tone • Upward vs. downward movement (in

relation to melodic contour). Recommended Instructional Activities:

• Movement activities that reflect upward and downward movement. • Listening exercises where students will identify the resting tone.

Modification Strategies/Activities: • It is to be expected that not all students will be able to identify the resting tone. Students who are unable to

will be partnered with students who are excelling. Technology/21st Century/Cross-curricular Connections:



Unit:




Essential Questions: • Is there more than one rhythm happening at

once?

Enduring Understandings: • Students will be able to detect that there are

multiple rhythms happening at once and be able to play both parts.

Knowledge, Skills, and Instructional Objectives: • Experience and recognize a harmonic context. • Play polyrhythms in two parts.


Suggested Vocabulary: • Duet

Recommended Instructional Activities: • Various listening activities (solo vs. group). • Performing polyrhythms in two parts.





Unit:




Essential Questions: • What instrument is this?

Enduring Understandings: • Students will be able to name classroom

instruments by sight and sound. Knowledge, Skills, and Instructional Objectives:

• Introduce individual instruments and their characteristics as well as instrument families. • Understanding between head and chest voice. • Recognize different vocal and instrumental timbres. • Sing with proper vocal technique.


Suggested Vocabulary: • Drum • Maracas • Tambourine • Bells • Piano • Keyboard • Woodblock

Recommended Instructional Activities: • Students will have the opportunity to play various classroom percussion instruments in order to learn more

about them.



• Listening exercises will enhance critical thinking and problem solving skills. • Performing on various percussion instruments will promote innovation/creativity.


Unit:



• 1.1 – The Creative Process • 1.3 - Performance

Essential Questions: • Can you identify the “answer” or response in

this song?

Enduring Understandings: • Students will be able to distinguish between the

call and answer sections of a call & response. • Students will be able to identify when phrase

repetition occurs in a song. Knowledge, Skills, and Instructional Objectives:

• Play, sing, and identify call and response, phrase repetition, AB, and ABA. • Demonstrate proper phrasing through movement and performance.


Suggested Vocabulary: • Call • Answer • Phrase • Repetition

Recommended Instructional Activities: • Performing call & response and identifying where the answer occurs. • Creating movement to show the difference between different phrases. • Listening exercises that will require students to pinpoint repetitive phrases.



• Movement activities will enhance critical thinking and problem solving skills. • Listening activities will improve communication skills.


Unit:




Essential Questions: • Raise your hand when you hear the tempo in

this song change. • Raise your hand when you hear the dynamics

in this song change.

Enduring Understandings: • Students will be able to identify when the tempo

of a song changes. • Students will be able to identify when the

dynamics in a song change. Knowledge, Skills, and Instructional Objectives:

• Indentify and perform dynamics including soft and loud. • Identify and perform tempos including fast and slow. • Demonstrate tempo, dynamics, and mood through movement and performance. • Critique visual and aural performances and perform self-evaluation.


Suggested Vocabulary: • Tempo • Dynamics

Recommended Instructional Activities • Perform/listen to songs that vary between soft/loud. • Perform/listen to songs that vary between fast/slow. • Movement exercises that reflect differences in loud/soft and fast/slow.



• Analyzing soft/loud and fast/slow songs will enhance critical thinking and problem solving skills. • Listening exercises will improve communication skills. • Movement exercises will promote creativity.

Suggested Assessments: • Teacher observation. • Self-reflection & peer critique. • Aural evaluation.

Unit:




Essential Questions: • What instrument plays Peter? (“Peter & the

Wolf”)

Enduring Understandings: • Students will be able to identify which

instruments are used for each character in “Peter & the Wolf.”

Knowledge, Skills, and Instructional Objectives: • Experience music from Baroque, Classical, and Romantic periods. • Experience a variety of world music. • Study the music of Prokofiev and Tchaikovsky.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • DVD of “Peter & the Wolf” • TV and DVD player

Suggested Vocabulary: • Program music • Prokofiev • Tchaikovsky

Recommended Instructional Activities: • View the movie “Peter & the Wolf” and discuss what instrument portrays each character. • Singing folk songs from different cultures/countries. • Listening to songs from Baroque, Classical, and Romantic periods.



• Watching “Peter & the Wolf” and various listening activities will enhance critical thinking, problem solving, and communication skills.

• Singing and listening activities will also raise global awareness. Suggested Assessments:

• Teacher observation. • Aural evaluation.

Unit:




Essential Questions: • Can you describe how time, space, energy, and

balance relate to dance? • Can you balance on one foot? • Can you demonstrate this situation through

movement?

Enduring Understandings: • Students will be able to describe how time,

space, energy, and balance are related to dance.

• Students will be able to balance on one foot. • Students will be able to demonstrate a given

situation through movement. Knowledge, Skills, and Instructional Objectives:

• Identify basic terms such as: time, space, energy, and balance. • Balance on each foot. • Pantomime.


Suggested Vocabulary: • Balance • Acting

Recommended Instructional Activities: • Songs/games that ask the students to jump, skip, walk, etc. • Dances that integrate simultaneous upper/lower body movement and balance.



• Participating in various dances will promote creativity and innovation. • Moving together as a class will promote collaboration and teamwork.


Unit:




Essential Questions: • Can you describe the plot of this story? • Can you create a scene with your classmates

and act it out?

Enduring Understandings: • Students will be able to describe the plot of a

given story. • Students will be able to create a scene with

their classmates and act it out. Knowledge, Skills, and Instructional Objectives:

• Identify basic terms such as: character, costume, setting, stage, actor, plot, action, and script. • Use imagination to make up new roles and act them out. • Participate with others in dramatic play for an extended period of time. • Listen to stories and dramatic performances.


Suggested Vocabulary: • Plot • Action • Script

Recommended Instructional Activities: • Games/activities that promote dramatic play. • Listening to/watching stories that require students to identify main characters/setting and describe the plot.



• Participating in various acting scenarios will promote creativity and innovation. • Acting together in a group will promote collaboration and teamwork. • Identifying main characters/setting enhances critical thinking skills and cross-cultural understanding.


SECOND GRADE

Unit: • Rhythm



Essential Questions: • Can you clap this rhythm? (Rhythm written

on the board containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, and quarter rests.)

• Can you count this rhythm? (Rhythm written on the board containing half notes, quarter notes, and quarter rests.)

Enduring Understandings: • Students will be able to clap simple rhythms

composed of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, and quarter rests.

• Students will be able to count simple rhythms composed of half notes, quarter notes, and quarter rests.

Knowledge, Skills, and Instructional Objectives: • Read, play, sing, and create simple patterns using whole notes, half notes, quarter notes, eighth notes,

sixteenth notes, and quarter rests. • Introduce rhythm counting with half notes, quarter notes, and quarter rests. • Respond to cues of a conductor. • Demonstrate duple and triple meter. • Reinforce movement and performance to steady beat.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (jingle bells, maracas) • Textbook

Suggested Vocabulary: • Whole note • Half note • Sixteenth note • “Du”

Recommended Instructional Activities: • Read/play rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, sixteenth

notes, and quarter rests. • Count rhythmic patterns containing half notes, quarter notes, and quarter rests. • Demonstrate purposeful movement to a steady beat.




Suggested Assessments: • Teacher observation. • Performance evaluation. • Written evaluation.

Unit:




Essential Questions: • Can you tell me if this pattern moves by skips or

steps?

