COURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL: 3-5 PREPARED BY: PHIL CHESTER AND JOE MALENO

Transcription

1 COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL: 3-5 PREPARED BY: PHIL CHESTER AND JOE MALENO JACQUELINE BELLO, VICE PRINCIPAL SUPERVISOR OF MUSIC AND ART July, 2018 DUMONT, NEW JERSEY BORN DATE: AUGUST 23, 2015 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018

2 Course Name General Music 3-5 Course Description General music education in Grades 3-5 teaches the basic musical concepts of steady beat, rhythm, melody, harmony, form, texture, and tonality. All 3 rd grade students receive instruction on recorder and in music reading skills upon which subsequent instrumental instruction may be based. Students also begin to contemplate which instrument they will study in 4th and 5th grade. Cultivation of pleasant vocal production through singing is also a central goal. Music activities provide many opportunities for students to sing, play instruments, move to music, listen and analyze music, learn musical notation, create, and perform. The groundwork for future music performance experiences in grades 3, 4, and 5 is laid here as students cultivate skills that will be showcased in choral and instrumental concerts. Grade Distribution Students in grade 3 through 5 are assigned a grade of either S (Satisfactory) or N (Needs Improvement). Philosophy. Course Philosophy For General Music 3-5 Music has played a central role in human life since the dawn of time and continues to do so to the present day. Therefore, we believe that music education is essential to a well-rounded educational program. In addition, we believe that elementary music education in Dumont Public Schools enables students to become intelligent, well-informed consumers of music by providing them knowledge and tools with which to understand and appreciate the world around them.

3 UNIT 1 CHAPTERS/TOPIC COVERED : and development UNIT TITLE : Instrument Families Ear training, Elements of music, Families of instruments, Science of sound (acoustics), Language usage UNIT LENGTH : 9 weeks Performance Indicators (Standards and Objectives)/Benchmarks New Jersey Student Learning Standards: By the end of grade 5, all students demonstrate basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4; A). 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, theater, and visual art. Content: 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. Content: The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and rhythmic progressions, all of which contribute to musical literacy B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. Use this link to access the NJ Standards for the Creative and Performing Arts: Career Ready Practices CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 6- Demonstrate creativity and innovation.

4 CRP 9- Model integrity, ethical leadership and effective management. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. Essential Questions Interdisciplinary Connections How are musical instruments grouped into families? What similarities and differences do instrumental families share? Why are the families of instruments grouped as they are? What are the most and least common instruments? Do various styles of music use specific instruments? What demands do various instruments place on the performer? How is sound organized to make music? What is form in music? What is style in music? What is sound and how is it created? What part of an instrument, if any, vibrates to create its sound? How do various instruments make their distinctive sounds? How do various instruments change pitch? Why do trumpets have valves? What is tone color or timbre? What is the difference between beat and rhythm? What is dynamics and in what ways can it be changed? What is a scale? What is a chord? What are the various kinds of vocal, choral, and instrumental music and how can they differ? Art- Students will understand aesthetic perspectives of music and draw similarities within and across the arts disciplines. Science- Students will learn music s connections to science through acoustics Math- Students will explore mathematical concepts through rhythm and its subdivisions.

5 Technology Standards (8.1 & 8.2) /21st Century Standards D.1 Understand the need for and use of copyrights E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks B.5 Explain the purpose of intellectual property law. Personal Finance Standards A.2 Identify potential sources of income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Activities (Approximate Time Frame) Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and other movement activities. Using solfège syllables and Kodály hand signs for melodic instruction. Performance on non-pitched percussion instruments. Performance on pitched percussion. Note reading and rote playing. Aural identification of instruments and instrument families. Performance practices reinforced during weekly small- and large- group rehearsals. Performance practices reinforced through participation in various performances throughout the school year. Identify instruments and instrument families both visually and aurally by family and other characteristics. Identify styles of music that use specific instrumentation. Practice CD s with accompaniment via itunes and Smartboard. Use of Garageband for music identification lessons, singing quizzes, composition, etc. Time frame: September-November

