East Hanover Township School District Music Department General Music Curriculum Grades 1-5

Transcription

1 East Hanover Township School District Music Department General Music Curriculum Grades 1-5 Curriculum Contributors: Randy Raab Written by: Randy Raab Board of Education Approval: April 11, 2011

2 TABLE OF CONTENTS Program Description & Philosophy... 3 Program Goals... 4 Grades 1/ Grades 3/4/ Scope & Sequence Appendices Appendix 1: New Jersey Core Curriculum Standards - Music Appendix 2: General Music Resources

3 GENERAL MUSIC 1-5 PROGRAM DESCRIPTION & PHILOSOPHY The East Hanover Township general music program aims to develop the musicality of every child and to provide experiences in music that will meet the individual needs, interests, and abilities of our students. The secondary purpose is to help the child come to an understanding of how music brings vitality and means for inner expression to everyday life experiences. Music education joins other areas of education by providing a valid program where knowledge and appreciation of music come from the serious study of the music of the present and past, the Western and non-western world. The general music and vocal programs will help children explore and discover what music communicates. The symbols of this communication are the elements of music: melody, harmony, rhythm, form, design, and articulation. The processes by which these elements are presented are: listening, singing, playing rhythm/melody, instruments, body movement, and composition. Through active participation and exploration music becomes a very personal means for expression of the emotions and intellect. Music incorporates the academic teachings in a child's education. It requires the analyzing skills of math (music theory), the interpretive skills of a foreign language (performance), and reading skills. Music also requires the experimentation skills of science (composing) and is an interdisciplinary tool for the social sciences. It also gives children the opportunity to grasp and touch part of their heritage. Lastly, music helps the child to grow socially and emotionally. 3

4 GENERAL MUSIC 1-5 PROGRAM GOALS To encourage the student to develop an understanding, appreciation, and enjoyment of music. To teach the elements of music including melody, rhythm, harmony, form, texture, tone color, phrasing, and articulation. To cultivate in the student an ability to form musical criticism through the study of history, tradition, and culture. To establish an environment in which a child will develop creative ability, self-expression, and confidence in their musical skills. To provide opportunities for social development through group/individual activities. To encourage home and community musicality. To incorporate music into the study of other curricula whenever possible. To encourage and teach note identification and reading skills, and listening skills to include: instrumental sounds, themes of music, composers, and written scores. 4

5 East Hanover General Music Curriculum Grade: 1/2 Topic 1: Instruments of the Orchestra Knowledge Objective Skills Objective NJCCCS By the end of 2 nd Grade, students will know: By the end of 2 nd grade, students will be able to: The four sections of the orchestra. Identify the sounds of orchestral sections (woodwinds, brass, strings, percussion) when played in a piece of music B B B.3 Instruments that make up each orchestral section. Identify the instruments playing in a selection. The parts of a stringed instrument. Identify the bridge, fingerboard, neck, body, tuning pegs, and sound hole on a stringed instrument. CD, Stereo, Violin or Cello. Suggested Materials Suggested Benchmarks and Assessments Verbal quiz on instruments, sections, and parts of instruments. 5

6 Grade: 1/2 Topic 2: Patriotic Songs East Hanover General Music Curriculum Knowledge Objective Skills Objective NJCCCS By the end of 2 nd Grade, students will know: By the end of 2 nd grade, students will be able to: The words to the most popular patriotic songs, including but not limited to songs listed in Appendix. Proper behavior and protocol for performances of our national anthem. Sing all songs from memory B B.4 Lyric sheet, piano, stereo, CD. Suggested Materials Suggested Benchmarks and Assessments Successful in-class performance. 6

7 East Hanover General Music Curriculum Grade: 1/2 Topic 3: Broadway Musicals Knowledge Objective Skills Objective NJCCCS By the end of 2 nd Grade, students will know: By the end of 2 nd grade, students will be able to: The difference between Broadway musicals and opera. What an overture is. Some of the most famous musicals in the history of Broadway, including but not limited to: The Sound of Music Mary Poppins West Side Story A Chorus Line Les Miserables Discern a musical from an opera based solely on musical examples. Sing various songs from the discussed musicals including but not limited to songs listed in Appendix B B A A B B B.3 Suggested Materials Lyric sheet, piano, CDs, videotapes, TV/VCR. Suggested Benchmarks and Assessments Proper identification of differing musical forms, knowledge of song lyrics. 7

