COURSE OF STUDY UNIT PLANNING GUIDE SUBJECT GRADE LEVEL: 6-8 PREPARED BY: MUSIC DEPARTMENT TEACHERS

Transcription

1 COURSE OF STUDY UNIT PLANNING GUIDE FOR: SUBJECT GRADE LEVEL: 6-8 PREPARED BY: MUSIC DEPARTMENT TEACHERS JACQUELINE BELLO, VICE-PRINCIPAL SUPERVISOR OF MUSIC AND ART JULY, 2018 DUMONT, NEW JERSEY BORN DATE: AUGUST 20, 2015 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018

2 GRADE 6 UNIT 1 UNIT TITLE: Note and Score Reading CHAPTERS/TOPIC COVERED: Ear training, Elements of music, Creation of experimental projects in music, Discriminate the signs and symbols of music composition, Creating the melodic and harmonic properties of a song, Illustrate expressive characteristics in compositions and performance UNIT LENGTH: 3 weeks Performance Indicators (Standards and Objectives) New Jersey Student Learning Standards: By the end of grade 8, all students demonstrate a 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, THEATRE, and VISUAL ART (1.2, 1.4: A). 1.1 The Creative Process. All students will demonstrate an understanding of the elements and principals that govern the creatioin of works of art in dance, music, theatre, and visual art. Content: Common, recognizable musical forms often have characteristics related to specific cultural traditions B.1 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. Content: The Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. Content: Common, recognizable musical forms often have characteristics related to specific cultural traditions B.1 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. Content: The Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. Personal Financial Literacy A.3- Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.5- Relate how the demand for certain skills determines an individual s earning power. Career Ready Practices CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 4- Communicate clearly and effectively and with reason. CRP 6- Demonstrate creativity and innovation. CRP 8- Utilize critical thinking to make sense of problems and persevere in solving them. CRP 11- Use technology to enhance productivity.

3 CRP 12- Work productively in teams while using cultural global competence. Technology Interdisciplinary connections A.2- Create a document using one or more digital applications to be critiqued by professionals for usability A.3- Investigate a malfunction in any part of a system and identify its impacts C.6- Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution B.5- Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. W.6.4. Writing- Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. Essential Questions Activities Why is it important to create personal pieces of music based on set rules? Why is it important to create personal pieces of music without rules? Why is it important to have steady beat (pulse) during performance and creating a composition? What is rhythm? What is the difference between beat and rhythm? Why is it important to practice the recognition of rhythm and notes in a general music class? Why are scales important to musical composition? What is form in music? What is style in music? What is tone color or timbre? What are some characteristics of contemporary music? How does contemporary music change? How does composition on a guitar different than just rhythmically? Why is it important to direct oneself in musical activities? Performing in a group or solo on guitar. Performing in a group or solo using rhythmic notation. Memorizing written notation for guitar. Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and other movement activities. Note reading and rote playing. Creation of lyrics that reflect one s personal strifes. Creation of blues composition on guitar with blues lyrics. Strategies/ Methods/ Vocabulary Teacher demonstrations. Question and answer, verbal and written.

4 Discussions. Using worksheets, flash cards, and other visual aids. Vocabulary: Key signature, Scale, Mode, Major mode, Minor mode, Dorian mode, Meter, Triple meter, Duple meter, Syncopation, Chordal notation, Dissonance, Consonance, Repeat Sign, D.C./D.S. Al Fine, Rest, Triplet, Duration, Round, Canon, Pitch, Blues, Lyrics, Genre, Improvisation Resources (Including Digital Tools) Mel Bay Guitar Method, 2000 Sound, Shape, Symbol, New Dimensions in Music, American Book Company Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/created supplemental materials. Sheet music, scores, note reading/recognition worksheets Various musical instruments for accompaniment, SmartBoard, CD s/dvd s Differentiation/ Accommodations/ Modifications Gifted and Talented: More challenging vocal parts Re-arrangement of part to suit student needs Re-assign student to another vocal part Extension activities English Language Learners: Consultation with ESL staff Teacher demonstration over verbal instructions Preferential seating next to proficient student instrumentalists/student buddies Students with Disabilities/ 504: Consultation with Special Education staff Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions

5 Students at Risk of School Failure: Reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others, use of video and audio recordings, Discussions, worksheets, exit slips, music rubrics, performance reviews, questions and answers Summative: performances, projects, concerts, presentations