Enduring Understandings: • Students will be able to identify the difference

between skips, steps, and repeats in a melody. Knowledge, Skills, and Instructional Objectives:

• Introduce steps, skips, and repeats between notes. • Echo and identify melodic patterns using solfege syllables. • Improvise short melodic patterns. • Recognize and identify home tone in major and harmonic minor. • Reinforce treble clef staff.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Textbook

Suggested Vocabulary: • Skip • Step • Repeat • Staff • Treble clef • Solfege (Do, Me, Sol, La)

Recommended Instructional Activities: • Listening exercises that require the students to identify stepwise motion, skips, and/or repeats. • Visual aids to introduce the staff and treble clef. • Koday is used along with solfege syllables to create melodic patterns.




Suggested Assessments: • Teacher observation. • Aural evaluation. • Written evaluation.

Unit:




Essential Questions: • What is it called when people sing the same

song but start at different times?

Enduring Understandings: • Students will be able to determine if each song

is an example of an ostinato or round. Knowledge, Skills, and Instructional Objectives:

• Play, sing, and indentify ostinatos. • Introduce rounds. • Play polyrhythms in two parts.


Suggested Vocabulary: • Ostinato • Round

Recommended Instructional Activities: • Listening/performing rounds and ostinatos. • Performing polyrhythms in two parts.





Unit:




Essential Questions: • What instrument is this?

Enduring Understandings: • Students will be able to identify instruments by

sight and sound. Knowledge, Skills, and Instructional Objectives:

• Recognize individual instruments and their characteristics. • Understanding between head and chest voice. • Recognize different vocal and instrumental timbres. • Sing with proper vocal technique.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Pictures of different instruments in the orchestra

Suggested Vocabulary: • Flute • Oboe • Clarinet • Saxophone • Piccolo • Trumpet • Trombone • Tuba • Violin • Viola • Cello • Bass • Guitar • Banjo • Piano • Snare Drum • Timpani • Cymbals • Triangle • Bass Drum

Recommended Instructional Activities: • Pictures and audio examples of each instrument will be shown while discussing the instrument.



• Listening exercises will enhance critical thinking and problem solving skills. • Performing on various percussion instruments will promote innovation/creativity.

Suggested Assessments: • Teacher observation.

• Aural evaluation.

Unit: • Form



Essential Questions: • Is this song an example of call and

response? • Where does the repeat sign take us back

to?

Enduring Understandings: • Students will be able to identify the call and

response section of a song. • Students will be able to determine the repeated

section of a song. Knowledge, Skills, and Instructional Objectives:

• Play, sing, and identify call and response, phrase repetition, repeat signs, AB, and ABA. • Demonstrate proper phrasing through movement and performance.


Suggested Vocabulary: • Repeat sign • AB (form) • ABA (form)

Recommended Instructional Activities: • Performing call & response and identifying where the answer occurs. • Listening exercises that will require students to identify song forms (AB vs. ABA).



• Performing will enhance critical thinking and problem solving skills. • Listening activities will improve communication skills.


Unit:




Essential Questions: • Is the dynamics in this example piano or forte? • Is the tempo in this example allegro or largo? • Can you express the tempo/dynamics of this

song through movement?

Enduring Understandings: • Students will be able to distinguish if the

musical example is being played at piano or forte.

• Students will be able to distinguish if the tempo of the musical example is allegro or largo.

• Students will be able to demonstrate tempo/dynamics through movement.

Knowledge, Skills, and Instructional Objectives: • Identify and perform dynamics including piano and forte. • Identify and perform tempos including allegro and largo. • Demonstrate tempo and dynamics through movement and performance. • Critique visual and aural performances and perform self-evaluation.


Suggested Vocabulary: • Piano • Forte • Allegro • Largo

Recommended Instructional Activities: • Perform/listen to songs that vary between piano/forte. • Perform/listen to songs that vary between allegro/largo. • Movement exercises that reflect differences in piano/forte and allegro/largo.



• Analyzing piano/forte and allegro/largo songs will enhance critical thinking and problem solving skills. • Listening exercises will improve communication skills. • Movement exercises will promote creativity.


Unit:




Essential Questions: • What other cultures have influenced traditional

American music? • Can you summarize the story of the “Magic

Flute?”

Enduring Understandings: • Students will be able to determine what other

cultures have influenced traditional American music.

• Students will be able to give a brief summary of the “Magic Flute.”

Knowledge, Skills, and Instructional Objectives: • Experience music from Baroque, Classical, and Romantic periods. • Experience world music, specifically traditional American music. • Study the music of Mozart.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • DVD of “The Magic Flute” • TV and DVD player

Suggested Vocabulary: • Opera • Mozart

Recommended Instructional Activities: • View the opera “The Magic Flute” and discuss the plot of the story. • Singing folk songs from different cultures/countries. • Listening to songs from Baroque, Classical, and Romantic periods.



• Watching “The Magic Flute” and various listening activities will enhance critical thinking, problem solving, and communication skills.


• Teacher observation. • Aural evaluation. • Written evaluation.

Unit: • Dance


Core Content Standards: • 1.1 – The Creative Process • 1.2 – History of the Arts and Culture • 1.3 – Performance • 1.4 – Aesthetic Responses & Critique Methodologies

Essential Questions: • Can you convey various emotions through

movement (with/without music)? • Can you improvise movements to music? • Can you demonstrate proper use of personal

space? • Can you critique this group’s performance of the

“Nutcracker?” • Who were some of the people who had to work

together to create the “Nutcracker” ballet?

Enduring Understandings: • Students will be able to convey various

emotions through movement. • Students will be able to improvise movements

to music. • Students will be able to demonstrate proper use

of personal space. • Students will be able to use basic dance terms

to critique a performance of the “Nutcracker.” • Students will be able to identify some of the

people who needed to work together in order to create the “Nutcracker” ballet.

Knowledge, Skills, and Instructional Objectives: • Identify basic terms such as: time, space, energy, balance, and personal space. • Conveying emotions through dance. • Improvisation. • Experience dance from various historical periods


Suggested Vocabulary: • Personal space • Improvise • Emotions • Critique • Choreographer • Composer • Ballet • Ballerina • Set • Scenery • Stage • Lighting • Costumes

Recommended Instructional Activities: • Songs/games that ask the students to jump, skip, walk, improvise, etc. • Dances that integrate simultaneous upper/lower body movement and balance. • Dances to music that evokes different emotions. • Watch the “Nutcracker.”


to will be partnered with students who are excelling.

Technology/21st Century/Cross-curricular Connections: • Participating in various dances will promote creativity and innovation. • Moving together as a class will promote collaboration and teamwork. • Listening/performance activities will enhance critical thinking skills and interpersonal communication.

Suggested Assessments: • Teacher observation. • Performance evaluation. • Aural evaluation. • Written evaluation.

Unit:




Essential Questions: • Can you describe the theme of this story? • Can you create a fantasy scene with your

classmates and act it out? • Can you critique various dramatic performances

using appropriate vocabulary?

Enduring Understandings: • Students will be able to describe the theme of a

given story. • Students will be able to create a fantasy scene

with their classmates and act it out. • Students will be able to critique various

dramatic performances using appropriate vocabulary.

Knowledge, Skills, and Instructional Objectives: • Identify basic terms such as: character, costume, setting, stage, actor, plot, action, script, drama, theme,

and spectacle. • Use imagination to make up new roles and act them out. • Differentiate between fantasy/pretend play and real events. • Participate with others in dramatic play for an extended period of time. • Listen/critique stories and dramatic performances.


Suggested Vocabulary: • Drama • Theme • Spectacle • Fantasy/pretend play • Real events • Critique

Recommended Instructional Activities: • Games/activities that enforce fantasy/pretend play vs. real events. • Listening to/watching stories that require students to identify the theme. • Critique various dramatic performances.