8 East Hanover General Music Curriculum Grade: 1/2 Topic 4: Vocal Performance Knowledge Objective Skills Objective NJCCCS By the end of 2 nd Grade, students will know: By the end of 2 nd grade, students will be able to: The words to a variety of children s songs, including but not limited to the songs listed in Appendix. What a round is. Sing various children s songs proficiently and without the aid of a lyric sheet. Perform a round in two- and three-part harmony B B B B B B A.4 Lyric sheet, piano, CD. Suggested Materials Suggested Benchmarks and Assessments Successful in-class performance. 8

9 East Hanover General Music Curriculum Grade: 1/2 Topic 5: Pitch / Ear Training Knowledge Objective Skills Objective NJCCCS By the end of 2 nd Grade, students will know: By the end of 2 nd grade, students will be able to: Relative pitch. A series of pitches are used to create a melody. Melodic direction: high/low, repeated notes, step, skip, upward/downward motion Sing melodic patterns Identify different pitches and find them on an instrument using only aural prompts. Identify pitch relativity: higher or lower pitch, upward or downward motion B B B B B.3 Xylophones, piano. Suggested Materials Suggested Benchmarks and Assessments Proper identification of pitches and pitch relativity using oral test. 9

10 East Hanover General Music Curriculum Grade: 1/2 Topic 6: Beat, Rhythm & Listening Skills Knowledge Objective Skills Objective NJCCCS By the end of 2 nd Grade, students will know: By the end of 2 nd grade, students will be able to: Different rhythmic configurations comprised of and including but not limited to: Whole Notes Half Notes Quarter Notes Eighth Notes Whole Rest Half Rest Quarter Rest Perform various rhythmic patterns based on aural prompts. Identify the difference between a note and a rest. Recognize and perform a steady beat. Recognize different types of beats: steady, strong, weak, upbeat, downbeat B B B B B.6 Suggested Materials Rhythm flash cards, boomwhackers, piano. Suggested Benchmarks and Assessments In class-performance of increasingly difficult rhythmic patterns. 10

11 East Hanover General Music Curriculum Grade: 1/2 Topic 7: Rhythmic Duration & Patterns Knowledge Objective Skills Objective NJCCCS By the end of 2 nd Grade, students will know: By the end of 2 nd grade, students will be able to: Rhythmic notation in 4/4 time. Notes and rests including but not limited to: Whole Notes Half Notes Quarter Notes Eighth Notes Whole Rest Half Rest Quarter Rest Visually and aurally recognize rhythmic patterns. Clap and count 4-beat rhythmic patterns using the note and rest resolutions listed under Knowledge Objectives. Identify different note and rest names and values using visual and auditory prompts B B B B.6 Suggested Materials Rhythm and notation flash cards. Suggested Benchmarks and Assessments In class-performance of increasingly difficult rhythmic patterns. 11

12 East Hanover General Music Curriculum Grade: 1/2 Topic 8: Music Appreciation & History Knowledge Objective Skills Objective NJCCCS By the end of 2 nd Grade, students will know: By the end of 2 nd grade, students will be able to: Periods of music history including Baroque, Classical, and Romantic. The life and works of such composers as Bach, Beethoven, and Mozart (composer selection at the discretion of teacher). The difference between a sonata and a symphony, and a concerto. Identify the composer of solo and orchestral works based on aural prompts. Identify song titles of said composers based on aural prompts. Identify a sonata, symphony, or concerto based on aural prompts A A A A A A B B B.3 CDs, stereo, study packets. Suggested Materials Suggested Benchmarks and Assessments Oral test with song identification. 12

13 East Hanover General Music Curriculum Grade: 3/4/5 Topic 1: Pitch / Ear Training Knowledge Objective Skills Objective NJCCCS By the end of 5 th grade, students will know: By the end of 5 th grade, students will be able to: Relative pitch. A series of pitches are used to create a melody. Melodic direction: high/low, repeated notes, step, skip, upward/downward motion. Harmony: partner songs, rounds, 2-part harmony. Tonality: major / minor. Sing harmonic and melodic patterns. Identify two different pitches in a sequence and find them on an instrument using only aural prompts. Identify pitch relativity: higher or lower pitch, upward or downward motion. Identify major/minor tonality B B B B.3 Suggested Materials Xylophones, piano, chorus music. Suggested Benchmarks and Assessments Proper identification of pitches and pitch relativity using oral test. Performance of vocal music in two parts. 13

