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PARK RIDGE SCHOOL DISTRICT Park Ridge, NJ VOCAL MUSIC DEPARTMENT, 2011-2012 COURSE TITLE: General Music - 2nd Grade COURSE#

General Music - 2nd Grade

PREREQUISITE: 1st Grade General Music TIME ALLOCATION: One 10 month school year (50 minutes once a week) TEXTS: Share the Music, USA: McGraw-Hill Publishing, 2000. Gordon, Edwin. Jump Right In, GIA Publications, 2000. COURSE PHILOSOPHY (grades K-6): Throughout their education at Park Ridge, our students will study a wide range of subjects, skills, cultures, and theories to help them discover a love of learning and prepare them for the future. Music, however, will be one of the only common loves for all students. Not every students will love mathematics or discover a true appreciation for Shakespeare’s Sonnets, but every student will find musical styles and performance artists that will become a large part of their life. Perhaps unlike any other curricular subject, the art of music plays an important role in every American’s life. The goal of this curriculum is to build educated life-long patrons of the musical arts. By exposing young minds to a wide range of musical exercises, games, and performance opportunities, the Park Ridge music department will help educate students about the artistic topics that will inevitably become a large part of who they are as people and share the joy of music with the members of the school and the local Park Ridge community.

1

OVERARCHING ENDURING UNDERSTANDINGS (grade K-6): Following instruction students will understand that: • Writing an entire work is a long task even with a computer. Without one, musicians and composers used Repeat signs in order to reuse material they wanted to be played again. • We use the quarter note, eighth note, sixteenth note, and dotted quarter note to represent our macrobeat and micro beat on paper. • Audiation is the process in which musicians think through a musical performance without playing or singing out loud, like a mental performance. • Keeping a steady beat and accompanying with non-pitched percussion instruments/body percussion will deepen understanding of tempi. • There is proper technique needed to play and handle non-pitched percussion instruments. • Movement will reinforce the difference between duple and triple meter. Movement will strengthen a students ability to keep steady beat. • How to accurately sing a variety of pitches by imitating a proper teacher model. • Each mode carries its own harmonic center and creates a unique mood. • Musical Instruments are categorized into instrumental families. Different ensembles used various groupings of the musical families. • Music has 1000’s of traditions that span our world and it is important to invest and learn about their similarities and differences. • Music has many roles within any culture. Understanding its nature is sometimes more important than its classification • We should learn to appreciate other cultures and their musical traditions because it brings nations and people together. • Music is commonly written in duple and triple meter, but many more possibilities exist. • Tonality can give music its feeling or emotion. Major and minor tonality are the most common, but exposure to all of the diatonic modes are important when building a young musicians musical ear. • Music has many forms and musical patterns. • The musical staff relates a lot of information to the musician. High or low notes, duple or triple meter, and when to conclude a piece are all expressed through the notation of a musical work. • Each mode carries its own harmonic center and creates a unique mood. • Music has many different purposes in our culture and our world. We should try and perform each work so it appropriately reflects the music’s intended purpose. • The conductor can provide many important things to a performance group like lyrics, dynamics, movements, as well as other musical interpretations. • Musical works have been culturally and socially significant throughout history. • Historical works offer insight into the past and can tell important fictional and historical stories. • Many musical works are reused or adapted to fit modern music times. • A musical work contains a lot of smaller elements. These smaller parts make the musical work what it is.

2

OVERARCHING ESSENTIAL QUESTIONS (grades K-6) • How are instruments made and used? • Why is movement important in music? • How is rhythm and music created? • How are non-pitched instruments played? • Why is keeping beat important? • How do people use their voice to create music? • What constitutes a singing voice? • How does the tonality influence the mood of the sound? • How does modal harmony reflect cultural traditions? • Why should we listen to new and unfamiliar styles of music? • Can we classify fall all sounds into different genres of music? • What nations, cultures, and musical traditions are important to study? • How is the staff labeled? Is it always the same? • How do we know if a song is written in duple or triple meter? • How do meter and tonality shape our reaction to a musical work? • How do we find a rhythmical pattern? • Can we duplicate a rhythm onto paper for someone to read? • Where do most songs start and finish? • Why is important to find patterns and write out our music notation? • How does one learn a piece of music to perform? • What is the role of the conductor in a performance? • Should your performance change if you have a different type of audience? • Is historical music still important today? • What are the uses of various musical styles? • Can we learn from older styles and incorporate ideas into modern times?