6 GRADE 6 UNIT 2 UNIT TITLE: Vocal Technique, Breathing, and Placement CHAPTERS/TOPIC COVERED: Styles/genres, Composers, Artists, Musical and historical eras, Music and story telling, The importance of Humanities through the function of music, Functional vs. aesthetic music, Music s use in other creative disciplines, Music and careers centered on it. UNIT LENGTH: 3 weeks Performance Indicators (Standards and Objectives) New Jersey Student Learning Standards: By the end of grade 8, all students demonstrate a 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, THEATRE, and VISUAL ART (1.2, 1.4: A). 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. Content: Technological changes have and will continue to substantially influence the development and nature of the arts A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Content: Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values A.2 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. Content: The arts reflect cultural morays and personal aesthetics throughout the ages A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Personal Financial Literacy Career Ready Practices Technology A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.5 Relate how the demand for certain skills determines an individual s earning power. CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 4- Communicate clearly and effectively and with reason. CRP 6- Demonstrate creativity and innovation. CRP 8- Utilize critical thinking to make sense of problems and persevere in solving them. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence A.2- Create a document using one or more digital applications to be critiqued by professionals for usability A.3- Investigate a malfunction in any part of a system and identify its impacts C.6- Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution.

7 8.2.8.B.5- Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. Interdisciplinary Connections MS-PS3-5. Science- Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Essential Questions Activities What inspires people to create a piece of music? What societal functions does music serve historically and culturally? In what ways have people used music to express their feelings and values and describe their experiences? In what ways have people used music to describe their personal experiences? 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? Examination of correlative works of works of visual art. Examination of seminal works of music. Examination of lives and compositions of seminal composers and musicians. Strategies/ Methods/ Vocabulary Guided listening activities. Use of listening charts. Use of maps and photos of cultural locations. Vocabulary: Style, Classical, Orchestra, Ragtime, Jazz, Pop/Rock, African music, Latin American music, Concerto, Sonata, Musical theater, Broadway musical, Opera, Big Band/Swing, Dance Styles, Boogie-woogie, Blues, Spirituals, Gospel, New Orleans, Slavery, Producer, Songwriter, Sound Editor, Revolutionary War/Civil War/World War II Resources (Including Digital Tools) Mel Bay Guitar Method, 2000 Sound, Shape, Symbol, New Dimensions in Music, American Book Company Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/created supplemental materials. Sheet music, scores, note reading/recognition worksheets Various musical instruments for accompaniment, SmartBoard, CD s/dvd s

8 Differentiation/ Accommodations/ Modifications Gifted and Talented: More challenging vocal parts Re-arrangement of part to suit student needs Re-assign student to another vocal part Extension activities English Language Learners: Consultation with ESL staff Teacher demonstration over verbal instructions Preferential seating next to proficient student instrumentalists/student buddies Students with Disabilities/ 504: Consultation with Special Education staff Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others, use of video and audio recordings, Discussions, worksheets, exit slips, music rubrics, performance reviews, questions and answers Summative: performances, projects, concerts, presentations

9 GRADE 6 UNIT 3 UNIT TITLE: Score Study, History, and Application of Piece-specific Technique CHAPTERS/TOPIC COVERED: Performance of written rhythmic patterns to a steady beat, Performance alone and in a group on guitar or other pitched instruments, Reading notation that is teacher or student led, Improvising and composing. UNIT LENGTH: 3 weeks Performance Indicators (Standards and Objectives) New Jersey Student Learning Standards: By the end of grade 8, all students demonstrate a 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, THEATRE, and VISUAL ART (1.2, 1.4: A). 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: Western, non-western, and avant-garde notation systems have distinctly different characteristics B.1 Perform instrumental or vocal compositions using complex standard and non- standard Western, non-western, and avantgarde notation. Content: Stylistic considerations vary across genres, cultures, and historical eras B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Content: Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Content: 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.4 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. Personal Financial Literacy Career Ready Practices A.3- Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.5- Relate how the demand for certain skills determines an individual s earning power. CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills.