6 Strategies/ Methods/ Vocabulary Instrument demonstrations, hands-on activities. Teacher demonstrations. Question and answer, verbal and written. Discussions. Using worksheets, flash cards, and other visual aids. Games. Echo chanting and singing. Memorizing lyrics. Rhythmic chanting. Singing. Vocabulary: Step/skip/leap, Octave, Melodic contour, Sound wave, Vibration, Form, Chorus, Verse, Refrain, Intro, Outro, Coda, Moderato, Adagio, Allegro, Ritardando, Time signature, Key Signature, 1 st /2 nd ending,d.c, D.S. al Coda, Fermata, Major/minor, Harmony, Chords, Accompaniment, Brass, Woodwind, String, Percussion. Fanfare, chamber groups, duet, trio etc., wind ensemble, band, string orchestra, orchestra, rock band, jazz band, string/brass trio, quartet, etc. Resources (Including Digital Tools) Hal Leonard s Rhythm Flash Cards. Hal Leonard s Melody Flash Cards. Do It! Play Recorder, James O. Froseth, 1996, GIA Publications. Let s Play Recorder Instruction Book, 1973 Hal Leonard Corp. Standard Of Excellence, B. Pearson, 1993, Neil A. Kjos Music Co. New Directions for Strings, 2007, The FJH Music Co. Making Music, 2008, Silver/Burdett. Mr. Everybody s Musical Apartment, Myles Feltenberger, 1993 Myles Music Corp.

7 World Music Drumming: A Cross-cultural Curriculum, Will Schmid, 1998 Hal Leonard. Musical Games, Fingerplays and Rhythmic Activities for Early Childhood, Wirth et. al Parker Publishing Co. Children s Songs, Hal Leonard. Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles, xylophones. Melodic and rhythmic flash cards. Posters of instruments. Videos/film clips of vocal, choral and instrumental performances. Soprano recorder. Recorder method book. Images of instruments Melodica Smartboard Notebook Sibelius Notation Program YouTube videos Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide opportunities to be group leaders. Perform more complex parts and solos. Provide the opportunity to develop advanced levels of music notation reading skills via scaffolding process. English Language Learners: Consultation with ESL staff Vocabulary support Lyric Study International Phonetic Alphabet Diction Increased time for modeling and demonstration, or use of visuals Speak directions/state tasks at a slower speed Students with Disabilities/ 504: Consultation with Special Education staff

8 Provide Assessment of Student Ability to Special Education Staff Offer Extra-Help Scaffold instruction Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Consult with classroom teachers, child study team members, and administration. Offer extra help. Give reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others. Summative: Use of video and audio recordings, rubrics. Alternative: Performances UNIT 2 UNIT TITLE : Styles/Genres of Music CHAPTERS/TOPIC COVERED : Styles/genres, Composers, Artists, Musical and historical eras, Music and story telling, Music and group identity, Functional vs. aesthetic music, Music s use in other creative disciplines, Music and culture, Advancements in technology UNIT LENGTH : 10 weeks Performance Indicators (Standards and Objectives)/Benchmarks New Jersey Student Learning Standards: By the end of grade 5, all students demonstrate basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4; A). 1.2 History of the Arts and Culture

9 All students will understand the role, development, and influence of the arts throughout history and across cultures. Content: Art and culture reflect and affect each other A.1 Recognize works of dance, music, theater, and visual art as a refection of societal values and beliefs. Content: 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, theater and visual art. Content: 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, theater and visual art from diverse cultures throughout history. Use this link to access the NJ Standards for the Creative and Performing Arts: Career Ready Practices Essential Questions CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 6- Demonstrate creativity and innovation. CRP 9- Model integrity, ethical leadership and effective management. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. What is style in music? What are some characteristics of various styles of music? What are historical styles periods called, when were they, and what are their characteristics? Are certain instrument found in specific styles and absent from others? What are some similarities and differences between cultural styles from around the world? In what ways have people used music to express their feelings and values and to describe their experiences?