14 East Hanover General Music Curriculum Grade: 3/4/5 Topic 2: Rhythmic Duration & Patterns Knowledge Objective Skills Objective NJCCCS By the end of 5 th grade, students will know: By the end of 5 th grade, students will be able to: Rhythmic notation in 4/4, 3/4, and 2/4 meter. Notes and rests including but not limited to: Whole Notes Half Notes Quarter Notes Eighth Notes Sixteenth Notes Whole Rest Half Rest Quarter Rest Eighth Rest Visually and aurally recognize rhythmic patterns. Clap and count 4-beat rhythmic patterns using the note and rest resolutions listed under Knowledge Objectives. Identify and replicate clapped and counted eighth note/sixteenth note combinations. Identify different note and rest names and values using visual and auditory prompts B B B.1 Suggested Materials Rhythm and notation flash cards. Suggested Benchmarks and Assessments In class-performance of increasingly difficult rhythmic patterns. 14

15 East Hanover General Music Curriculum Grade: 3/4/5 Topic 3: Vocal Performance Knowledge Objective Skills Objective NJCCCS By the end of 5 th grade, students will know: By the end of 5 th grade, students will be able to: Melody and harmony, and how they work together in partner songs, rounds, canons, and 2-part harmonies. How to read multiple-stave choral music written for 2-part singing. Expression markings: dynamics markings, tempo markings. Structure markings: Repeat signs, D.C. al Fine and D.S. al Fine markings, Coda, first and second endings. Perform vocal music selections in 2-part harmonies in small- and large-group settings using printed choral music arranged for multiple parts. (Sample songs in Appendix.) Read choral music containing elements of all Knowledge Objectives at left. Identify and follow the symbols in a song which dictate form and structure, and demonstrate the meaning through performance B B B B B B B B B.4 Suggested Materials Choral music, lyric sheets, piano, CD, stereo. Suggested Benchmarks and Assessments Performance in two fifth grade concerts, in-class sectional and full rehearsals. 15

16 East Hanover General Music Curriculum Grade: 3/4/5 Topic 4: Staff & Notation Recognition Knowledge Objective Skills Objective NJCCCS By the end of 5 th grade, students will know: By the end of 5 th grade, students will be able to: All note and rest values with a resolution down to sixteenths. Treble and bass clef identification. Elements of a grand staff. Line and space names for both clefs. Time signatures, including 4/4, 3/4, 2/4. Identify and label clefs. Identify and label line and space names. Identify and explain time signatures. Identify, label, and count note and rest values down to sixteenth note resolution. Spell words using notes arranged on the proper lines and spaces of the grand staff B B B B B.4 Flash cards, piano. Suggested Materials Suggested Benchmarks and Assessments Written and/or oral test. 16

17 East Hanover General Music Curriculum Grade: 3/4/5 Topic 5: Music Appreciation & History Knowledge Objective Skills Objective NJCCCS By the end of 5 th grade, students will know: By the end of 5 th grade, students will be able to: Periods of music history including Baroque, Classical, Romantic, Impressionist, 20 th Century. The life and works of such composers as Bach, Beethoven, Mozart, Debussy, Chopin, and Tchaikovsky (composer selection at the discretion of teacher). The difference between a sonata and a symphony, and a concerto. Styles of piano music: prelude & fugue; minuet; nocturne; impromptus; ballades; etudes; mazurkas; waltzes. Identify the composer of solo and orchestral works based on aural prompts. Identify song titles of said composers based on aural prompts. Identify a sonata, symphony, or concerto based on aural prompts. Identify different forms and styles of piano music based on aural prompts B A A A A A A B B B.5 CDs, stereo, study packets. Suggested Materials Suggested Benchmarks and Assessments Oral test with song identification. 17

18 Scope & Sequence General Music Grades 1-5 Legend: Learning Secure Topic / Concept Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Instruments of the Orchestra Four sections of the orchestra / Instruments that make up sections Parts of stringed instrument Identify sounds of sections / Identify sounds of instruments Patriotic Songs National Anthem etiquette / Sing all songs from memory Broadway Musicals Opera and musical differences Overtures Sing songs from memory 18

19 Topic / Concept Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Beat, Rhythm, & Listening Skills Perform rhythmic patterns Identify notes, rests / Recognize, perform steady beat Recognize different types of beats Pitch and Ear Training Melodic Direction Relative Pitch Major/Minor Tonality Pitches in Sequence Melody Creation 19

20 Topic / Concept Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Rhythmic Duration & Patterns Identify and count note and rest values: Whole note / Quarter note / Half note Eighth note Sixteenth note Dotted quarter note Whole rest / Quarter rest / Half rest Eighth rest 20

21 Topic / Concept Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Music Appreciation & History Musical Periods: Baroque Classical Romantic Impressionist 20th Century Musical Forms: Sonata Symphony Concerto Composer identification/aural prompts Song identification/aural prompts 21

22 Topic / Concept Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Vocal Performance Patriotic songs Broadway songs Rounds & Canons Partner songs 2-Part harmony / independent parts / Expression markings Structure markings / Choral music 22