3

Park Ridge General Music - 2nd Grade TABLE OF CONTENTS (UNITS OF STUDY): UNIT I: Rhythm and Beat UNIT II: Melody and Pitch UNIT III: Musical Styles UNIT IV: Notation UNIT V: Performance UNIT VI: Music Appreciation UNIT VII: Musical Elements

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UNIT I: Rhythm and Beat UNIT SUMMARY: Rhythm serves as the foundation of all musical composition. All musical styles are characterized by the beat they carry and the stylistic nature the rhythm portrays. It is important to teach our students that, more often than not, if there is no consistent beat or rhythm, than there is no music being produced. Students will gain insight into the foundations of beat-function and how to construct musical ideas using rhythm syllables. Also, students will explore the idea that one can play rhythmical music without melody, but cannot sing a melody without rhythm. Lastly, students will be exposed to duple and triple meter and learn to distinguish between the two. As the two most common meters, duple and triple time constitute an important foundation to child’s rhythmical development.

21ST CENTURY THEMES: Global Awareness Health Literacy

PRIMARY INTERDISCIPLINARY CONNECTIONS: Heath Literacy - Music explores a wide variety of movement exercises that enable a student to keep steady beat. By incorporating movement, students will gain more experience in an active and activity filled classroom Science - Non-pitched percussion instruments do not carry a musical tone and are not used melodically within a musical work. Math - Correct performances of a notated rhythm or beat are a combination of math and time. Music is highly mathematical in its construction and proper performance of a musical work should reflect a sense symmetry.

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Unit I Standards 1.1.2.B.1 - Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. 1.1.2.B.2 - Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. 1.1.2.B.3 - Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 - Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 - Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 1.3.2.B.1 - Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. 1.3.2.B.3 - Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. 1.3.2.B.5 - Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. 1.3.2.B.6 - Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. 1.4.2.A.1 - Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.4 - Distinguish patterns in nature found in works of dance, music, theatre, and visual art. 1.4.2.B.1 - Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.

1.4.2.B.3 - Recognize the making subject or theme in works of dance, music, theatre, and visual art.

6

UNIT ESSENTIAL QUESTIONS:

UNIT ENDURING UNDERSTANDINGS:

• We can imitate and copy patters, but how do we read them? • How are instruments made and used? • Why is movement important in music? • How is rhythm and music created? • How are non-pitched instruments played? • Why is keeping beat important?

• We use the quarter note, eighth note, sixteenth note, and dotted quarter note to represent our macrobeat and micro beat on paper. • Keeping a steady beat and accompanying with non-pitched percussion instruments/body percussion will deepen understanding of tempi. • There is proper technique needed to play and handle non-pitched percussion instruments. • Everyday items can be made into instruments if used in creative ways. • Movement will strengthen a students ability to keep steady beat.

TIME ALLOTMENT

CONTENT

SKILLS

7

ASSESSMENT

Ongoing development throughout a 10 month school year.

Students will learn:     

Students will be able to:

Long and Short Sounds • Distinguish between long and short Fast and Slow Sounds sounds Movement to Musical Sounds Steady Beat • Listen to, Audiate, Imitate, Read and Non-pitched Percussion Instruments Improvise using accurate rhythm syllables Duple - (ta ti or du de) Triple - (ta ti-ti, du da-di)

Formative Assessments Informal performances will provide the teacher the opportunity to properly evaluate each students progress with beat function understanding and steady rhythm Students will use a music vocabulary in the correct context when discussing music with the class.

• Listen, Imitate, and Audiate patterns that vary between macro- and micro-beats Summative Assessments • Differentiate between fast and slow Oral responses to essential questions will sounds provide feedback to teacher about each classes rhythm development. • Label Tempo, Allegro, Presto, Formal performances will demonstrate Largo, and Andante proper understanding of beat function and its role in a musical composition. • Move to duple and triple meter • Identify meter styles like March and Waltz •

Perform with a steady beat

• Perform on various non-pitched percussion instruments to various tempi

8

TEACHER RESOURCES  Non-pitched percussion instruments  CD Player and iPod for music playback  Jump Right In Music Series  Share The Music Educational Text  Equipment needs: LCD projector, Document camera, Laptop  Rhythm Notation Flash Cards