• Participating in various acting scenarios will promote creativity and innovation. • Acting together in a group will promote collaboration and teamwork. • Critique and identifying main characters/setting enhances critical thinking skills and cross-cultural

understanding. Suggested Assessments:

• Teacher observation. • Performance evaluation. • Written evaluation.

THIRD GRADE

Unit: • Rhythm



Essential Questions: • Can you clap this rhythm? (Rhythm written on

the board containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests.)

• Can you count this rhythm? (Rhythm written on the board containing whole notes, half notes, quarter notes, eighth notes, whole rests, half rests, and quarter rests.)

• Is this rhythm straight or syncopated?

Enduring Understandings: • Students will be able to clap rhythms composed

of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests.

• Students will be able to count rhythms composed of whole notes, half notes, quarter notes, eighth notes, whole rests, half rests, and quarter rests.

• Students will be able to identify if the rhythm they heard is in straight time or syncopated.

Knowledge, Skills, and Instructional Objectives: • Read, play, sing, and create simple patterns using whole notes, half notes, quarter notes, eighth notes,

sixteenth notes, whole rests, half rests, quarter rests, and eighth rests. • Utilize rhythm counting with whole notes, half notes, quarter notes, eighth notes, whole rests, half rests,

and quarter rests. • Recognize and perform syncopated rhythms. • Introduce duple and triple conducting patterns. • Improvise short rhythmic patterns.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (jingle bells, maracas) • Textbook

Suggested Vocabulary: • Whole rest • Half rest • Eighth rest • “Du–De” • Straight time • Syncopation

Recommended Instructional Activities: • Read/play rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, sixteenth

notes, whole rests, half rests, quarter rests. And eighth rests. • Count rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, whole rests, half

rests, and quarter rests. • Play multiple rhythms in various meters/tempos and have the students identify if the rhythm is straight or

syncopated. Modification Strategies/Activities:

• It is to be expected that not all students will be able to perform the task at hand. Students who are unable to will be partnered with students who are excelling.

Technology/21st Century/Cross-curricular Connections: • Rhythmic exercises will enhance critical thinking skills. • Improvisation movement will allow for innovation and creativity.

Suggested Assessments: • Teacher observation. • Performance evaluation. • Written evaluation. • Aural evaluation.

Unit:




Essential Questions: • Can you sing/play a major scale? • Can you improvise in the treble clef? • Can you recognize musical symbols?

Enduring Understandings: • Students will be able to sing/play a major scale. • Students will be able to improvise in the treble

clef. • Students will be able to recognize musical

symbols (ex. Sharp, flat, and natural signs). Knowledge, Skills, and Instructional Objectives:

• Recognize and perform steps, skips, leaps, and repeats between notes. • Sing and play major scale. • Perform simple melodies from written notation. • Improvise short melodic patterns. • Reinforce treble clef staff. • Introduce musical symbols such as sharp, flat, and natural signs.


Suggested Vocabulary: • Whole step • Half step • Sharp • Flat

Recommended Instructional Activities: • Listening exercises that require the students to identify melodic motion of whole steps vs. half steps. • Visual aids to introduce the use of sharps and flats in the treble clef. • Students will sight-read music to broaden their skills of upward and downward motion.





Unit:




Essential Questions: • Can you recognize an ostinatio? • Can you sing in a round?

Enduring Understandings: • Students will be able to aurally identify an

ostinato. • Students will be able to sing in a round.

Knowledge, Skills, and Instructional Objectives: • Play, sing, and identify ostinatos, counter melodies, and rounds.


Suggested Vocabulary: • Ostinato • Round • Counter Melody

Recommended Instructional Activities: • Listening/performing rounds, ostinatos, and counter melodies.





Unit:




Essential Questions: • Can you identify this instrument? (After hearing

it) • Can you tell me if I’m using my head or chest

voice?

Enduring Understandings: • Students will be able to identify an instrument

after hearing it. • Students will be able to identify if the teacher is

using his/her head or chest voice. Knowledge, Skills, and Instructional Objectives:

• Recognize, by sight and sound, individual orchestral instruments and their characteristics. • Develop a smooth transition between head and chest voice.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Pictures and sound clips of different instruments in the

orchestra

Suggested Vocabulary: • Head voice • Chest voice • Tone color

Recommended Instructional Activities: • Pictures and audio examples of each instrument will be shown while discussing the instrument. • Teacher will demonstrate the difference between head and chest voice and instruct students on how to do

the same. Modification Strategies/Activities:


Technology/21st Century/Cross-curricular Connections: • Listening exercises will enhance critical thinking and problem solving skills. • Singing in head vs. chest voice will promote innovation/creativity.


Unit:




Essential Questions: • Can you create a road map for this song (ex.

Songs with repeats signs, D. C. al fine)?

Enduring Understandings: • Students will be able to create a road map for

songs with repeat signs, D.C. al fine, and other various musical symbols.

Knowledge, Skills, and Instructional Objectives: • Play, sing, and identify call and response, repeat signs, AB, ABA, and D.C. al fine.


Suggested Vocabulary: • D.C. al fine

Recommended Instructional Activities: • Listening exercises that will require students follow different musical symbols (repeats, D. C. al fine, etc). • Students will create a road map explaining how to follow along with a song that uses repeats and D. C. al

fine. Modification Strategies/Activities:


Technology/21st Century/Cross-curricular Connections: • Performing will enhance critical thinking and problem solving skills. • Listening activities will improve communication skills. • Road mapping will enhance student’s organizational skills.

Suggested Assessments: • Teacher observation. • Written evaluation. • Aural evaluation.

Unit: • Expressive Qualities


Core Content Standards: • 1.1 – The Creative Process • 1.3 – Performance • 1.4 – Aesthetic Responses & Critique Methodologies

Essential Questions: • Is the dynamics in this example piano, mezzo

piano, mezzo forte, or forte? • Is the tempo in this example allegro, moderato,

or largo? • Can you express the tempo/dynamics of this

Enduring Understandings: • Students will be able to distinguish if the

musical example is being played at piano, mezzo piano, mezzo forte, or forte.

• Students will be able to distinguish if the tempo of the musical example is allegro, moderato, or largo.

song through movement? • Can you write a critique about what you’re

listening to?

• Students will be able to demonstrate tempo/dynamics/mood through movement.

• Students will be able to write a critique in their song journal when asked to.

Knowledge, Skills, and Instructional Objectives: • Identify and perform dynamics including piano, mezzo piano, forte, and mezzo forte. • Identify and perform tempos including allegro, moderato, and largo. • Demonstrate and discuss tempo, dynamics, and mood through performance. • Critique visual and aural performances and perform self-evaluation.


Suggested Vocabulary: • Mezzo piano • Mezzo forte • Moderato • Mood • Critique

Recommended Instructional Activities: • Perform/listen to songs that vary between piano, mezzo piano, mezzo forte, and forte. • Perform/listen to songs that vary between allegro, moderato, and largo. • Movement exercises that reflect differences in piano, mezzo piano, mezzo forte, forte and allegro,

moderato, and largo. • Song journals will be used to critique different performances.



• Critique exercises, as well as analyzing music at various tempi and dynamics, will enhance critical thinking and problem solving skills.

• Listening exercises will improve communication skills. • Movement exercises will promote creativity.

Suggested Assessments: • Teacher observation. • Self-reflection & peer critique. • Aural evaluation. • Written evaluation • Performance evaluation.

Unit:




Essential Questions: • Can you identify key events in the life of

Beethoven? • How did Beethoven’s hearing loss have an

affect on his music?