23 Topic / Concept Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Staff & Notation Recognition Time signatures: 4/4, 3/4, 2/4 Elements of grand staff Treble and bass clef Line & Space names Notespelling Identify, label, and create rhythmic patterns using the following note and rest values: Whole note Quarter note Half note Eighth note Sixteenth note Dotted quarter note Whole rest Quarter rest Half rest Eighth rest 23

24 Appendix New Jersey Core Curriculum Content Standards Music General Music Resources 24

25 Content Area 2009 New Jersey Core Curriculum Content Standards Music Visual & Performing Arts Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Strand B. Music By the end of grade Content Statement CPI # Cumulative Progress Indicator (CPI) 2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in MUSIC. Ear training and listening skill are prerequisites for musical literacy B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. The elements of music are foundational to basic music literacy B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm. Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties B B.4 melody. 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. Categorize families of instruments and identify their associated musical properties. 5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in MUSIC. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.1 Identify the elements of music in response to aural prompts and printed music notational systems. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. 25

26 progressions, all of which contribute to musical literacy. 8 NOTE: By the end of grade 8, those students choosing MUSIC as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. Common, recognizable musical forms often have characteristics related to specific cultural traditions. Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules B B.2 Analyze the application of the elements of music in diverse Western and non-western musical works from different historical eras using active listening and by reading and interpreting written scores. Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. 26

27 Content Area Visual & Performing Arts Standard 1.2: History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. Strand A. History of the Arts and Culture By the end of grade Content Statement CPI # Cumulative Progress Indicator (CPI) 2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art 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. The function and purpose of art-making across cultures is a reflection of societal values and beliefs A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Art and culture reflect and affect each other A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. Characteristic approaches to content, form, style, and design define art genres A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. 8 NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Technological changes have and will continue to A.1 substantially influence the development and nature of the arts. Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. 27

28 Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values. The arts reflect cultural morays and personal aesthetics throughout the ages A A.3 Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. 28

29 Content Area Visual & Performing Arts Standard 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Strand B. Music By the end of grade Content Statement CPI # Cumulative Progress Indicator (CPI) P NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in MUSIC. Creating and performing music provides a means of self-expression for very young learners. 1.3.P.B.1 Sing a variety of songs with expression, independently and with others. 1.3.P.B.2 Use a variety of musical instruments to create music, alone and/or with others, using different beats, tempos, dynamics, and interpretations. 1.3.P.B.3 Clap or sing songs with repetitive phrases and rhythmic patterns. 1.3.P.B.4 Listen to, imitate, and improvise sounds, patterns, or songs. 1.3.P.B.5 Participate in and listen to music from a variety of cultures and times. 1.3.P.B.6 Recognize and name a variety of music elements using appropriate music vocabulary. 2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in MUSIC. The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Playing techniques for Orff instruments develop B.3 Demonstrate correct playing techniques for Orff 29

30 foundational skills used for hand percussion and melodic percussion instruments. Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing. Improvisation is a foundational skill for music composition. Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts. Basic conducting patterns and gestures provide cues about how and when to execute changes in dynamics, timbre, and timing B B B B.7 instruments or equivalent homemade instruments. 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. Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas. 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. Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor s cues. 5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in MUSIC. Complex scores may include compound meters and the grand staff B.1 Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and Proper vocal production and vocal placement improve vocal quality. Harmonizing requires singing ability and active listening skills. Individual voice ranges change with time. Music composition is governed by prescribed rules and forms that apply to both improvised and scored music. Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts B B B.4 compound meter. Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. 8 NOTE: By the end of grade 8, those students choosing MUSIC as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. 30

31 Western, non-western, and avant-garde notation systems have distinctly different characteristics. Stylistic considerations vary across genres, cultures, and historical eras. Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy. Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music B B B B.4 Perform instrumental or vocal compositions using complex standard and non-standard Western, non- Western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style. 31

32 Content Area Standard Strand By the end of grade P Visual & Performing Arts 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. A. Aesthetic Responses Content Statement CPI # Cumulative Progress Indicator (CPI) NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in CREATIVE MOVEMENT AND DANCE, MUSIC, DRAMATIC PLAY AND STORYTELLING, and VISUAL ART. Each arts discipline offers distinct opportunities to observe, experience, interpret, appreciate, and 1.4.P.A.1 Describe feelings and reactions in response to a creative movement/dance performance. respond to works of art and beauty in the everyday world. 1.4.P.A.2 Describe feelings and reactions in response to diverse musical genres and styles. 1.4.P.A.3 Describe feelings and reactions and respond in an increasingly informed manner to stories and dramatic performances. 1.4.P.A.4 Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. Active listening with focus, intent, and understanding is an important component of full 1.4.P.A.5 Begin to demonstrate appropriate audience skills during creative movement and dance performances. appreciation of the performing arts and the foundation for language development. 1.4.P.A.6 Begin to demonstrate appropriate audience skills during recordings and music performances. 1.4.P.A.7 Begin to demonstrate appropriate audience skills during storytelling and performances. 2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills DANCE, MUSIC, THEATRE, and VISUAL ART. 32