TEACHER NOTES/REFLECTIONS

9

UNIT II: Melody and Pitch UNIT SUMMARY: There are many elements that define sound as music, and perhaps one of the most popular is the element of melody. A melody is a set of pitches that are put in sequence to create a musical idea. As young learners of music, it is important to learn the difference between high and low notes and how they are put together to create musical ideas. As students explore their own musical instrument, the voice, they will discover there are correct and incorrect ways to use the voice to sing. Students will explore the basics of audiation, thinking through a musical piece, and how to use it prior to performing a set of musical pitches. Finally, students will explore the musical modes and their effect on the mood of a musical work. Acculturating students ears to a variety of tonalities is a huge benefit to the development of a well rounded musical ear.

21ST CENTURY THEMES: Global Awareness Health Literacy

PRIMARY INTERDISCIPLINARY CONNECTIONS: Heath Literacy - Breathing and supporting vocal production properly are two important skills for young people to learn. Whether you are singing or cheering at a sporting event, improper support can have long lasting effects on the vocal chords. Students will learn the health effects of improper use of the voice. If students do not support their voice correctly, it can have damaging effects on the vocal chords. Science - Pitch matching is performance of frequency. Students may not understand the concept of frequencies yet, but they are being exposed to the concept by distinguishing between high and low sounds.

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Unit II Standards 1.1.2.B.1 - Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. 1.1.2.B.2 - Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. 1.1.2.B.3 - Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 - Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 - Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 1.3.2.B.1 - Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 - Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. 1.3.2.B.3 - Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. 1.3.2.B.4 - Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. 1.3.2.B.5 - Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. 1.3.2.B.6 - Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. 1.3.2.B.7 - Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues. 1.4.2.A.1 - Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.2 - Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 1.4.2.A.3 - Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). 1.4.2.A.4 - Distinguish patterns in nature found in works of dance, music, theatre, and visual art. 1.4.2.B.1 - Observe the basic arts elements in performances and exhibitions11 and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. 1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances.

UNIT ESSENTIAL QUESTIONS:

UNIT ENDURING UNDERSTANDINGS:

• What are the various types of musical accompaniment? • How do people use their voice to create music? • What constitutes a singing voice? • What are the ways we can experience musical performance? • How does the tonality influence the mood of the sound? • How does modal harmony reflect cultural traditions?

• An Ostinato is a repeating musical phrase that is used to accompany a singer or instrumental performer • How to accurately sing a variety of pitches by imitating a proper teacher model. • Audiation is the process in which musicians think through a musical performance without playing or singing out loud, like a mental performance. • How to perform a song in each and all four voices. • Each mode carries its own harmonic center and creates a unique mood.

12

TIME ALLOTMENT Ongoing development throughout a 10 month school year.

CONTENT Students will learn:       

SKILLS Students will be able to:

Exploration of four uses of the voice • Imitate and Maintain an Ostinato High and Low Sounds throughout a musical exercise Major Triad - (Do-Mi-So) • Vocalize while performing an Introduction to Tonalities Ostinato Curwen Hand Sign • Choose between singing, shouting, New Solfege Syllables whispering, and speaking voices when Ostinato vocalizing in the classroom • Imitate proper use of the Solfege syllables Do, Mi, So, and La • Audiate and Differentiate between high and low sounds • Discover, Audiate, and Sing the resting-tone at the conclusion of a song • Listen to and Imitate a major triad sung on Do-Mi-So • Acculturate their musical ear to music performed in a variety of tonalities and modes • Explore and Perform new musical works in major and minor tonalities • Imitate the Curwen hand signs used by the teacher when singing

13

ASSESSMENT Formative Assessments Teacher will informally assess students use of the voice while performing in class. Teacher will correct improper use of the voice and demonstrate a healthy vocal tone. Teacher will ask students to sing the resting tone at the conclusion of a piece. If tone is sung incorrectly, the teacher will repeat the correct resting tone and ask the student to perform the resting tone again. Summative Assessments Teacher assess students ability to imitate tonal patterns in major tonality. Teacher will perform the pattern and ask the student to repeat the pattern back to the teacher. If student has properly performed the pattern, teacher will make note of the students accomplishment. During the following assessment, teacher will increase the difficulty of the pattern for the student to perform.