10 What societal functions does music serve historically and culturally? What inspires people to create music? How do various styles of music differ from one another? What style elements of a musical work express context of time period or culture? Have musical styles tended to change sympathetically with other art forms historically and culturally? How did technological advancements affect the evolution of various instruments? How has the orchestra evolved through the various style periods? Interdisciplinary Connections Technology Standards (8.1 & 8.2) /21st Century Standards Social Studies- Students learn to respond to music with empathy, understand that music reflects historical and cultural perspectives. Art- Students will understand aesthetic perspectives of music and draw similarities within and across the arts disciplines. Science- Students will learn music s connections to science through acoustics Math- Students will explore mathematical concepts through rhythm and its subdivisions E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks A.4 Compare and contrast how technologies have changed over time due to human needs and economic, political, and/or cultural influences. Practice CD s with accompaniment via itunes and Smartboard. Use of Garageband for music identification lessons, singing quizzes, composition, etc. Use of Sibelius Notation software for teacher and student-created music reading, composition and performance lessons. Use of Brainpop, Squeaky s Recorder Playhouse, and other music education websites. Teacher-designed Notebook activities that allow students to manipulate objects. Use of photo booth and recording software to listen to and critique performances. Personal Finance Standards B.6 Evaluate the relationship of cultural traditions and historical influences on financial practice.

11 Activities (Approximate Time Frame) Guided listening activities. Examination of correlative works of works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of music. Sing, play instruments, move to music, listen and analyze music, learn musical notation, create, and perform instrumentally and vocally. Performance in large and small groups. Time frame: November-January Strategies/ Methods/ Vocabulary Use of listening charts. Students will gain experience through games and activities involving playing percussion instruments and singing and playing of melodies with voices and melody instruments. Vocabulary: Culture, Ragtime, Jazz, Pop/Rock, African music, Latin American music, Musical theater, Broadway musical, Opera, Big Band/Swing, Ballet, Cha-cha, salsa, jig, tarantella, Boogie-woogie, Blues, Spirituals, Gospel, New Orleans, Mardi Gras, Slavery, Revolutionary, War/Civil War/World War II, Digereedoo, Patriotic, 20 th Century/ post moconcert, Sonata, Symphony, Opera, Musical, Broadway, Vocal, Choral, Instrumental, Renaissance, Baroque, Classical, Romantic, Impressionism, Modern, Ragtime, Folk, Salsa, etc. Resources (Including Digital Tools) Classrooms instruments, Piano, Guitar, Melodica, Smartboard, Notebook, Sibelius Notation Program, YouTube videos Hal Leonard s Rhythm Flash Cards. Hal Leonard s Melody Flash Cards. Do It! Play Recorder, James O. Froseth, 1996, GIA Publications. Let s Play Recorder Instruction Book, 1973 Hal Leonard Corp. Standard Of Excellence, B. Pearson, 1993, Neil A. Kjos Music Co. New Directions for Strings, 2007, The FJH Music Co.

12 Making Music, 2008, Silver/Burdett. Mr. Everybody s Musical Apartment, Myles Feltenberger, 1993 Myles Music Corp. World Music Drumming: A Cross-cultural Curriculum, Will Schmid, 1998 Hal Leonard. Musical Games, Fingerplays and Rhythmic Activities for Early Childhood, Wirth et. al Parker Publishing Co. Children s Songs, Hal Leonard. Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles, xylophones. Melodic and rhythmic flash cards. Posters of instruments. Videos/film clips of vocal, choral and instrumental performances. Soprano recorder. Recorder method book. Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide opportunities to be group leaders. Perform more complex parts and solos. Provide the opportunity to develop advanced levels of music notation reading skills via scaffolding process. English Language Learners: Consultation with ESL staff Vocabulary support Lyric Study International Phonetic Alphabet Diction Increased time for modeling and demonstration, or use of visuals Speak directions/state tasks at a slower speed Students with Disabilities/ 504: Consultation with Special Education staff Provide Assessment of Student Ability to Special Education Staff Offer Extra-Help Scaffold instruction