Enduring Understandings: • Students will be able to identify key events in

the life of Beethoven. • Students will be able to describe how

Beethoven’s hearing loss affected his music. Knowledge, Skills, and Instructional Objectives:

• Experience music from Baroque, Classical, and Romantic periods. • Study the music of Beethoven. • Experience world music, specifically the history of Western music.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • DVD of “Beethoven Lives Upstairs” • TV and DVD player

Suggested Vocabulary: • Beethoven • Western music

Recommended Instructional Activities: • View the movie “Beethoven Lives Upstairs” and discuss the impact of Beethoven’s hearing loss upon his

life/music. • Listen to Beethoven’s music and discuss the imagery portrayed through it. • Singing folk songs from different cultures/countries. • Listening to songs from Baroque, Classical, and Romantic periods.



• Watching “Beethoven Lives Upstairs” and various listening activities will enhance critical thinking, problem solving, and communication skills.



Unit:




Essential Questions: • Can you show proper technique in a

choreographed dance? • Can you improvise to various accompaniments?

Enduring Understandings: • Students will be able to show proper technique

in a choreographed dance. • Students will be able to improvise to various

accompaniments (ex. sound, spoken text, silence).

Knowledge, Skills, and Instructional Objectives: • Identify basic terms such as: choreography, accompaniment, weight center, and range of motion. • Conveying emotions through dance. • Line/partner dancing, improvisation.


Suggested Vocabulary: • Choreography • Accompaniment • Weight center • Range of motion • Line dancing • Partner dancing

Recommended Instructional Activities: • Songs/games that ask the students to show full range of motion. • Dances that help students demonstrate proper technique. • Choreographed line/partner dances.



• Participating in various dances will promote creativity and innovation. • Moving together as a class will promote collaboration and teamwork. • Listening/performance activities will enhance critical thinking skills and interpersonal communication.


Unit:




Essential Questions: • Can you describe how the lighting plays a role

in setting the mood for this scene? • Can you demonstrate various emotions

through your voice (ex. happy, angry, sad).

Enduring Understandings: • Students will be able to describe how the

lighting plays a role in setting the mood for a given scene.

• Students will be able to demonstrate various emotions with their voice.

Knowledge, Skills, and Instructional Objectives: • Identify basic terms such as: sound, lighting, props, and set. • Use voice to convey different moods/emotions. • Understand how technical theater elements enhance a play’s setting, mood, and theme.


Suggested Vocabulary: • Sound • Lighting • Props • Set • Mood

Recommended Instructional Activities: • Games/activities that allow students to express different emotions through acting. • Critique various technical theatrical element choices.



• Participating in various acting scenarios will promote creativity and innovation. • Acting together in a group will promote collaboration and teamwork. • Critique and identifying main characters/setting enhances critical thinking skills and cross-cultural


• Teacher observation. • Aural evaluation. • Performance evaluation.

FOURTH GRADE

Unit: • Rhythm



Essential Questions: • Can you clap this rhythm? (Rhythm written on

the board, in both duple and triple meter, containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests.)

• Can you count this rhythm? (Rhythm written on the board containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, and quarter rests.)


Enduring Understandings: • Students will be able to clap rhythms, in both

duple and triple meter, composed of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests.

• Students will be able to count rhythms composed of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, and quarter rests.

• Students will be able to identify if the rhythm they heard is in straight time or syncopated.

Knowledge, Skills, and Instructional Objectives: • Read, sing, play, and create patterns using whole notes, half notes, quarter notes, eighth notes, sixteenth

notes, whole rests, half rests, and quarter rests in duple and triple meter. • Utilize rhythm counting with whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole

rests, half rests, and quarter rests. • Recognize and identify syncopation. • Reinforce duple and triple conducting patterns.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (maracas, hand drums) • Textbook

Suggested Vocabulary: • Duple meter • Triple meter • “Du-Ta-De-Ta”

Recommended Instructional Activities: • Read/play rhythmic patterns, in both duple and triple meter, containing whole notes, half notes, quarter

notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests. • Count rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes,

whole rests, half rests, and quarter rests. • Play multiple rhythms in various meters/tempos and have the students identify if the rhythm is straight or





• Performance evaluation. • Written evaluation. • Aural evaluation.

Unit: • Melody



Essential Questions: • Can you sing/play a minor scale? • Can you improvise in the treble clef? • Can you recognize musical symbols?

Enduring Understandings: • Students will be able to sing/play a minor scale. • Students will be able to improvise in the treble

clef. • Students will be able to recognize musical

symbols (ex. Sharp, flat, and natural signs). Knowledge, Skills, and Instructional Objectives:

• Recognize and perform skips, steps, leaps, and repeats between notes. • Explore minor tonalities through listening activities. • Compare and contrast major and minor tonalities. • Reinforce musical symbols such as sharp, flat, and natural signs.


Suggested Vocabulary: • Whole step • Half step • Sharp • Flat • Minor scale

Recommended Instructional Activities: • Listening exercises that require the students to identify melodic motion of whole steps vs. half steps. • Visual aids to introduce the use of sharps and flats in the treble clef. • Students will sight-read music to broaden their skills of upward and downward motion. • Listening exercises that will require students to differentiate between minor and major tonalities.





Unit:




Essential Questions: • Can you recognize/perform a partner song? • Can you differentiate between the melody vs.

harmony in this song?

Enduring Understandings: • Students will be able to recognize/perform a

partner song. • Students will be able to distinguish melody vs.

harmony in a given song. Knowledge, Skills, and Instructional Objectives:

• Play, sing, and identify ostinatos, counter melodies, rounds, and partner songs. Instructional Materials/Resources:

• Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Textbook

Suggested Vocabulary: • Partner song • Harmony

Recommended Instructional Activities: • Listening/performing rounds, ostinatos, counter melodies, and partner songs.

Modification Strategies/Activities: • It is to be expected that not all students will be able to distinguish between ostinatos, rounds, counter

melodies, and partner songs. Students who are unable to will be partnered with students who are excelling.

Technology/21st Century/Cross-curricular Connections: • Harmonic exercises will enhance critical thinking skills. • Listening exercises will improve communication skills.


Unit:




Essential Questions: • Can you identify the parts of the body that are

used for vocal production? • Can you identify the four voice parts?

Enduring Understandings: • Students will be able to identify the lungs,

diaphragm, and larynx. • Students will be able to identify the four voice

parts (soprano, alto, tenor, and bass). Knowledge, Skills, and Instructional Objectives:

• Identify soprano, alto, tenor, and bass voice types. • Describe vocal timbre in relation to music styles. • Study the anatomy of vocal production. • Review instrument timbres. • Develop a smooth transition between head and chest voice.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Pictures displaying the anatomy of vocal production. • Sounds clips of different voice types.

Suggested Vocabulary: • Soprano • Alto • Tenor • Bass • Lungs • Diaphragm • Larynx

Recommended Instructional Activities: • Pictures displaying the anatomy of vocal production will be used to explain vocal production. • Students will experience the different voice parts by listening to various sound clips.



• Listening exercises will enhance critical thinking and problem solving skills. • Learning about the anatomy of vocal production will give students a better understand of one way we

communicate. Suggested Assessments:

• Teacher observation. • Aural evaluation. • Written evaluation.

Unit:




Essential Questions: • Can you create a road map for this song (ex.

Songs with repeats signs, D. C. al fine, coda)?

Enduring Understandings: • Students will be able to create a road map for

songs with repeat signs, D.C. al fine, coda, and other various musical symbols.