10 CRP 4- Communicate clearly and effectively and with reason. CRP 6- Demonstrate creativity and innovation. CRP 8- Utilize critical thinking to make sense of problems and persevere in solving them. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. Technology Interdisciplinary Connections A.2- Create a document using one or more digital applications to be critiqued by professionals for usability A.3- Investigate a malfunction in any part of a system and identify its impacts C.6- Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution B.5- Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. W.6.4. Writing- Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. Essential Questions Activities What is a round? How is an ensemble like a team? 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? Why is it important to perform on your own? What is the role of the guitar in our culture? Why is it important to decipher different kinds of musical notation? What is a conductor and why is he/she important to a musical performance? Echo chanting and singing. Singing. Performance on non- pitched percussion instruments. Note reading and rote playing on body or guitar. Participating in performance opportunities within the classroom setting with the possibility of seeing live performances in New Jersey and New York City. Strategies/ Methods/ Vocabulary Rhythmic chanting Memorizing lyrics. Writing and reading rhythms in Western and non-western music. Vocabulary: Unison, Part singing, Harmony, Accompaniment, Swing beat

11 Resources (Including Digital Tools) Mel Bay Guitar Method, 2000 Sound, Shape, Symbol, New Dimensions in Music, American Book Company Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/created supplemental materials. Sheet music, scores, note reading/recognition worksheets Various musical instruments for accompaniment, SmartBoard, CD s/dvd s Differentiation/ Accommodations/ Modifications Gifted and Talented: More challenging vocal parts Re-arrangement of part to suit student needs Re-assign student to another vocal part Extension activities English Language Learners: Consultation with ESL staff Teacher demonstration over verbal instructions Preferential seating next to proficient student instrumentalists/student buddies Students with Disabilities/ 504: Consultation with Special Education staff Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others, use of video and audio recordings, Discussions, worksheets, exit slips, music rubrics, performance reviews, questions and answers

12 Summative: performances, projects, concerts, presentations

13 GRADE 6 UNIT 4 UNIT TITLE: Performance CHAPTERS/TOPIC COVERED: Discernment of unique characteristics of different styles, genre, eras, and ethnicities of music, Recognition of emotional affects conveyed by the music, Recognition of a 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 and understanding, The structure of a composition, Audience etiquette and decorum, Time periods in reference to recognizing, differentiating, and critiquing, Sociological use of music and how it affects our way of looking at the world. UNIT LENGTH: 3 weeks Performance Indicators (Standards and Objectives) New Jersey Student Learning Standards: By the end of grade 8, all students demonstrate a 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, THEATRE, and VISUAL ART (1.2, 1.4: A). 1.4 Aesthetic Reponses and Critique Methodologies 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. Content: Symbolism and metaphor are characteristics of art and art-making A.1 Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art A.2 Compare artistic content among contrasting art works in the same domain. Content: Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. Critique Methodologies (B) Content (B1): Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria B.1 Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work s content and form B.2 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 B.3 Universal elements of art and principles of design apply equally to artwork across cultures and historical eras. Personal Financial Literacy Career Ready Practices A.3- Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.5- Relate how the demand for certain skills determines an individual s earning power. CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 4- Communicate clearly and effectively and with reason.

14 CRP 6- Demonstrate creativity and innovation. CRP 8- Utilize critical thinking to make sense of problems and persevere in solving them. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. Technology Interdisciplinary Connections Essential Questions Activities A.2- Create a document using one or more digital applications to be critiqued by professionals for usability A.3- Investigate a malfunction in any part of a system and identify its impacts C.6- Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution B.5- Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. L.6.3. English Language Arts- Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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? Is all music beautiful? Echo chanting and singing. Singing. Performance on non- pitched percussion instruments. Note reading and rote playing on body or guitar. Participating in performance opportunities within the classroom setting with the possibility of seeing live performances in New Jersey and New York City. Writing under the context of music critiques and essays. Strategies/ Methods/ Vocabulary Rhythmic chanting Memorizing lyrics. Writing and reading rhythms in Western and non-western music. Self- Reflection Vocabulary: Emotional quality, Commercial music, Complexity, Aesthetic, Sharp/flat Resources (Including Digital Tools) Mel Bay Guitar Method, 2000 Sound, Shape, Symbol, New Dimensions in Music, American Book Company Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall

15 Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/created supplemental materials. Sheet music, scores, note reading/recognition worksheets Various musical instruments for accompaniment, SmartBoard, CD s/dvd s Differentiation/ Accommodations/ Modifications Gifted and Talented: More challenging vocal parts Re-arrangement of part to suit student needs Re-assign student to another vocal part Extension activities English Language Learners: Consultation with ESL staff Teacher demonstration over verbal instructions Preferential seating next to proficient student instrumentalists/student buddies Students with Disabilities/ 504: Consultation with Special Education staff Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others, use of video and audio recordings, Discussions, worksheets, exit slips, music rubrics, performance reviews, questions and answers Summative: performances, projects, concerts, presentations