13 Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Consult with classroom teachers, child study team members, and administration. Offer extra help. Give reminders Assessments Formative: Listen and give feedback, self assess, assess others. Teacher will informally assess students ability to perform a steady beat to various musical examples at differing rates of speed (tempo), perform basic rhythmic patterns using quarter, eighth, half, and whole notes. Students will assess themselves and others by listening to recorded performances of steady beat, rhythms, and melodies. Summative: Use of video and audio recordings, rubrics. District Music rubrics will be used to assess students ability to maintain a steady beat and perform simple rhythmic patterns by clapping and/or playing a classroom instrument as well as singing in tune alone and with others. Proper body posture, diction, and breath support will also be assessed. Alternative: Performances UNIT 3 UNIT TITLE : Composers CHAPTERS/TOPIC COVERED : Improvising and composing, Reading notation, Performance on pitched and non-pitched instruments in non-reading and reading situations, Self-expression, Pitch-matching, Part-singing, Performance of a steady beat in various media, Performance of rhythmic patterns in various media to a steady beat, Orff, Kodály. UNIT LENGTH : 9 weeks Performance Indicators (Standards and Objectives)/Benchmarks New Jersey Student Learning Standards: By the end of grade 5, all students demonstrate basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4; A).

14 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, theater, and visual art. Content: 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 compound meter. Content: Proper vocal production and vocal placement improve vocal quality. Harmonizing requires singing ability and listening skills. Individual voice ranges change with time B.2 Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. Content: Music composition is governed by prescribed rules and forms that apply to both improvised and scored music B.3 Improvise and score simple melodies over given harmonic structures and/or computer programs. Content: Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts B.4 Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Use this link to access the NJ Standards for the Creative and Performing Arts: Career Ready Practices CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 6- Demonstrate creativity and innovation. CRP 9- Model integrity, ethical leadership and effective management. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence.

15 Essential Questions Interdisciplinary Connections Technology Standards (8.1 & 8.2) /21st Century Standards What is a composer? Who are some of the most important composers? Where were/are they from? What are some of their most important works? What is a conductor and why is he/she important to a musical performance? What style of music did Louis Armstrong perform? What is the swing rhythm? What role does the hi-hat play in jazz? What role does human anatomy play in vocal production and performance practice? What is music notation and why is it important? How is music notation used to represent the essential elements of music such as rhythm, melody, harmony, tempo, form, and instrumentation? What is the role of the staff in music notation and how does it represent the various ways melodies can move? What is the relationship between a pitch s sound and its position on the staff? Social Studies- Students learn to respond to music with empathy, understand that music reflects historical and cultural perspectives. Art- Students will understand aesthetic perspectives of music and draw similarities within and across the arts disciplines. Science- Students will learn music s connections to science through acoustics Math- Students will explore mathematical concepts through rhythm and its subdivisions. Literacy- Music composition and reading notation D.1 Understand the need for and use of copyrights E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks B.5 Explain the purpose of intellectual property law. Personal Finance A.2 Identify potential sources of income

16 Standards A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Activities (Approximate Time Frame) Move to music, listen and analyze music, learn musical notation, create, and perform. Echo chanting and singing. Rhythmic chanting, Singing. Performance on non-pitched percussion instruments. Performance on pitched percussion instruments. Note reading and rote playing. Attending music specific field trips to hear live performances at venues in New Jersey and New York City. Performance practices reinforced during weekly small- and large- group rehearsals. Performance in large and small groups. Time frame: January-April Strategies/ Methods/ Vocabulary Students will gain experience identifying styles and composers seminal works through games and activities involving playing percussion instruments and singing and playing of melodies with voices. Performance practices reinforced during weekly small- and large- group rehearsals.memorizing lyrics. Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and other movement activities. Using solfège syllables and Kodály hand signs for melodic instruction. Vocabulary: Renaissance, Baroque, Classical, Romantic, Impressionism, Modern, Ragtime, Jazz, Rock, Folk, Salsa, etc. Resources (Including Digital Tools) Classrooms instruments, Piano, Guitar, Melodica, Smartboard, Notebook, Sibelius Notation Program, YouTube videos Hal Leonard s Rhythm Flash Cards. Hal Leonard s Melody Flash Cards. Do It! Play Recorder, James O. Froseth, 1996, GIA Publications.

