web viewthe bhasd music department focuses on three overarching goals in the design of curriculum...

District OverviewThe BHASD Music Department focuses on three overarching goals in the design of curriculum and instruction for music courses from Kindergarten through Grade 12. BHASD students will be able to:

1) Apply music knowledge and skills to lifelong music learning and enjoyment, 2) Appreciate a wide variety of music in the ever-changing global environment, and 3) Mature into intelligent and discerning consumers of music and musical experiences.

General Music courses and vocal and instrumental performing groups at each grade level sequentially establish the foundation for developing these capacities in all Brandywine students by their high school graduation.

Elementary General Music Grade 1 DescriptionGrade 1 General Music builds on the foundation established in Kindergarten music. Students interact with the seven elements of music (rhythm, melody, harmony, form, timbre, dynamics and tempo) and begin to develop specific skills, concepts and vocabulary in rhythm, melody and form. This course features units in performing, reading and notating beat, pattern and rhythm; identifying, performing, reading and notating the quarter note and paired eighth-notes; identifying melody as patterns of sound moving higher and lower; performing and reading melody patterns using pitches Do-Re-Mi; performing solo and unison singing; building basic skills on Orff xylophones, Boomwhackers and chorded zither; body awareness and movement skills with folk songs, games and dances; the role of music in ballet; patriotic music; and enjoying music as an expression and celebration of life. Grade 1 General Music culminates with the students’ first public concert in which performance skills, mastery of song material, and memory skills are introduced and utilized with age-appropriate proficiency.At the First Grade developmental level, this course builds on the foundation for developing the follow ing capacities in all Brandywine Grade 1 students: 1) Apply music knowledge and skills to lifelong music learning and enjoyment, 2) appreciate a wide variety of music in the ever-changing global environment, and 3) mature into intelligent and discerning consumers of music and musical experiences. Grade 1 Units:

Unit 1: Melody Unit 2: Rhythm Unit 3: Harmony Unit 4: Form Unit 5: Expression Unit 6: Movement Unit 7: Composition Unit 8: Performance Unit 9: Music Appreciation

Subject: Elementary General Music Grade: Grade 1 Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 1 year

Unit Title: RHYTHMUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the first element of music: RHYTHM. What is beat and rhythm? What is a strong beat vs a weak beat? How do I read, spell, decode and perform the rhythm of songs and rhymes? How do I write a rhythm pattern? What are the steps in the writing process? Can I write a pattern that is dictated? What symbols are used to organize beats and rhythm? How are rhythms performed by a group?Unit Objectives:Grade 1 students will demonstrate the difference between beat and rhythm with accuracy.Grade 1 students will read, spell, decode and perform simple rhythmic notation (ta and ti ti) with accuracy.Grade 1 students will decode the rhythm patterns of familiar songs and rhymes in correct sequence.Grade 1 students will write rhythm patterns using quarter and paired eighth notes in 4-beat patterns. Grade 1 students will identify symbols that organize beats into groups.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:Inability to distinguish the sequence of individual beats when writing rhythmic patternsConcepts/Content:Review Rhythm Foundations from Grade K steady beat/no beat strong/weak beats and accent “marching music” (2-meter) vs. 3-meter

or 4-meter

Competencies/Skills: Clap/step beat vs. rhythm using Blue=

Beat, Red=Rhythm icons Echo clap and say 4-beat rhythm

patterns Write 4-beat rhythm patterns using

Description of Activities: echo rhythm patterns reading written notation/flashcards playing rhythm patterns with rhythm instruments writing rhythm patterns with manipulatives and

paper/pencil

decode rhythm pattern sequence of whole songs/rhymes

read, write, decode, and take dictation of 4-beat rhythm patterns (begin using manipulatives and stick notation; proceed to paper and pencil)

long/short sounds of word syllables in song lyrics (aural)

bar line (to group beats) double bar line (end of song)

craft sticks – teach writing process Write 4-beat rhythm patterns using

craft sticks – master writing process Write notes and 4-beat rhythm patterns

with paper and pencil Create 4-beat Ta & Ti Ti patterns,

writing them with pencil and paper Perform 4-beat rhythm patterns using

rhythm instruments, group project

dictation of rhythm patterns

Assessments: 1) Teacher observation of written rhythm patterns, 2) Dictated rhythm worksheets and quizzesInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive collection of classroom instruments, visuals, recordings


Unit Title: MELODYUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the second element of music: MELODY. Am I able to match the pitch of a melody? What is a melody? How can I show a melody with my hands? What are hand signs? How are melodies written down?Unit Objectives:Grade 1 students will sing a wide variety of song literature as solos and with a group.Grade 1 students will sing solos of simple known songs.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.