16 GRADE 7 UNIT 1 UNIT TITLE: Elements of music, Rhythm and Form CHAPTERS/TOPIC COVERED: Ear training, Elements of music, Creation of experimental projects in music, Discriminate the signs and symbols of music composition, Creating the melodic and harmonic properties of a song, Illustrate expressive characteristics in compositions and performance UNIT LENGTH: 3 weeks Performance Indicators (Standards and Objectives) New Jersey Student Learning Standards: By the end of grade 8, all students demonstrate a 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, THEATRE, and VISUAL ART (1.2, 1.4: A). 1.1 The Creative Process. All students will demonstrate an understanding of the elements and principals that govern the creatioin of works of art in dance, music, theatre, and visual art. Content: Common, recognizable musical forms often have characteristics related to specific cultural traditions B.1 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. Content: The Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. Content: Common, recognizable musical forms often have characteristics related to specific cultural traditions B.1 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. Content: The Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. Personal Financial Literacy A.3- Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.5- Relate how the demand for certain skills determines an individual s earning power. Career Ready Practices CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 4- Communicate clearly and effectively and with reason. CRP 6- Demonstrate creativity and innovation.

17 CRP 8- Utilize critical thinking to make sense of problems and persevere in solving them. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. Technology Interdisciplinary Connections A.2- Create a document using one or more digital applications to be critiqued by professionals for usability A.3- Investigate a malfunction in any part of a system and identify its impacts C.6- Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution B.5- Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. W.7.4. Writing- Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. Essential Questions Activities Why is it important to create personal pieces of music based on set rules? Why is it important to create personal pieces of music without rules? Why is it important to have steady beat (pulse) during performance and creating a composition? What is rhythm? What is the difference between beat and rhythm? Why is it important to practice the recognition of rhythm and notes in a general music class? Why are scales important to musical composition? What is form in music? What is style in music? What is tone color or timbre? What are some characteristics of contemporary music? How does contemporary music change? How does composition on a guitar different than just rhythmically? Why is it important to direct oneself in musical activities? Performing in a group or solo on guitar. Performing in a group or solo using rhythmic notation. Memorizing written notation for guitar. Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and other movement activities. Note reading and rote playing. Creation of lyrics that reflect one s personal strifes. Creation of blues composition on guitar with blues lyrics. Strategies/ Methods/ Teacher demonstrations.

18 Vocabulary Question and answer, verbal and written. Discussions. Using worksheets, flash cards, and other visual aids. Vocabulary: Key signature, Scale, Mode, Major mode, Minor mode, Dorian mode, Meter, Triple meter, Duple meter, Syncopation, Chordal notation, Dissonance, Consonance, Repeat Sign, D.C./D.S. Al Fine, Rest, Triplet, Duration, Round, Canon, Pitch, Blues, Lyrics, Genre, Improvisation Resources (Including Digital Tools) Mel Bay Guitar Method, 2000 Sound, Shape, Symbol, New Dimensions in Music, American Book Company Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/created supplemental materials. Sheet music, scores, note reading/recognition worksheets Various musical instruments for accompaniment, SmartBoard, CD s/dvd s, lyric sheets Various element worksheet Student Projects in popular music Differentiation/ Accommodations/ Modifications Gifted and Talented: More challenging vocal parts Re-arrangement of part to suit student needs Re-assign student to another vocal part Extension activities English Language Learners: Consultation with ESL staff Teacher demonstration over verbal instructions Preferential seating next to proficient student instrumentalists/student buddies Students with Disabilities/ 504: Consultation with Special Education staff Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions

19 Students at Risk of School Failure: Reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others, use of video and audio recordings, Discussions, worksheets, exit slips, music rubrics, performance reviews, questions and answers Summative: performances, projects, concerts, presentations