TEACHER RESOURCES  Pitch visual aids  Listening Examples  CD Player and iPod for music playback  Jump Right In Music Series  Share The Music Educational Text  Classroom Piano  Equipment needs: LCD projector, Document camera, Laptop

TEACHER NOTES/REFLECTIONS

14

UNIT III: Musical Styles UNIT SUMMARY: The list of musical genres that have been created throughout history extends far too long to list, but it is the Park Ridge Music Department’s mission to expose our young learners to a wide variety of styles throughout their school career. From Western Classical styles to modern American Jazz, African World Music to Rock and Roll, the students of Park Ridge will listen to, analyze, and perform a range of musical styles during their elementary school years and throughout the rest of the tenure with the Park Ridge Music Department.

21ST CENTURY THEMES: Global Awareness Health Literacy

PRIMARY INTERDISCIPLINARY CONNECTIONS: World Cultures - Throughout history, musical styles and genres have become a representation of many different cultures and nations all over the world. Students in Park Ridge will study various music styles every year in their general music classes. This will provide exposure to wide range of national cultures and traditions. History - Music has a long history spanning all nations across the globe. By studying new musical styles, students will gain insight into new worlds they haven’t experienced in their young lives.

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Unit III Standards 1.1.2.B.1 - Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. 1.1.2.B.2 - Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. 1.1.2.B.3 - Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 - Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 - Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 1.3.2.B.1 - Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 - Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. 1.3.2.B.3 - Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. 1.3.2.B.4 - Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. 1.3.2.B.5 - Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. 1.3.2.B.6 - Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. 1.3.2.B.7 - Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues. 1.4.2.A.1 - Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.2 - Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 1.4.2.A.3 - Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). 1.4.2.A.4 - Distinguish patterns in nature found in works of dance, music, theatre, and visual art. 1.4.2.B.1 - Observe the basic arts elements in performances and exhibitions16 and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. 1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances.

UNIT ESSENTIAL QUESTIONS:

UNIT ENDURING UNDERSTANDINGS:

• How many instruments exist throughout the world? How do we keep track of them all? • Why should we listen to new and unfamiliar styles of music? • Can we classify fall all sounds into different genres of music? • What nations, cultures, and musical traditions are important to study? • How do meter and tonality shape our reaction to a musical work?

• Musical Instruments are categorized into instrumental families. • Different ensembles used various groupings of the musical instruments. • Music has 1000’s of traditions that span our world and it is important to invest and learn about their similarities and differences. • Music has many roles within any culture. Understanding its nature is sometimes more important than its classification • We should learn to appreciate other cultures and their musical traditions because it brings nations and people together. • Music is commonly written in duple and triple meter, but many more possibilities exist. • Tonality can give music its feeling or emotion. Major and minor tonality are the most common, but exposure to all of the diatonic modes are important when building a young musicians musical ear.

17

TIME CONTENT ALLOTMENT Ongoing Students will learn: development throughout a 10  Instrumental Families used by the month school Orchestra year.  Individual Instruments within the Instrumental Families  Exploration of various multicultural music traditions  Characteristics of multicultural music  Performance traditions of western, multicultural, and program music  Music written in a variety of meters  Music composed in different tonalities

SKILLS

ASSESSMENT

Students will be able to:

Formative Assessments

• Identify and Categorize specific musical instruments • Explain the musical instrument families used by the orchestra • Classify a wide range of musical styles and genres through all musical activities throughout the school year • Interpret and Match defining characteristics of various musical styles • Perform appropriately selected works of program music for an audience. • Acculturate a musical ear to music composed in various musical meters • Acculturate a musical ear to music composed in various musical tonalities

Teacher will informally assess students based on classroom activities. Teacher will correct misunderstandings and uses of improper terms. Teacher will ask students to use musical terms and vocabulary when discussing musical repertoire. Summative Assessments Teacher will introduce many different styles, students are not expected to identify all of them by classification, rather, they should simply discuss what they are hearing. Students should begin to recognize familiar patterns and styles throughout the year. The teacher will continue to present students will familiar and unfamiliar styles continuing through all grades to continue to build students musical ear.