Knowledge, Skills, and Instructional Objectives: • Play, sing, and identify call and response, AB, ABA, D.C. al fine, and coda.


Suggested Vocabulary: • Coda

Recommended Instructional Activities: • Listening exercises that will require students follow different musical symbols (repeats, D. C. al fine, coda,

etc). • Students will create a road map explaining how to follow along with a song that uses repeats and D. C. al

fine, coda. Modification Strategies/Activities:


Technology/21st Century/Cross-curricular Connections: • Performing will enhance critical thinking and problem solving skills. • Listening activities will improve communication skills. • Road mapping will enhance student’s organizational skills.

Suggested Assessments: • Teacher observation. • Aural evaluation. • Written evaluation. • Performance evaluation.

Unit:




Essential Questions: • Can you identify where the forte piano occurs in

this song? • Can you identify the tempo of this song? • Can you critique yourself performing at different

dynamic levels?

Enduring Understandings: • Students will be able to identify where a forte

piano occurs in a given song. • Students will be able to identify the tempo of a

given song. • Students will be able to critique their

performance of various dynamics. Knowledge, Skills, and Instructional Objectives:

• Identify and perform dynamics including piano, mezzo piano, forte, mezzo forte, and forte piano. • Identify and perform tempos including allegro, moderato, largo, and maestoso. • Demonstrate and discuss tempo, dynamics, and mood through performance. • Critique visual and aural performances and perform self-evaluation.


Suggested Vocabulary: • Forte piano • Maestoso • Self critique

Recommended Instructional Activities: • Perform/listen to songs that vary between different dynamics. • Perform/listen to songs that vary between different tempi. • Movement exercises that reflect various tempi and dynamics. • Song journals will be used to critique different performances. • Self-evaluation will also be used to critique performances.






Unit:




Essential Questions: • What major style of music originated in

America? • What are some of the major components found

in jazz music?

Enduring Understandings: • Students will be able to identify jazz as one of

the major music styles that originated in America.

• Students will be able to define various jazz related terms (ex. Syncopation, solo, improvisation, and rhythm section).

Knowledge, Skills, and Instructional Objectives: • Experience music from Baroque, Classical, and Romantic periods. • Experience world music, specifically the history of Western music. • Experience jazz music and various composers/performers from that genre.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Excerpts from the Wynton Marsalis Jazz Curriculum • TV and DVD player

Suggested Vocabulary: • Jazz • Syncopation • Solo • Improvisation • Rhythm section

Recommended Instructional Activities: • Listen/watch different jazz performances and identify the different elements of jazz. • Singing folk songs from different cultures/countries. • Listening to songs from Baroque, Classical, and Romantic periods.



• Watching/listening to various jazz clips will enhance critical thinking, problem solving, and communication skills.



Unit:




Essential Questions: • Can you improvise on your own/with a small

group? • Can you choreograph your own dance, to an

arrangement of your choice, that demonstrates: flexibility, strength, focus, concentration, and coordination?

Enduring Understandings: • Students will be able to improvise on their

own/in small groups. • Students will be able to choreograph their own

dance, which demonstrates flexibility, strength, focus, concentration, and coordination.

Knowledge, Skills, and Instructional Objectives: • Identify basic terms such as: props, flexibility, strength, focus, concentration, and coordination. • Solo/small group dances, line/partner dancing, improvisation.


Suggested Vocabulary: • Props • Flexibility • Strength • Focus • Concentration • Coordination • Solo • Small group

Recommended Instructional Activities: • Songs/games that ask the students to show use of props, flexibility, strength, focus, concentration, and

coordination. • Dances that help students demonstrate proper technique. • Student choreographed dances.




Suggested Assessments: • Teacher observation. • Performance evaluation. • Effort’s rubric.

Unit:




Essential Questions: • Can you identify where this scene takes place

(stage right/left? Upstage/downstage/center stage)?

• Can you identify stage markings in a script?

Enduring Understandings: • Students will be able to identify what area of the

stage a given scene is occurring. • Students will be able to identify stage markings

in a script. Knowledge, Skills, and Instructional Objectives:

• Identify basic terms such as: sound, lighting, props, set, stage right, stage left, upstage, downstage, and center stage.

• Understand how to read stage markings from a script. Instructional Materials/Resources:

• CD player/speakers with iPod connection • Various props • TV, DVD player, Promethean board • Text books

Suggested Vocabulary: • Stage right • Stage left • Upstage • Downstage • Center stage • Blocking

Recommended Instructional Activities: • Reading from a script and notating blocking within the script. • “Stage Four Corners” • Acting out a scene with stage blocking in it.



• Participating in various acting scenarios will promote creativity and innovation. • Acting together in a group will promote collaboration and teamwork. • Identifying stage positions enhances critical thinking skills.


FIFTH GRADE

Unit: • Rhythm



Essential Questions: • Can you clap this rhythm? (Rhythms written on

the board, in both duple and triple meter, containing whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.)

• Can you count this rhythm? (Rhythm written on the board containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.)

• Are we tapping the macro or microbeat?

Enduring Understandings: • Students will be able to clap rhythms, in both

duple and triple meter, composed of whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.

• Students will be able to count rhythms composed of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.

• Students will be able to identify subdivision by tapping the macro/microbeat.

Knowledge, Skills, and Instructional Objectives: • Read, sing, play, and create patterns using whole notes, dotted half notes, half notes, dotted quarter notes,

quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.

• Utilize rhythm counting with whole, half, quarter, eighth, sixteenth notes/rests. • Demonstrate a fundamental understanding of beat division, subdivision, and augmentation. • Read, sing, perform, create, and aurally identify increasingly challenging dotted and syncopated patterns.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (maracas, hand drums) • Textbook

Suggested Vocabulary: • Subdivision • Macrobeat • Microbeat • Augmentation

Recommended Instructional Activities: • Read/play/create rhythmic patterns, in both duple and triple meter, containing whole notes, half notes,

quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and eighth rests. • Count rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes,

whole rests, half rests, and quarter rests. • Play multiple rhythms in various meters/tempos and have the students identify if the rhythm is straight or




Suggested Assessments:

• Teacher observation. • Performance evaluation. • Written evaluation. • Aural evaluation.

Unit:




Essential Questions: • Can you play melodic intervals? • Can you identify notes on the bass clef staff? • Can you identify the ostinato in this song?

Enduring Understandings: • Students will be able to play melodic intervals. • Students will be able to identify notes on the bass clef

staff. • Students will be able to identify the ostinato in a given

song. Knowledge, Skills, and Instructional Objectives:

• Using pitched instruments, visually and tactilely identify melodic intervals, skips, steps, leaps, and repeats. • Read and sing in appropriate range/register. • Review and apply the treble clef, as well as music symbols to singing and performing on classroom instruments. • Introduce bass clef. • Identify melodic contour, recurrent rhythm patterns, melodic phrases, and imitation in listening samples and

scores. Instructional Materials/Resources:

• Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Textbook

Suggested Vocabulary: • Ostinato • Bass clef • Interval

Recommended Instructional Activities:

• Listening/playing exercises that require the students to identify melodic motion of melodic intervals, skips, steps, leaps, and repeats.

• Visual aids to introduce the bass clef. • Listening exercises that will require students to identify recurrent rhythm patterns, melodic phrases, and imitation

in listening samples and scores. Modification Strategies/Activities:


Technology/21st Century/Cross-curricular Connections: • Melodic exercises will enhance critical thinking skills. • Listening exercises will improve communication skills. • Vocal improvisation will allow for innovation and creativity.