20 GRADE 7 UNIT 2 UNIT TITLE: Harmony Melody, Tone Color CHAPTERS/TOPIC COVERED: Styles/genres, Composers, Artists, Musical and historical eras, Music and story telling, The importance of Humanities through the function of music, Functional vs. aesthetic music, Music s use in other creative disciplines, Music and careers centered on it. UNIT LENGTH: 3 weeks Performance Indicators (Standards and Objectives) New Jersey Student Learning Standards: By the end of grade 8, all students demonstrate a 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, THEATRE, and VISUAL ART (1.2, 1.4: A). 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. Content: Technological changes have and will continue to substantially influence the development and nature of the arts A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Content: Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values A.2 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. Content: The arts reflect cultural morays and personal aesthetics throughout the ages A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Personal Financial Literacy A.3- Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.5- Relate how the demand for certain skills determines an individual s earning power. Career Ready Practices Technology CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 4- Communicate clearly and effectively and with reason. CRP 6- Demonstrate creativity and innovation. CRP 8- Utilize critical thinking to make sense of problems and persevere in solving them. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence A.2- Create a document using one or more digital applications to be critiqued by professionals for usability.

21 8.2.8.A.3- Investigate a malfunction in any part of a system and identify its impacts C.6- Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution B.5- Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. Interdisciplinary Connections Essential Questions Activities L.7.3. English Language Arts- Use knowledge of language and its conventions when writing, speaking, reading, or listening. What inspires people to create a piece of music? What societal functions does music serve historically and culturally? In what ways have people used music to express their feelings and values and describe their experiences? In what ways have people used music to describe their personal experiences? 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? Examination of correlative works of works of visual art. Examination of seminal works of music. Examination of lives and compositions of seminal composers and musicians. Strategies/ Methods/ Vocabulary Guided listening activities. Use of listening charts. Use of maps and photos of cultural locations. Vocabulary: Style, Classical, Orchestra, Ragtime, Jazz, Pop/Rock, African music, Latin American music, Concerto, Sonata, Musical theater, Broadway musical, Opera, Big Band/Swing, Dance Styles, Boogie-woogie, Blues, Spirituals, Gospel, New Orleans, Slavery, Producer, Songwriter, Sound Editor, Revolutionary War/Civil War/World War II Resources (Including Digital Tools) Mel Bay Guitar Method, 2000 Sound, Shape, Symbol, New Dimensions in Music, American Book Company Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/created supplemental materials. Sheet music, scores, note reading/recognition worksheets

22 Various musical instruments for accompaniment, SmartBoard, CD s/dvd s, lyric sheets Various element worksheet Student Projects in popular music Differentiation/ Accommodations/ Modifications Gifted and Talented: More challenging vocal parts Re-arrangement of part to suit student needs Re-assign student to another vocal part Extension activities English Language Learners: Consultation with ESL staff Teacher demonstration over verbal instructions Preferential seating next to proficient student instrumentalists/student buddies Students with Disabilities/ 504: Consultation with Special Education staff Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others, use of video and audio recordings, Discussions, worksheets, exit slips, music rubrics, performance reviews, questions and answers Summative: performances, projects, concerts, presentations

23 GRADE 7 UNIT 3 UNIT TITLE: Lyrics Texture CHAPTERS/TOPIC COVERED: Performance of written rhythmic patterns to a steady beat, Performance alone and in a group on guitar or other pitched instruments, Reading notation that is teacher or student led, Improvising and composing. UNIT LENGTH: 3 weeks Performance Indicators (Standards and Objectives) New Jersey Student Learning Standards: By the end of grade 8, all students demonstrate a 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, THEATRE, and VISUAL ART (1.2, 1.4: A). 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: Western, non-western, and avant-garde notation systems have distinctly different characteristics B.1 Perform instrumental or vocal compositions using complex standard and non- standard Western, non-western, and avantgarde notation. Content: Stylistic considerations vary across genres, cultures, and historical eras B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Content: Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Content: 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.4 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. Personal financial Literacy A.3- Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.5- Relate how the demand for certain skills determines an individual s earning power. Career Ready Practices CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills.

24 CRP 4- Communicate clearly and effectively and with reason. CRP 6- Demonstrate creativity and innovation. CRP 8- Utilize critical thinking to make sense of problems and persevere in solving them. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. Technology Interdisciplinary Connections Essential Questions Activities A.2- Create a document using one or more digital applications to be critiqued by professionals for usability A.3- Investigate a malfunction in any part of a system and identify its impacts C.6- Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution B.5- Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. L.7.3. English Language Arts- Use knowledge of language and its conventions when writing, speaking, reading, or listening. What is a round? How is an ensemble like a team? 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? Why is it important to perform on your own? What is the role of the guitar in our culture? Why is it important to decipher different kinds of musical notation? What is a conductor and why is he/she important to a musical performance? Echo chanting and singing. Singing. Performance on non- pitched percussion instruments. Note reading and rote playing on body or guitar. Participating in performance opportunities within the classroom setting with the possibility of seeing live performances in New Jersey and New York City. Strategies/ Methods/ Vocabulary Rhythmic chanting Memorizing lyrics. Writing and reading rhythms in Western and non-western music. Vocabulary: Unison, Part singing, Harmony, Accompaniment, Swing beat Resources (Including Mel Bay Guitar Method, 2000