18

TEACHER RESOURCES  Pitch visual aids  Listening Examples  CD Player and iPod for music playback  Jump Right In Music Series  Share The Music Educational Text  Classroom Piano  Equipment needs: LCD projector, Document camera, Laptop

TEACHER NOTES/REFLECTIONS

19

UNIT IV: Notation UNIT SUMMARY: As young learners enter elementary school, a lot of time is spent teaching them to read and comprehend language. Music notation is a whole new language unto itself and encompasses its own set of skills and concepts. Throughout grades K-2, students will be acculturated to the musical language and the concept of tonality. Once students begin to understand the concepts of beat function and the melodic context that exists within tonality, they will be introduced to the way those concepts are notated and read. Because music is its own language, it is important to provide students with a musical vocabulary before asking them to engage in skills like reading and notation. As concepts are accomplished, students will be encouraged to create their own improvisations and compositions. By creating within the classroom, students will exemplify the highest levels of Bloom’s Taxonomy, the basis for the New Jersey Core Curriculum Standards. 21ST CENTURY THEMES: Global Awareness Health Literacy

PRIMARY INTERDISCIPLINARY CONNECTIONS: World Cultures - Although native languages may change on a written score, the rest of a musical work is written in a language that is universal. Notation has become fairly standard and consistent across most nations. There are obviously many smaller cultures with their own traditions, but much of today’s music is notated with respect to the rules of western musical traditions. Language - There are a variety of musical terms that appear in music notation. Students will be exposed to English, Italian, French, German, and many other languages through the musical examples they are exposed to.

20

Unit IV Standards 1.1.2.B.1 - Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. 1.1.2.B.2 - Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. 1.1.2.B.3 - Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 - Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 - Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 1.3.2.B.1 - Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 - Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. 1.3.2.B.3 - Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. 1.3.2.B.4 - Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. 1.3.2.B.5 - Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. 1.3.2.B.6 - Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. 1.3.2.B.7 - Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues. 1.4.2.A.1 - Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.2 - Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 1.4.2.A.3 - Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). 1.4.2.A.4 - Distinguish patterns in nature found in works of dance, music, theatre, and visual art. 1.4.2.B.1 - Observe the basic arts elements in performances and exhibitions21 and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. 1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances.

UNIT ESSENTIAL QUESTIONS:

UNIT ENDURING UNDERSTANDINGS:

• How is the staff labeled? Is it always the same? • Writing an entire work is a long task even with a computer. Without one, How do we know if a song is written in duple or triple meter? musicians and composers used Repeat signs in order to reuse material • they wanted to be played again. • How do we find a rhythmical pattern? • Can we duplicate a rhythm onto paper for someone to read? • The musical staff relates a lot of information to the musician. High or low notes, duple or triple meter, and when to conclude a piece are all • Where do most songs start and finish? expressed through the notation of a musical work. • How does the tonality influence the mood of the sound? • Why is important to find patterns and write out our music notation? • Many musical terms are in foreign languages. • Writing an entire work is a long task even with a computer. Without one, • Music has many forms and musical patterns. musicians and composers used Repeat signs in order to reuse material • Macrobeats can be subdivided or split up into smaller microbeats. they wanted to be played again. • Tonality and melody can also be written out for musicians to read. • Each mode carries its own harmonic center and creates a unique mood.

22

TIME ALLOTMENT Ongoing development throughout a 10 month school year.

CONTENT

SKILLS

ASSESSMENT

Students will learn:

Students will be able to:

Formative Assessments

   

• Copy and then Prepare a musical melody using the correct lines and spaces on the Treble Clef staff. • Define a time signature and the role of 2/4, 4/4, and 6/8 time. • Define a double bar-line and it’s purpose • Define and Apply a Repeat to a musical composition. • Subdivide duple and triple meter patterns and Copy the notation • Perform a consistent micro- and macro-beat on non-pitched percussion instruments throughout a musical example • Explain the difference between a microbeat and a macrobeat • Move freely and keep musical beat using various parts of the body. • Audiate and Differentiate between high and low sounds • Discover, Audiate, and Sing the resting-tone at the conclusion of a song • Acculturate their musical ear to music performed in a variety of tonalities and modes • Perform and sing musical works in major and minor tonalities

Teacher will informally assess students use of the voice while performing in class.