Unit: • Harmony



Essential Questions: • Can you perform a song in parts? • Can you sing the harmony for this song?

Enduring Understandings: • Students will be able to perform a song in parts. • Students will be able to sing the harmony for a

given song. Knowledge, Skills, and Instructional Objectives:

• Perform in parts including rounds. • Identify and perform melody and countermelody.


Suggested Vocabulary: • Voice parts

Recommended Instructional Activities: • Listening/performing songs with harmony. • Listening activities that will challenge students to identify different voice parts.





Unit:




Essential Questions: • Can you create an instrument using random

objects found around the classroom? • Can you describe what “real” instrument your

creation sounds like?

Enduring Understandings: • Students will be able to develop their own

instruments using found objects. • Students will be able to describe what

inspiration they used when creating their non-traditional instruments.

• Students will be able to compare the tone color of their non-traditional instrument to a traditional instrument.

Knowledge, Skills, and Instructional Objectives: • Describe performances that utilize non-traditional instruments including found objects, experimental

instruments, and the avant-garde.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Sounds clips of instruments. • Any classroom objects that can be used as found

materials for creating instruments.

Suggested Vocabulary: • Non-traditional instruments

Recommended Instructional Activities: • Students will create/perform on their own instruments, which they developed out of classroom materials. • Students will view “STOMP” in order to gain understand of how found objects can be turned into

experimental instruments. Modification Strategies/Activities:


Technology/21st Century/Cross-curricular Connections: • Listening exercises will enhance critical thinking and problem solving skills. • Video footage will provide a strong example of collaboration. • Creating instruments/rhythms will promote cooperation as students work in groups.

Suggested Assessments: • Teacher observation. • Aural evaluation. • Effort’s rubric.

Unit:



• 1.1 – The Creative Process • 1.2 – History of the Arts and Culture • 1.3 – Performance

Essential Questions: • Can you identify the form of this song?

Enduring Understandings: • Students will be able to identify the form of a

song when asked. Knowledge, Skills, and Instructional Objectives:

• Identify and discuss a variety of song forms. • Experience song forms from multiple time periods/genres.


Suggested Vocabulary: • Genre • Classical (time period) • Romantic (time period)

Recommended Instructional Activities: • Examples of various song forms will be played, using a variety of genres over multiple time periods.



• Listening activities will enhance critical thinking and problem solving skills. Suggested Assessments:


Unit:




Essential Questions: • Can you describe the mood of this piece? • How does the tempo add to the value of this

work?

Enduring Understandings: • Students will be able to describe the mood of a

given song. • Students will be able to determine how the

tempo affects the value of a work. Knowledge, Skills, and Instructional Objectives:

• Utilize correct terminology to describe the style and mood of musical works including those from diverse cultures.

• Explain how tempo and dynamic choices contribute to the aesthetic value of a work. • Critique visual and aural performances. Perform self-evaluation.


Suggested Vocabulary: • Aesthetic value

Recommended Instructional Activities: • Utilize terminology to critique music from different cultures. • Play various musical examples and have the students explain how tempo and dynamics contribute to their

aesthetic value. • Self-evaluation will also be used to critique performances.






Unit:




Essential Questions: • Who are some major artists from the Motown

era?

Enduring Understandings: • Students will be able to identify some major

Motown artists. Knowledge, Skills, and Instructional Objectives:

• Experience music from Baroque, Classical, and Romantic periods. • Experience world music, specifically the history of Western music. • Experience Motown music and various composers/performers from that genre.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • TV and DVD player

Suggested Vocabulary: • Motown • Gospel music

Recommended Instructional Activities: • Listen/watch different Motown performances and identify the different elements of Motown. • Singing folk songs from different cultures/countries. • Listening to songs from Baroque, Classical, and Romantic periods.



• Watching/listening to various Motown clips will enhance critical thinking, problem solving, and communication skills.



Unit:




Essential Questions: • Can you convey various emotions through

movement (with/without music)? • Can you improvise movements to music? • Can you demonstrate proper use of personal

space? • Can you critique various dance performances

from different genres?

Enduring Understandings: • Students will be able to convey various

emotions through movement. • Students will be able to improvise movements

to music. • Students will be able to demonstrate proper use

of personal space. • Students will be able to use basic dance terms

to critique various dance performances. Knowledge, Skills, and Instructional Objectives:

• Identify basic dance terms. • Conveying emotions through dance. • Improvisation. • Experience dance from various genres.


Suggested Vocabulary: • Spatial levels • Tempo • Genre

Recommended Instructional Activities: • Songs/games that ask the students to choreograph/improvise. • Dances that integrate use of props, flexibility, strength, focus, concentration, and coordination. • Dances to various types of accompaniment. • Watch various dance performances from different genres.




Suggested Assessments: • Teacher observation. • Performance evaluation. • Effort’s rubric.

Unit:




Essential Questions: • Can you develop a character and act as that

character in a scene? • Can you demonstrate the various emotions this

character is going through in a given scene?

Enduring Understandings: • Students will be able to develop a character and

act out that character for an entire scene. • Students will be able to portray a range of

emotions for that character in a given scene. Knowledge, Skills, and Instructional Objectives:

• Use voice to convey different moods/emotions. • Use body language to convey different moods/emotions.


Suggested Vocabulary: • Body language

Recommended Instructional Activities: • Games/activities that allow students to express different emotions through acting. • Improvisational activities that allow students to develop their own characters.



• Participating in various acting/improvisational scenarios will promote creativity and innovation. • Acting together in a group will promote collaboration and teamwork. • Critique and identifying specific mannerisms enhances critical thinking skills and cross-cultural


• Teacher observation. • Performance evaluation.

SIXTH GRADE

Unit: • Rhythm


Core Content Standards: • 1.1 – The Creative Process • 1.3 - Performance

Essential Questions: • Can you clap this rhythm? (Rhythms written on

the board, in duple, triple, and unusual meters, containing whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.)



Enduring Understandings: • Students will be able to clap rhythms, in duple,

triple, and unusual meters, composed of whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.


• Students will be able to identify if a rhythm is straight vs. syncopated.

Knowledge, Skills, and Instructional Objectives: • Read, sing, play, and create patterns using whole, half, quarter, eighth, and sixteenth notes/rests in duple,

triple, and unusual meters. • Demonstrate a fundamental understanding of beat division, subdivision, and augmentation. • Read, sing, perform, create, and aurally identify increasingly challenging dotted and syncopated patterns.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (maracas, hand drums) • Promethean Board

Suggested Vocabulary: • Unusual meter • Dotted rhythms

Recommended Instructional Activities: • Read/play/create rhythmic patterns, in duple, triple, and unusual meters, containing whole notes, half

notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and dotted rhythms.

• Count rhythmic patterns containing whole notes, half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, and dotted rhythms.

• Play multiple rhythms in various meters/tempos and have the students identify if the rhythm is straight or syncopated.






Unit: • Melody



Essential Questions: • Can you identify if this segment of music is

written in bass or treble clef? • Would bass clef be used to low or high

sounding instruments? • What is the enharmonic name for the note F-

sharp?

Enduring Understandings: • Students will be able to distinguish if they are

reading bass vs. treble clef. • Students will be able to determine if bass clef is

used for high vs. low sounds. • Students will be able to name G-flat as the

enharmonic name for F-sharp. Knowledge, Skills, and Instructional Objectives:

• Utilize music symbols, treble, and bass clef to perform on classroom instruments. • Demonstrate an understanding of enharmonic functions utilizing the computer and keyboard instrument. • Sing in appropriate range/register.