25 Digital Tools) Sound, Shape, Symbol, New Dimensions in Music, American Book Company Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/created supplemental materials. Sheet music, scores, note reading/recognition worksheets Various musical instruments for accompaniment, SmartBoard, CD s/dvd s, lyric sheets Various element worksheet Student Projects in popular music Differentiation/ Accommodations/ Modifications Gifted and Talented: More challenging vocal parts Re-arrangement of part to suit student needs Re-assign student to another vocal part Extension activities English Language Learners: Consultation with ESL staff Teacher demonstration over verbal instructions Preferential seating next to proficient student instrumentalists/student buddies Students with Disabilities/ 504: Consultation with Special Education staff Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others, use of video and audio recordings, Discussions, worksheets, exit

26 slips, music rubrics, performance reviews, questions and answers Summative: performances, projects, concerts, presentations

27 GRADE 7 UNIT 4 UNIT TITLE: The elements of music in modern pop culture CHAPTERS/TOPIC COVERED: Discernment of unique characteristics of different styles, genre, eras, and ethnicities of music, Recognition of emotional affects conveyed by the music, Recognition of a 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 and understanding, The structure of a composition, Audience etiquette and decorum, Time periods in reference to recognizing, differentiating, and critiquing, Sociological use of music and how it affects our way of looking at the world. UNIT LENGTH: 3 weeks Performance Indicators (Standards and Objectives) New Jersey Student Learning Standards: By the end of grade 8, all students demonstrate a 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, THEATRE, and VISUAL ART (1.2, 1.4: A). 1.4 Aesthetic Reponses and Critique Methodologies 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. Content: Symbolism and metaphor are characteristics of art and art-making A.1 Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art A.2 Compare artistic content among contrasting art works in the same domain. Content: Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. Critique Methodologies (B) Content (B1): Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria B.1 Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work s content and form B.2 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 B.3 Universal elements of art and principles of design apply equally to artwork across cultures and historical eras. Personal Financial Literacy A.3- Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.5- Relate how the demand for certain skills determines an individual s earning power. Career Ready Practices CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills.

28 CRP 4- Communicate clearly and effectively and with reason. CRP 6- Demonstrate creativity and innovation. CRP 8- Utilize critical thinking to make sense of problems and persevere in solving them. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. Technology Interdisciplinary Connections A.2- Create a document using one or more digital applications to be critiqued by professionals for usability A.3- Investigate a malfunction in any part of a system and identify its impacts C.6- Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution B.5- Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. SL.7.1. ELA, Speaking and Listening- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Essential Questions Activities 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? Is all music beautiful? Echo chanting and singing. Singing. Performance on non- pitched percussion instruments. Note reading and rote playing on body or guitar. Participating in performance opportunities within the classroom setting with the possibility of seeing live performances in New Jersey and New York City. Writing under the context of music critiques and essays. Strategies/ Methods/ Vocabulary Rhythmic chanting Memorizing lyrics. Writing and reading rhythms in Western and non-western music. Self- Reflection Vocabulary: Emotional quality, Commercial music, Complexity, Aesthetic, Sharp/flat Resources (Including Digital Tools) Mel Bay Guitar Method, 2000 Sound, Shape, Symbol, New Dimensions in Music, American Book Company

29 Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/created supplemental materials. Sheet music, scores, note reading/recognition worksheets Various musical instruments for accompaniment, SmartBoard, CD s/dvd s, lyric sheets Various element worksheet Student Projects in popular music Differentiation/ Accommodations/ Modifications Gifted and Talented: More challenging vocal parts Re-arrangement of part to suit student needs Re-assign student to another vocal part Extension activities English Language Learners: Consultation with ESL staff Teacher demonstration over verbal instructions Preferential seating next to proficient student instrumentalists/student buddies Students with Disabilities/ 504: Consultation with Special Education staff Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others, use of video and audio recordings, Discussions, worksheets, exit slips, music rubrics, performance reviews, questions and answers