   

Musical Staff (Treble Clef) Notation Skills and Terms Time Signatures Notation of Common Duple- and Triple-meter Patterns Macrobeat (Big Beat) Microbeat (Small Beat) Importance of Rhythmic Consistency Introduction to Modal Tonalities

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Teacher will assess proper beat and use of the big and small beat. (macro and micro) Teacher will ask students to sing the resting tone at the conclusion of a piece. If tone is sung incorrectly, the teacher will repeat the correct resting tone and ask the student to perform the resting tone again. Summative Assessments Teacher will assess students ability to imitate tonal patterns in major tonality. It is important to acculturate a young musical ear to musical possibilities before we teach them formal notation skills. Like learning a language, music has a large vocabulary that students need to assimilate and perform verbally before trying to formally write.

TEACHER RESOURCES  Non-pitched Percussion Instruments  Pitch visual aids  Listening Examples  CD Player and iPod for music playback  Jump Right In Music Series  Share The Music Educational Text  Classroom Piano  Equipment needs: LCD projector, Document camera, Laptop

TEACHER NOTES/REFLECTIONS

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UNIT V: Performance UNIT SUMMARY: School performances provide the opportunity for young artists to express themselves through the art of music. Although the focus of a musical performance is the musical work, young performers gain a wealth of other valuable skills throughout the performance process. These include, but are not limited to, public speaking, artistic interpretation, self expression, and rehearsal skills. Students will learn each musical work presents its own challenges throughout the rehearsal process, but will experience the great satisfaction that comes following a successful performance. 21ST CENTURY THEMES: Global Awareness Health Literacy

PRIMARY INTERDISCIPLINARY CONNECTIONS: World Language - Students will perform works from a variety of musical cultures and heritages. Students will learn to sing and perform music in different languages and using the proper performance practices. Theater - Music performance gives students an opportunity to be on stage and reflect themselves artistically. Students might choose to participate in school plays and musicals in the future, and these early musical performances are an early opportunity to explore the artistic stage.

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Unit V Standards 1.1.2.B.1 - Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. 1.1.2.B.2 - Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. 1.1.2.B.3 - Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 - Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 - Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 1.3.2.B.1 - Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 - Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. 1.3.2.B.3 - Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. 1.3.2.B.4 - Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. 1.3.2.B.5 - Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. 1.3.2.B.6 - Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. 1.3.2.B.7 - Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues. 1.4.2.A.1 - Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.2 - Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 1.4.2.A.3 - Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). 1.4.2.A.4 - Distinguish patterns in nature found in works of dance, music, theatre, and visual art. 1.4.2.B.1 - Observe the basic arts elements in performances and exhibitions26 and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. 1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances.

UNIT ESSENTIAL QUESTIONS:

UNIT ENDURING UNDERSTANDINGS:

• How does one learn a piece of music to perform? • What constitutes a singing voice? • What is the role of the conductor in a performance? • Should your performance change if you have a different type of audience?

• Music has many different purposes in our culture and our world. We should try and perform each work so it appropriately reflects the music’s intended purpose. • Our voice is capable of many sounds, we should use a voice that properly reflects the music. • The conductor can provide many important things to a performance group like lyrics, dynamics, movements, as well as other musical interpretations.

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TIME CONTENT ALLOTMENT Ongoing Students will learn: development throughout a 10  Performance Skills for Different month school Audiences year.  Memorization of Lyrics  Choreography  Following Director  Proper Riser Etiquette  Appropriate Stage Presence

SKILLS

ASSESSMENT

Students will be able to:

Formative Assessments

• Perform a selected musical repertoire for an audience which will include their classmates, school, and parents. • Learn and Perform musical lyrics from memory in a live performance • Perform musical selections with appropriate dance or choreography related to the topic of the song • Follow the instructions and musical directions of the conductor • Perform with appropriate concert etiquette while on the risers or on stage • Sing or Play music with a visual reflection of the song and its meaning

Teacher will informally assess students use of the voice while performing in class. Teacher will correct improper use of the voice and demonstrate a healthy vocal tone. Teacher will work with classes on proper rhythm, melody, harmony to perform for each song. Teacher will instruct students using the rote procedure for their musical needs. If time allows, teacher and students will choreograph selected songs to add more presence to the students performances. Summative Assessments Teacher will assess the classes ability to perform selected works in unison or twopart orchestration. Teacher will look for proper performance etiquette while students are on stage.