9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:Inability to distinguish between speaking and singing voice Singing with a monotone pitch vs matching a melodic patternConcepts/Content:Review Melody Foundations from Grade K in-tune singing; matching pitch in limited

range of E-B echo melodic phrases of songs read devised melodic notation (pictorial

diagrams or icons) melodic contour and direction:

ascending/descending or up/down music scale tonal development: solfege signs and pitches

do-re-mi read and decode do-re-mi patterns of known

songs inner singing from hand signs and notation

Competencies/Skills: echo singing, group singing, solo singing imitate steps of musical scale with low-

to-high movement mirror hand signs for tones do-re-mi

moving higher and lower with songs echo, sign, spell, read and decode 4-

beat melodic patterns using known songs and flashcards

Description of Activities: vocal warm-ups – use variety of instruments to

imitate sound, ex. slide whistle, siren whistle, etc. echo-singing of phrases (“magic microphone”) use hand to imitate melodic direction music scale songs melody flashcards step bells play melodies using Boomwhackers play melodies using hand bells inner singing

Assessments: Teacher observation of accurate replication of pitches of known songs, individually and in a group.Regular performance assessment through solo singing.Teacher observation of accurate use of do-re-mi hand signs related to singing of pitches.Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: HARMONYUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: HARMONY. What does a xylophone chordal bordun sound like and how is it played? Am I able to sing a song while instruments are accompanying? Am I able to add other sounds to add interest to a song I am singing?Unit Objectives:Grade 1 students will add a variety of sounds to their performances, both body percussion and classroom instruments. Grade 1 students will identify the difference between major and minor tonalities.Grade 1 students will play chordal patterns on pitched percussion instruments.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:Difficulty maintaining one’s own part in a song if layered with other soundsConcepts/Content:Review Harmony Foundations from Grade K rhythm against beat rhymes and songs with rhythmic (body

percussion or percussion instruments) or melodic ostinati

chordal borduns on xylophone/

Competencies/Skills: compare/contrast beat and rhythm layer body percussion over singing of

known songs accompany songs with pitched percussion

Description of Activities: extensive exposure to wide variety of vocal and

instrumental music selections add classroom instruments to singing add unpitched percussion accompaniments to

known songs

metallophone to accompany songsAssessments: Teacher observation of accurate replication of pitched percussion patterns to accompany group singingInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: FORMUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: FORM. How is music organized? What is a phrase? How are portions of songs identified and labeled? What is a verse of a song? What does the repeat sign mean?Unit Objectives:Grade 1 students will identify the different ways songs are built.Grade 1 students will identify labels such as phrase, verse, form and repeat sign.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:

Difficulty with abstractness of the concept of form; finding ways to make it more concrete Concepts/Content:Review Form Foundations from Grade K Recognize same and different phrases in

songs (AA, AB) AB vs. ABA form verses repeat sign symbol

Competencies/Skills: recognize that songs are built of phrases identify AB vs ABA form with icons count verses of a song indicate appropriate use of repeat sign

Description of Activities: extensive echo singing of song phrases use icons to diagram song form sing songs with a variety of structures

Assessments: Teacher observation of student demonstration of various song forms Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: EXPRESSIONUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: EXPRESSION. How do I create soft and loud sounds? What is the effect of fast and slow tempo? Can I recognize the unique sound of each instrument, voice or musical group? How do rhythm instruments sound alone or played together?Unit Objectives:Grade 1 students will distinguish between and use proper labels for louder and softer musical sounds.Grade 1 students will identify the faster or slower tempo and use descriptive labels accurately.Grade 1 students will identify beats that are stretched long because of the use of a fermata.Grade 1 students will distinguish between the different tone colors of stringed instruments and Boomwhackers.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.