Instructional Materials/Resources: • Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Promethean board

Suggested Vocabulary: • Enharmonic

Recommended Instructional Activities: • Utilize virfirth.com and other websites to teach notation on the treble and bass clef scale. • Visuals of a keyboard to demonstrate enharmonic functions. • Listening exercises that will require students to identify recurrent rhythm patterns, melodic phrases, and

imitation in listening samples and scores. Modification Strategies/Activities:




Unit:




Essential Questions: • Can you perform a song in parts? • Can you play the harmony for this song on a

keyboard instrument?

Enduring Understandings: • Students will be able to perform a song in parts. • Students will be to play the harmony for a given

song on a keyboard instrument. Knowledge, Skills, and Instructional Objectives:

• Perform in parts. • Utilize keyboard instruments to create harmony parts. • Create ostinatos using body percussion and Orff instruments.


Suggested Vocabulary: • Accompaniment

Recommended Instructional Activities: • Listening/performing songs with harmony. • Listening activities that will challenge students to identify different voice parts.




Suggested Assessments: • Teacher observations. • Aural evaluation. • Performance evaluation. • Effort’s rubric.

Unit:




Essential Questions: • Can you create an instrument using random

objects found around the classroom? • Can you describe what “real” instrument your

creation sounds like? • Can you identify what time period you believe

this song is from judging by the singer’s voice?

Enduring Understandings: • Students will be able to develop their own

instruments using found objects. • Students will be able to describe what

inspiration they used when creating their non-traditional instruments.

• Students will be able to compare the tone color of their non-traditional instrument to a traditional instrument.

• Students will be able to identify what time period a specific selection of music was written judging by the timbre of the person singing’s voice.

Knowledge, Skills, and Instructional Objectives: • Compare and contrast vocal timbres from different parts of the world and different periods in history. • Describe performances that utilize non-traditional instruments including found objects, experimental

instruments, and the avant-garde. Instructional Materials/Resources:

• Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • Sounds clips of instruments. • Any classroom objects that can be used as found


Suggested Vocabulary: • Timbre

Recommended Instructional Activities: • Students will create/perform on their own instruments, which they developed out of classroom materials. • Students will view “STOMP” in order to gain understand of how found objects can be turned into

experimental instruments. • Students will listen to several recordings and try to predict what time period they believe each one comes

from, judging by the singer’s voice. Modification Strategies/Activities:


Technology/21st Century/Cross-curricular Connections: • Listening exercises will enhance critical thinking and problem solving skills. • Video footage will provide a strong example of collaboration. • Creating instruments/rhythms will promote cooperation as students work in groups.


• Performance evaluation. • Effort’s rubric.

Unit: • Form


Core Content Standards: • 1.1 – The Creative Process • 1.2 – History of the Arts and Culture • 1.3 – Performance

Essential Questions: • Can you identify the form of this song?

Enduring Understandings: • Students will be able to identify the form of a

song when asked. Knowledge, Skills, and Instructional Objectives:

• Identify and discuss a variety of song forms. • Listen to, perform, and discuss the structure of musical works as they relate to cultural influences and

societal function. Instructional Materials/Resources:

• Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells)

Suggested Vocabulary: • Genre • Classical (time period) • Romantic (time period)





• Teacher observation. • Aural evaluation. • Performance evaluation.

Unit:




Essential Questions: • Can you describe the mood of this piece? • How does the tempo add to the value of this

work? • How might a person culture or traditions change

how they perceive this piece of music?

Enduring Understandings: • Students will be able to describe the mood of a

given song. • Students will be able to determine how the

tempo affects the value of a work. • Students will be able participate in class

discussion on how traditions change music perception.

Knowledge, Skills, and Instructional Objectives: • Utilize correct terminology to describe how traditions may influence the way we evaluate music. • Explain how tempo and dynamic choices contribute to the aesthetic value of a work. • Critique visual and aural performances. Perform self-evaluation.


Suggested Vocabulary: • Traditions • Perception








Unit:




Essential Questions: • Can you give examples of when music has

been used as a means of communication? • What current song would you select as the

“song of your generation?”

Enduring Understandings: • Students will be able to provide examples of

when music has been used as a means of communication (underground railroad, political music, etc.)

• Students will be able to provide reasons why they connect to a song, which represents their generation.

Knowledge, Skills, and Instructional Objectives: • Discuss the many roles music has filled across the generations and globe throughout history including:

communication, ritual, self expression, learning, cultural identity, and patriotism. Instructional Materials/Resources:

• Piano/keyboard • CD player/speakers with iPod connection • Various instruments (orchestra bells, hand bells) • TV and DVD player

Suggested Vocabulary: • Communication • Ritual • Self expression • Cultural identity • Patriotism

Recommended Instructional Activities: • Discuss/show examples of when music has been used as a vessel in order to communicate a

message/with one another. • Generational song project.



• Watching/listening to various music clips will enhance critical thinking, problem solving, and communication skills.



SEVENTH GRADE

Unit: • Rhythm



Essential Questions: • Can you echo this rhythm on a drum? (Rhythms

played by teacher first, in duple, triple, unusual, and mixed meters, containing whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.)


• Is this rhythm straight or shuffle?

Enduring Understandings: • Students will be able to play rhythms, in duple,

triple, unusual, and mixed meters, composed of whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.


• Students will be able to identify if a rhythm is straight vs. shuffle.


triple, unusual, and mixed meters. • Demonstrate a fundamental understanding of beat division, subdivision, and augmentation. • Read, sing, perform, create, and aurally identify increasingly challenging dotted and syncopated patterns.


Suggested Vocabulary: • Mixed meter • Shuffle rhythm

Recommended Instructional Activities: • Read/play/create rhythmic patterns, in duple, triple, unusual, and mixed meters, containing whole notes,

half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and dotted rhythms.


• Play multiple rhythms in various meters/tempos and have the students identify if the rhythm is straight or shuffle time.






Unit: • Melody






sharp? • Can you create a melody for this song while the

class keeps a steady beat?




enharmonic name for F-sharp. • Students will be able to improvise a melody on

any keyboard instrument while the class keeps a steady beat on other percussion instruments.

Knowledge, Skills, and Instructional Objectives: • Utilize music symbols, treble, and bass clef to perform on classroom instruments. • Demonstrate an understanding of enharmonic functions utilizing the computer and keyboard instrument. • Improvise a melody on any keyboard instrument.


Suggested Vocabulary: • Improvise

Recommended Instructional Activities: • Utilize virfirth.com and other websites to teach notation on the treble and bass clef scale. • Visuals of a keyboard to demonstrate enharmonic functions. • Playing exercises that will challenge students to create their own melody that fits within the rhythmic style

they are given. Modification Strategies/Activities:




Unit:





keyboard instrument? • Can you successfully switch from C major to G

major on the guitar?


song on a keyboard instrument. • Students will be able to play two bars of C

major and then switch to G major on guitar. Knowledge, Skills, and Instructional Objectives:

• Perform in parts. • Utilize keyboard instruments to create harmony parts. • Create ostinatos using body percussion and Orff instruments. • Perform a simple chord progression on guitar


Suggested Vocabulary: • Chord progression

Recommended Instructional Activities: • Listening/performing songs with harmony. • Listening activities that will challenge students to identify different voice parts. • Playing guitar.





Unit:




Essential Questions: • Can you tell my some world instruments that

come from Japan? Africa? • Can you tell me some musical genres that were

influenced by music from Africa and Europe?