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TEACHER RESOURCES  Pitch visual aids  Teacher Selected Musical Repertoire  Listening Examples  CD Player and iPod for music playback  Jump Right In Music Series  Share The Music Educational Text  Classroom Piano  Equipment needs: LCD projector, Document camera, Laptop

TEACHER NOTES/REFLECTIONS

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UNIT VI: Music Appreciation UNIT SUMMARY: Each level of general music will spend 3-6 weeks looking into significant historical works of music. As young and developing musicians, it is important for our students to hear and experience a wide range of styles and musical works that span the course of history. The teacher will use the works to teach new skills like notation, musical instruments, musical forms, and other important musical elements/skills. As a learner, it is one thing to be told about a skill or term, but music allows us to experience those terms and skills first hand and identify them in their natural practice. 21ST CENTURY THEMES: Global Awareness Health Literacy

PRIMARY INTERDISCIPLINARY CONNECTIONS: World Cultures - Music can tell a lot about a historical time period. Throughout their education, students will spend time discussing and applying historical context to the music they listen to. Language - There are a range of musical styles that appear in music throughout history. Students will be exposed to English, Italian, French, German, and many other languages through the musical examples they are exposed to. History - Music has a long history spanning all nations across the globe. By studying new musical styles, students will gain insight into new worlds they haven’t experienced in their young lives.

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Unit VI Standards 1.1.2.B.1 - Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. 1.1.2.B.2 - Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. 1.1.2.B.3 - Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 - Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 - Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 1.4.2.A.1 - Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.2 - Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 1.4.2.A.3 - Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). 1.4.2.A.4 - Distinguish patterns in nature found in works of dance, music, theatre, and visual art. 1.4.2.B.1 - Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. 1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances. 1.4.2.B.3 - Recognize the making subject or theme in works of dance, music, theatre, and visual art.

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UNIT ESSENTIAL QUESTIONS:

UNIT ENDURING UNDERSTANDINGS:

• Is historical music still important today? • Musical works have been culturally and socially significant throughout What are the uses of various musical styles? history. • • Can we learn from older styles and incorporate ideas into modern times? • Historical works offer insight into the past and can tell important fictional and historical stories. • Many musical works are reused or adapted to fit modern music times.

TIME ALLOTMENT

CONTENT

SKILLS

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ASSESSMENT

4 Consecutive Class Periods

Students will learn:   

Students will be able to:

Leitmotif • Identify and Describe a musical Significance of Peter and the Wolf in instrument and the character it represents Popular Culture Throughout History in the story Introduction to individual instruments • Recall the definition of leitmotif within a variety of instrument families • Explain how the orchestra is arranged and the roles of specific instruments • Recognize and Identify characters within the performance • Explore the ways the musical work was reworked and adapted throughout history

Formative Assessments Teacher will use various sections of the musical work to teach students about the musical suite. Students will listen, react, and move to the various musical examples played in class. Students will discuss the use of musical elements and which ones are in the musical work. Summative Assessments

• Explore instruments of the Brass family (French Horn, Trumpet, Trombone) • Explore instruments of the Woodwind family (Clarinet, Flute, Oboe, Bassoon) • Explore instruments of the Strings family (Violin, Viola, Cello or Violoncello, Double Bass) • Explore instruments of the Percussion (Timpani, Triangle, Tambourine, Cymbals, Castanets, Snare Drum, Bass Drum)

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Teacher will assess the classes ability to recall musical works played and identify them by title. Teacher will

TEACHER RESOURCES  Teacher Selected Listening Examples  CD Player and iPod for music playback  Jump Right In Music Series  Share The Music Educational Text  Classroom Piano  Equipment needs: LCD projector, Document camera, Laptop

TEACHER NOTES/REFLECTIONS

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UNIT VII: Musical Elements UNIT SUMMARY: As with many disciplines, music has a set of elements that govern its creation and existence in our culture. Melody, Harmony, Rhythm, Form, Tone Color, and Dynamics all play an intricate role in the music we experience on a daily basis. Because of this, students will spend a large portion of music classes experiencing these elements through a variety of musical games, performances, and listening exercises. As students become more aware of the musical elements and their role in music, they will begin applying them into unique improvisations and compositions of their own, demonstrating the highest task a musical student can achieve, original composition and creation. 21ST CENTURY THEMES: Global Awareness Health Literacy

PRIMARY INTERDISCIPLINARY CONNECTIONS: Art - All visual art works contain many elements like color and shape to portray the vision of the artist. Only after understanding the element’s existence, can an artist incorporate it into his or her artistic creations. Language - There are a variety of musical terms that appear in music notation. Students will be exposed to English, Italian, French, German, and many other languages through the musical examples they are exposed to.