9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.9.4.D Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities. Misconceptions:Difficulty in distinguishing between nuances of timbre in voices and instrumentsConcepts/Content:Review Expression Foundations from Grade K Dynamics

louder/softer piano (p) and forte (f)

Tempo faster/slower term “tempo” allegro (fast), lento (slow), moderato (in

between) fermata or “bird’s eye”

Timbre (Tone Color) size of sound source/pitch relationship The String Family: violin, cello, string bass,

harp, guitar Boomwhackers Chorded Zither

Competencies/Skills: compare louder and softer/use labels compare faster and slower/use labels identify large size=low sound identify small size=high sound identify timbre of String Family

instruments, including Chorded Zither identify timbre of Boomwhackers

Description of Activities: wide variety of song material and listening

selections that illustrate nuances of dynamics and tempo

illustrated posters of range of tempi movement to imitate dynamic and tempo

differences play Boomwhackers play Chorded Zither posters and soundtracks of String Family

Assessments: Teacher observation of student performances incorporating variety of dynamics and tempi.Picture worksheets and quizzes of string family instruments.Listening quiz of string family instruments.Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materials

Extensive collection of classroom instruments, visuals, recordings


Unit Title: MOVEMENTUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: MOVEMENT. How do I mirror movements of others? How do I find my space in the circle? How do chase games/dances use the circle? How do I move within a moving circle? How do I play a passing game? What is a folk dance?Unit Objectives:Grade 1 students will participate in a variety of movement formations.Grade 1 students will incorporate body percussion into songs and rhymes.Grade 1 students will perform proper sequence in folk line dances.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.2.G Relate works in the arts to geographic regions.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.Misconceptions:Difficulty sequencing movement in dance or song games.Concepts/Content:Review Movement Foundations from Grade K steady beat with bilateral movement at out concepts (tall, wide, light, heavy,

etc.) to music singing games; move to beat sign language for whole song easy folk dances, both circle and line

Competencies/Skills: learn sign language through mirroring keep the beat with songs, rhymes, games

and body percussion learn variety of movement formations use movement to interpret/express

music

Description of Activities: Hide and Find game Mirroring Stationary circle to Moving Circle Circle Chase games Line Folk Dance

Assessments: Teacher observation of student’s physical responses to dance sequencesInterdisciplinary Connections: Additional Resources:

Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive collection of classroom instruments, visuals, recordings


Unit Title: COMPOSITIONUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: COMPOSITION. What is a composer? How can I create my own music thoughts? How can I share my music thoughts?Unit Objectives:Grade 1 students will create simple sung responses to questions and prompts.Grade 1 students will improvise rhythm patterns of varying lengths.Grade 1 students will create simple patterns to accompany songs.Grade 1 students will compose and perform 8 and 16-beat rhythm pieces.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.H Handle materials, equipment and tools safely at work and performance spaces.9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.Important Standards Addressed in this Unit: 9.1.F Identify works of others through a performance or exhibition.9.1.G Recognize the function of rehearsals and practice sessions.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:Students can feel uncomfortable with the risk of creating and sharing their own unique musical ideas.Concepts/Content: Competencies/Skills: Description of Activities:

Review Composition Foundations from Grade K improvise question & answer phrases improvise a melody on “loo” improvise missing rhythms create simple rhythms in groups of 2 and 4 beats create simple patterns to accompany songs compose and clap 8 and 16-beat rhythm pieces

create a rhyming song phrase improvise a musical thought form a musical answer to musical

question

song stories sung question and answer games model improvisation in singing and playing an

instrument write rhythm composition

Assessments: Teacher observation of unique student creative expressions Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: PERFORMANCEUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: PERFORMANCE. How is preparation for a public performance different/similar to the use of music in regular music classroom activities?What skills are needed to perform effectively for an audience? What is the role of the director? What do the different hand signals of the director mean? What is the role of the audience? What is an accompaniment? How effective was Night of Music based on your experience? On audience response? What was your favorite song? Why? What did you learn through the rehearsal/performance experience?Unit Objectives:Grade 1 students will perform songs as solos and in a group.Grade 1 students will perform with rhythm instruments, pitched percussion and Boomwhackers using a proper technique.Grade 1 students will perform in a public performance/concert with age-appropriate performance skills.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.F Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Picasso).9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.Important Standards Addressed in this Unit: 9.1.I Identify arts events that take place in schools and in communities.9.3.A Recognize critical processes used in the examination of works in the arts and humanities.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts .Misconceptions:Overcoming self-consciousness and stage fright when performing in front of peers or an audience.Concepts/Content:Review Performance Foundations from Grade KVocal Performance prepare for first Night of Music performance vocabulary: auditorium, stage, rehearsal,