Enduring Understandings: • Students will be able to name several

instruments from Japan and Africa. • Students will be able to determine that blending

Africa and European styles created jazz music. Knowledge, Skills, and Instructional Objectives:

• Relate cultural traditions, geographic conditions and available resources to world instruments. • Describe performances that utilize non-traditional instruments including found objects, experimental




Suggested Vocabulary: • Culture • Tradition • Geography • World instruments

Recommended Instructional Activities: • Students will create/perform on their own instruments, which they developed out of classroom materials. • Students will view “Pulse” in order to gain knowledge of world instruments.



• Listening exercises will enhance critical thinking and problem solving skills. • Video footage will provide a strong example of collaboration. • Creating instruments/rhythms will promote cooperation as students work in groups.


Unit:




Essential Questions: • Can you tell me what African musical styles are

being displayed in this song (call & response, hocketing)?

• Can you describe what it means rhythms based on ma means in the Japanese culture.

Enduring Understandings: • Students will be able to determine what African

musical styles they hear in a selected piece of music.

• Students will be able to describe how the concept of “ma” affects Japanese music.

Knowledge, Skills, and Instructional Objectives: • Identify and discuss a variety of song forms. • Experience song forms from multiple time periods/genres.


Suggested Vocabulary: • Hocketing • “Ma”

Recommended Instructional Activities:

• Examples of various song forms will be played, using a variety of genres over multiple time periods.





Unit:




Essential Questions: • What events in the artist’s life might be reflected

in the mood of this piece? • How does the tonality add to the value of this

work?

Enduring Understandings: • Students will be able to determine what event in

the artist’s life that may contribute to the mood of a given song.

• Students will be able to determine how the tonality affects the value of a work.

Knowledge, Skills, and Instructional Objectives: • Utilize correct terminology to describe how an artist’s life experience can impact the way they write music. • Explain how tempo, dynamic, and tonality choices contribute to the aesthetic value of a work. • Critique visual and aural performances. Perform self-evaluation.


Suggested Vocabulary: • Life experience • Tonality








Unit:




Essential Questions: • What are some roles that music plays in

different cultures? • How has the music from Africa helped to create

new genres?

Enduring Understandings: • Students will be able to describe how music has

been used for communication, ritual, self-expression, learning, cultural identity, and patriotic purposes in other cultures.

• Students will be able to explain how the music of Africa has helped to create genres such as jazz, hip hop, R&B, etc.

Knowledge, Skills, and Instructional Objectives: • Discuss the roles music plays in different cultures (ex. Africa and Japan).




message/with one another. • “Oh the Places You’ll Go” lesson.






EIGHTH GRADE

Unit: • Rhythm



Essential Questions: • Can you play a blues shuffle rhythm on the

guitar? (Rhythms played by teacher first, in duple, triple, unusual, and mixed meters, containing whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.)


• Is this rhythm straight or shuffle?

Enduring Understandings: • Students will be able to play rhythm, in duple,

triple, unusual, and mixed meters, composed of whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and sixteenth rests.


• Students will be able to identify if a rhythm is straight vs. shuffle.

• Students will be able to play a 12 bar blues, shuffle rhythm on guitar.


triple, unusual, and mixed meters. • Demonstrate a fundamental understanding of beat division, subdivision, and augmentation. • Read, sing, perform, create, and aurally identify increasingly challenging dotted and syncopated patterns.


Suggested Vocabulary: • Mixed meter • Shuffle rhythm

Recommended Instructional Activities: • Read/play/create rhythmic patterns, in duple, triple, unusual, and mixed meters, containing whole notes,

half notes, quarter notes, eighth notes, sixteenth notes, whole rests, half rests, quarter rests, eighth rests, and dotted rhythms.


• Play multiple rhythms in various meters/tempos and have the students identify if the rhythm is straight or shuffle time.





Unit: • Melody






sharp? • Can you create a melody overtop song while

the class plays the 12 bar blues progression?




enharmonic name for F-sharp. • Students will be able to improvise a melody on

guitar while the class plays the 12 bar blues. Knowledge, Skills, and Instructional Objectives:

• Utilize music symbols, treble, and bass clef to perform on classroom instruments. • Demonstrate an understanding of enharmonic functions utilizing the computer and keyboard instrument. • Improvise a blues melody on guitar.


Suggested Vocabulary: • 12 bar blues

Recommended Instructional Activities: • Utilize virfirth.com and other websites to teach notation on the treble and bass clef scale. • Visuals of a keyboard to demonstrate enharmonic functions. • Playing exercises that will challenge students to create their own melody that fits within the rhythmic style

they are given. Modification Strategies/Activities:




Unit:

• Harmony


Core Content Standards:



keyboard instrument? • Can you play a 12 bar blues progession on the

guitar?


song on a keyboard instrument. • Students will be able to play the 12 bar blues on

guitar. Knowledge, Skills, and Instructional Objectives:

• Perform in parts. • Utilize keyboard instruments to create harmony parts. • Create ostinatos using body percussion and Orff instruments. • Perform a 12 bar blues chord progression on guitar


Suggested Vocabulary: • 12 bar blues

Recommended Instructional Activities: • Listening/performing songs with harmony. • Listening activities that will challenge students to identify different voice parts. • Playing guitar.





Unit:




Essential Questions: • Can you tell my some world instruments that

come from India? Latin America? • Can you tell me some of the different Latin

American music styles that also have a dance that accompanies them?

Enduring Understandings: • Students will be able to name several

instruments from India, Latin America, etc. • Students will be able to identify several Latin

American dance styles from the music that accompanies them.

Knowledge, Skills, and Instructional Objectives: • Relate cultural traditions, geographic conditions and available resources to world instruments. • Describe performances that utilize non-traditional instruments including found objects, experimental




Suggested Vocabulary: • Merengue • Salsa • Calypso • Rumba • Tango

Recommended Instructional Activities: • Students will create/perform on their own instruments, which they developed out of classroom materials. • Students will view “Pulse” in order to gain knowledge of world instruments.



• Listening exercises will enhance critical thinking and problem solving skills. • Video footage will provide a strong example of collaboration. • Creating instruments/rhythms will promote cooperation as students work in groups.


Unit:




Essential Questions: • Can you tell me what Latin American dance

style goes with this music?

Enduring Understandings: • Students will be able to identify what Latin

American dance style pairs up with each style of music.

Knowledge, Skills, and Instructional Objectives: • Identify and discuss a variety of song forms. • Experience song forms from multiple time periods/genres.


Suggested Vocabulary: • Merengue • Salsa • Calypso • Rumba • Tango






Unit:




Essential Questions: • What picture do you believe this music pairs

best with? • What are your reasons for connecting the music

with that picture?

Enduring Understandings: • After being given four choices, students will be

able to determine what picture they believe pairs with each selection of music.

• Students will be able to utilize correct terminology to verbalize why they selected the picture they did.

Knowledge, Skills, and Instructional Objectives: • Utilize correct terminology to connect visual and performance art. • Explain how tempo, dynamic, and tonality choices contribute to the aesthetic value of a work. • Critique visual and aural performances. Perform self-evaluation.


Suggested Vocabulary: • Visual vs. performance art








Unit:




Essential Questions: • What are some roles that music plays in

different cultures? • What other art forms are influenced by music?

Enduring Understandings: • Students will be able to describe how music has

been used for communication, ritual, self-expression, learning, cultural identity, and patriotic purposes in other cultures.

• Students will be able to explain how dance, theater, and visual art can all be influenced by music.

Knowledge, Skills, and Instructional Objectives: • Discuss the roles music plays in different cultures (ex. India and Latin America).




message/with one another. • “Oh the Places You’ll Go” lesson.






performing arts 2012 · 2013-12-27 · development, and influence of the arts throughout history...

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