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Unit VII Standards 1.1.2.B.1 - Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. 1.1.2.B.2 - Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. 1.1.2.B.3 - Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 - Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. 1.2.2.A.2 - Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 1.3.2.B.1 - Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 - Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. 1.3.2.B.3 - Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. 1.3.2.B.4 - Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. 1.3.2.B.5 - Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. 1.3.2.B.6 - Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. 1.3.2.B.7 - Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues. 1.4.2.A.1 - Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.2 - Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 1.4.2.A.3 - Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). 1.4.2.A.4 - Distinguish patterns in nature found in works of dance, music, theatre, and visual art. 1.4.2.B.1 - Observe the basic arts elements in performances and exhibitions36 and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. 1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances.

UNIT ESSENTIAL QUESTIONS:

UNIT ENDURING UNDERSTANDINGS:

• What are the various parts of a song or musical work? • How do we label loud and soft or slow and fast in musical terms? • Why is it significant to look at how music is structured?

• A musical work contains a lot of smaller elements. These smaller parts make the musical work what it is. • Forte and Piano are musical terms that distinguish loud and soft. • Musical elements also help dictate the mood or energy the music portrays to the audience. • Musical Forms often define the style or genre of the music.

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TIME ALLOTMENT Ongoing development throughout a 10 month school year.

CONTENT

SKILLS

ASSESSMENT

Students will learn:

Students will be able to:

Formative Assessments

  

• Classify various tempi as Andante, Largo, Allegro, or Presto • Classify and Label musical dynamics as Piano and Forte • Explore mezzo forte and mezzo piano as new dynamic markings • Define a double bar-line and it’s purpose • Move freely and keep musical beat using various parts of the body. • Audiate and Differentiate between loud and soft sounds • Discover, Audiate, and Sing the resting-tone at the conclusion of a song • Explore AB and ABA musical forms • Identify and Define the difference between the Verse of a song and the Chorus or Refrain

Teacher will informally assess students use of correct musical terms when discussing music in class.

Tempo Dynamics Form

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Teacher will assess proper application of musical terms to performances conducted in class. Teacher will ask students to apply contrasting terms to the same musical work to demonstrate each elements impact on the greater work. Summative Assessments Teacher will assess students ability to apply and relate each element to a musical work. Teacher will add new skills and terms to the class’s vocabulary when 80% or more has demonstrated proficiency with previous skills and terms.

TEACHER RESOURCES  Non-pitched Percussion Instruments  Pitch visual aids  Listening Examples  CD Player and iPod for music playback  Jump Right In Music Series  Share The Music Educational Text  Classroom Piano  Equipment needs: LCD projector, Document camera, Laptop

TEACHER NOTES/REFLECTIONS

39

Glossary of Terms: I. Tempo A. Largo B. Presto C. Allegro D. Andante II. A. B. C. D. III.

Dynamics Piano ( p ) Forte ( f ) Mezzo Piano ( mp ) Mezzo Forte ( m f )

Rhythm/Beat A. Macrobeat B. Microbeat C. Quarter Note D. Eighth Note E. Dotted-Quarter Note F. Sixteenth Note G. Quarter Rest H. Eighth Rest

IV. A. B. C. D.

Rhythm Syllables Macrobeat (Du or Ta) Microbeat (Du-De or Ti-Ti) Triple Meter (Du-Da-Di) Sixteenth (Du-Ta-De-Ta or Ti-ka-Ti-ka)

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V. A. B. C. D. E.

Notation Treble Clef Staff Bar Line Double Bar Line Repeat

A. B. C. D. E.

Forms Chorus/Refrain Verse Ostinato AB Form ABA Form

VI.

VII. A. B. C. D.

Audiation Resting Tone (Do) Solfege (Do-Mi-So-LA) Melody Major Triad (Do-Mi-So)

VIII. Instrumental Families A. Orchestral B. Brass (French Horn, Trumpet, Trombone) C. Woodwinds (Clarinet, Flute, Oboe, Bassoon) D. Strings (Violin, Viola, Cello or Violoncello, Double Bass) E. Percussion (Timpani, Triangle, Tambourine, Cymbals, Castanets, Snare Drum, Bass Drum)

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