risers, etc. Night of Music Order, Posture and Manners memorize song lyrics incorporate choreography, sign language and

dance into singing evaluate oneself as a performer

Instrumental Performance proper technique for playing Boomwhackers Rhythm Circles with rhythm sticks, add other

classroom instruments Mallet Madness I 2 to 4-bar accompaniment on percussion

instruments unpitched/pitched beat and simple ostinati

with songs and rhymes

Competencies/Skills: sing simple songs as a solo with fluencyNight of Music Performance learn songs by rote identify and demonstrate understanding

of performance posture, presence and manners

identify and demonstrate understanding of rehearsal techniques

learn choreography, sign language and motions by process of mirroring

master song material through repetition, use of song sheets, memorization

follow director’s rehearsal and choral conducting techniques

master skill of singing songs accompanied by soundtracks, piano or student instrumental ensembles

perform dress rehearsal and concert view and discuss video of performance complete written self-evaluation

Description of Activities: singing wide variety of simple songs play classroom instruments with songs and

listening selections see Night of Music skills

graph favorite songs by class for display Instrumental Performance imitate technique of playing wide variety

of pitched and unpitched percussionAssessments: Teacher observation of accurate replication of pitches of known songs, individually and in a group, with or without accompaniment.Teacher observation of mastery of performance process and concert readiness.Self-assessment and performance rubric to analyze performance. Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: MUSIC APPRECIATIONUnit Overview/Essential Understanding: Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: MUSIC APPRECIATION. What is the purpose of patriotic songs? How does music help us celebrate holidays? What is a ballet? Who is Tchaikovsky? How does music help us celebrate holidays? How can music tell a story without words? How does music share important messages? What does the music of different cultures sound like? What is Jazz?Unit Objectives:Grade 1 students will sing a wide variety of songs that celebrate life events and holidays.Grade 1 students will learn patriotic songs to create pride in our country.Grade 1 students will identify ballet as a musical work.Grade 1 students will identify that there is a wide variety of musical styles, including Jazz.Focus Standards Addressed in this Unit: 9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.2.A Explain the historical, cultural and social context of an individual work in the arts.9.2.B Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).9.2.C Relate works in the arts to varying styles and genre and to the periods in which they were created.9.2.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.

9.2.G Relate works in the arts to geographic regions.9.2.J Identify, explain and analyze historical and cultural differences as they relate to works in the arts.9.2.G Relate works in the arts to geographic regions.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts. 9.4.B Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month).Important Standards Addressed in this Unit: 9.2.D Analyze a work of art from its historical and cultural perspective.9.2.E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.9.2.K Identify, explain and analyze traditions as they relate to works in the arts.9.2.L Identify, explain and analyze common themes, forms and techniques from works in the arts.9.3.G Know and demonstrate what a critic's position or opinion is related to works in the arts and humanities.9.4.C Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music as opposed to listening to the same piece on a car radio).Misconceptions:Connecting student’s concrete developmental level with abstractness of musical styles and repertoire.Concepts/Content: folk and traditional song repertoire music as celebration: seasons, holidays and life events “Composer of the Month” from Baroque, Classical and

Romantic eras The Nutcracker Ballet/Peter Tchaikovsky (December) World Music Jazz Appreciation Month (April) Follow simple listening charts

Competencies/Skills: listen to teacher-modeled song stories active listening to music of various periods

and cultures identify the ways music can tell a story identify ballet as a musical work identify folk and jazz styles

Description of Activities: Patriotic songs Holiday songs Song tales/song stories Composer of the Month – coloring

picture, listening activities The Nutcracker Ballet/Tchaikovsky Jazz songs and artist stories

Assessments: Teacher observation of students engaging in the uses and styles of musical expression. Nutcracker Ballet and Composer of the Month worksheets and listening guidesInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons


web viewthe bhasd music department focuses on three overarching goals in the design of curriculum...

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