17 Let s Play Recorder Instruction Book, 1973 Hal Leonard Corp. Standard Of Excellence, B. Pearson, 1993, Neil A. Kjos Music Co. New Directions for Strings, 2007, The FJH Music Co. Making Music, 2008, Silver/Burdett. Mr. Everybody s Musical Apartment, Myles Feltenberger, 1993 Myles Music Corp. World Music Drumming: A Cross-cultural Curriculum, Will Schmid, 1998 Hal Leonard. Musical Games, Fingerplays and Rhythmic Activities for Early Childhood, Wirth et. al Parker Publishing Co. Children s Songs, Hal Leonard. Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles, xylophones. Melodic and rhythmic flash cards. Posters of instruments. Videos/film clips of vocal, choral and instrumental performances. Soprano recorder. Recorder method book. Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide opportunities to be group leaders. Perform more complex parts and solos. Provide the opportunity to develop advanced levels of music notation reading skills via scaffolding process. English Language Learners: Consultation with ESL staff Vocabulary support Lyric Study International Phonetic Alphabet Diction Increased time for modeling and demonstration, or use of visuals Speak directions/state tasks at a slower speed Students with Disabilities/ 504: Consultation with Special Education staff

18 Provide Assessment of Student Ability to Special Education Staff Offer Extra-Help Scaffold instruction Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Consult with classroom teachers, child study team members, and administration. Offer extra help. Give reminders Assessments Formative: Listen and give feedback, self assess, assess others. Teacher will informally assess students ability to perform a steady beat to various musical examples at differing rates of speed (tempo), perform basic rhythmic patterns using quarter, eighth, half, and whole notes. Students will assess themselves and others by listening to recorded performances of steady beat, rhythms, and melodies. Summative: Use of video and audio recordings, rubrics. District Music rubrics will be used to assess students ability to maintain a steady beat and perform simple rhythmic patterns by clapping and/or playing a classroom instrument as well as singing in tune alone and with others. Proper body posture, diction, and breath support will also be assessed. Alternative: Performances UNIT 4 UNIT TITLE : Performance CHAPTERS/TOPIC COVERED : Characteristics of different styles, genre, eras, and ethnicities of music; emotional affects conveyed by the music; composition s function and the intention of its composer; Expressing an informed opinion of a composition relative to its cultural and historical context, and its emotional impact; Listening with appreciation UNIT LENGTH : 9 weeks

19 Performance Indicators (Standards and Objectives)/Benchmarks New Jersey Student Learning Standards: By the end of grade 5, all students demonstrate basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4; A). 1.4 Aesthetic Responses (A) and Critique Methodologies (B) All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theater, and visual art. Aesthetic Responses (A) Content: Each arts discipline (dance, music, theater, and visual art) has distinct characteristics, as do the artists who create them A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theater, and the visual arts, and identify characteristics of the artists who created them A.2 Compare and contrast culturally and historically diverse works of dance, music, theater, and visual art that evoke emotion and that communicate cultural meaning 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 disciplines (dance, music, theater, and visual art) A.4 Distinguish patterns in nature found in works of dance, music, theater, and visual art. Critique Methodologies (B) Content (B1): 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 use them to formulate objective assessments of artworks in dance, music, theater, and visual art. Content (B2): Constructive criticism is an important evaluative tool that enables artists to communicate more effectively B.2 Apply the principles of positive critique in giving and receiving responses to performances. Use this link to access the NJ Standards for the Creative and Performing Arts:

20 Career Ready Practices Essential Questions Interdisciplinary Connections Technology Standards CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 6- Demonstrate creativity and innovation. CRP 9- Model integrity, ethical leadership and effective management. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. How does awareness of style help to create a good performance? How would various composer prefer to hear their music performed? How do various styles of music differ from one another? What is the mood of a given musical style or selection? What is distinctive about a given musical style or selection? What musical elements are exhibited and to what effect in a given musical style or selection? How does the style of a piece of music affect the behavior of the audience? Why should one respect a musical selection even when one does not like the way it sounds? Social Studies- Students learn to respond to music with empathy, understand that music reflects historical and cultural perspectives. Music is a global phenomenon as every culture on earth has its own brand of music, and often, its own special instruments. Art- Students will understand aesthetic perspectives of music and draw similarities within and across the arts disciplines. Music and art are intrinsically related as they have tended to evolve sympathetically during style periods that demonstrate analogous changes across the creative and performing arts. Science- Students will learn music s connections to science through acoustics. Acoustics is a branch of physics that deals with the properties of sound and has a considerable impact on understanding how instruments produce the sounds they make based on their size, material, and other factors. Math- Students will explore mathematical concepts through rhythm and its subdivisions. Rhythmic concepts and beat subdivisions share many commonalities with fractions as students learn about whole, half, quarter, eighth, and, in later grades, sixteenth notes. Literacy- Music composition and reading notation D.1 Understand the need for and use of copyrights.

21 (8.1 & 8.2) /21st Century Standards Personal Finance Standards Activities (Approximate Time Frame) E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks B.5 Explain the purpose of intellectual property law G.1 Describe how valuable items might be damaged or lost and ways to protect them A.2 Identify potential sources of income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Sing, play instruments, move to music, listen and analyze music, learn musical notation, create, and perform. Examination of correlative works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of music. Attending music specific field trips to hear live performances at venues in New Jersey and New York City. Time frame: April-June Strategies/ Methods/ Vocabulary Guided listening activities. Use of listening charts. Students will gain experience identifying styles and composers seminal works through games and activities involving playing percussion instruments and singing and playing of melodies with voices. Vocabulary: Renaissance, Baroque, Classical, Romantic, Impressionism, Modern, Ragtime, Jazz, Rock, Folk, Salsa, etc. Resources (Including Digital Tools) Classrooms instruments, Piano, Guitar, Melodica, Smartboard, Notebook, Sibelius Notation Program, YouTube videos Hal Leonard s Rhythm Flash Cards. Hal Leonard s Melody Flash Cards. Do It! Play Recorder, James O. Froseth, 1996, GIA Publications.

22 Let s Play Recorder Instruction Book, 1973 Hal Leonard Corp. Standard Of Excellence, B. Pearson, 1993, Neil A. Kjos Music Co. New Directions for Strings, 2007, The FJH Music Co. Making Music, 2008, Silver/Burdett. Mr. Everybody s Musical Apartment, Myles Feltenberger, 1993 Myles Music Corp. World Music Drumming: A Cross-cultural Curriculum, Will Schmid, 1998 Hal Leonard. Musical Games, Fingerplays and Rhythmic Activities for Early Childhood, Wirth et. al Parker Publishing Co. Children s Songs, Hal Leonard. Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles, xylophones. Melodic and rhythmic flash cards. Posters of instruments. Videos/film clips of vocal, choral and instrumental performances. Soprano recorder. Recorder Methods Book. Classrooms instruments, Piano, Guitar, Melodica. Smartboard, Notebook, Sibelius Notation Program. YouTube videos, Photo Booth. Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide opportunities to be group leaders. Perform more complex parts and solos. Provide the opportunity to develop advanced levels of music notation reading skills via scaffolding process. English Language Learners: Consultation with ESL staff Vocabulary support Lyric Study International Phonetic Alphabet Diction Increased time for modeling and demonstration, or use of visuals

23 Speak directions/state tasks at a slower speed Students with Disabilities/ 504: Consultation with Special Education staff Provide Assessment of Student Ability to Special Education Staff Offer Extra-Help Scaffold instruction Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Consult with classroom teachers, child study team members, and administration. Offer extra help. Give reminders. Assessments Formative: Listen and give feedback, self assess, assess others. Teacher will informally assess students ability to perform a steady beat to various musical examples at differing rates of speed (tempo), perform basic rhythmic patterns using quarter, eighth, half, and whole notes. Students will assess themselves and others by listening to recorded performances of steady beat, rhythms, and melodies. Summative: Use of video and audio recordings, rubrics. District Music rubrics will be used to assess students ability to maintain a steady beat and perform simple rhythmic patterns by clapping and/or playing a classroom instrument as well as singing in tune alone and with others. Proper body posture, diction, and breath support will also be assessed. Alternative: Performances