33 Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them A A A A.4 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.). Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 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). Distinguish patterns in nature found in works of dance, music, theatre, and visual art. 5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes) A.1 Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts. Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making value judgments about the arts A A.3 Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context). 8 NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art 33

34 Art may be used for utilitarian and non-utilitarian purposes. Performance technique in dance, music, theatre, and visual art varies according to historical era and genre. Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a genre s stylistic traits. Symbolism and metaphor are characteristics of art and art-making. Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. Artwork may be both utilitarian and nonutilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality A A A A A A.7 Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values. Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. 34

35 Content Area Visual & Performing Arts Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Strand B. Critique Methodologies By the end of grade Content Statement CPI # Cumulative Progress Indicator (CPI) 2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria B.1 Observe the basic arts elements in performances and exhibitions and used them to formulate objective assessments of artworks in dance, music, theatre, and Constructive criticism is an important evaluative tool that enables artists to communicate more effectively. Contextual clues are embedded in works of art and provided insight into artistic intent B.2 visual art. Apply the principles of positive critique in giving and receiving responses to performances B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. 5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Identifying criteria for evaluating performances results in deeper understanding of art and artmaking. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion. While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own discipline-specific arts terminology. Levels of proficiency can be assessed through analyses of how artists apply the elements of art B B B B.4 Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria. Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. Define technical proficiency, using the elements of the arts and principles of design. 35

36 and principles of design. Artists and audiences can and do disagree about the relative merits of artwork. When assessing works of dance, music, theatre and visual art, it is important to consider the context for the creation and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?) B.5 Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art. 8 NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work s content and form B.1 Evaluate the effectiveness of a work of art by differentiating between the artist s technical proficiency and the work s content or form. Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the assessment of artworks, without consideration of the artist. Universal elements of art and principles of design apply equally to artwork across cultures and historical eras B B.3 Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art. Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays. 36

37 East Hanover Township School District General Music Resources Grades 1-5 NOTE: This is not intended to be an exhaustive list simply a guideline for song selections. Selections of music for singing and listening experiences are at the discretion of the instructor. Song Selection Vocal Music (Grades 1-2): You re a Grand Old Flag Yankee Doodle My Country Tis of Thee America the Beautiful God Bless America This Land Is Your Land Star Spangled Banner Jingle Bells Frosty the Snowman Dreidel Rudolph the Red-Nosed Reindeer Santa Claus Is Coming To Town Deck the Halls Jingle Bell Rock Rocking Around the Christmas Tree O Christmas Tree We Wish You A Merry Christmas The Twelve Days Of Christmas B-I-N-G-O If You re Happy And You Know It Do Re Mi 37

38 My Favorite Things Row Row Row Your Boat Happy Wanderer A Spoonful of Sugar Chocolate Chip Cookies On Top of Spaghetti John Jacob Jingleheimer Schmidt There Was An Old Lady Song Selection Vocal Music (Grades 3-5): All of the above, plus: Any song selections that encompass a cross section of the following musical styles and subcategories: Classical Jazz International (Multi-cultural) Pop Rock Folk Blues Rhythm & Blues Traditional Country 38

39 Song Selection Listening Examples (Grades 1-2): Prelude Bach Toccata Bach Jesu, Joy of Man s Desiring Bach Sleepers Awake Bach Piano Sonata #15 Mozart Symphony #40 Mozart The Marriage of Figaro Mozart Moonlight Sonata Beethoven Fur Elise Beethoven Symphony #5 Beethoven Symphony #9 (Ode To Joy) - Beethoven Song Selection Listening Examples (Grades 3-5): All of the above, plus: Minute Waltz Chopin Nocturne #2 Chopin Prelude in E Minor Chopin Fantasie Impromptu Chopin Claire de Lune Debussy La Mer Debussy The Sunken Cathedral Debussy Deux Arabesques Debussy The Nutcracker: March Tchaikovsky The Nutcracker: Dance of the Sugar Plum Fairies Tchaikovsky Swan Lake: Dance of the Swans - Tchaikovsky 1812 Overture - Tchaikovsky 39