Essential Questions Content Skills Assessments Standards/PIs

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Carmel Harmon
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1 Map: Comprehensive Music 1 Type: Consensus Grade Level: K School Year: Author: Tom Stickney District/Building: Minisink Valley CSD/High School Created: 11/21/2007 Last Updated: 03/23/2009 << Refresh Map Content << Printable Version What is music, and how should we listen to it? We will explore the different elements of music, including texture, harmony, melody, dynamics, tempo, etc. 1) analyze texture and instrumentation in the music that they listen to. 2) create sound maps based on different compositions. map What is sol-feg and why is it used? Students will be presented an in-depth history of sol-feg and why it is used. Students will actively participate in using Kirwan hand signs, and will be actively engaged with singing examples using the appropriate sol-feg syllables. sing the major and minor scales using sol-feg. Students will also be able to sight-sing various simple melodies with step-motion. Sight Singing Rubric ARTS1-K2-2E What are the elements of music? Students will learn the terms style, form, texture, dynamcis, and emphasis. Students will identify these items in recorded music. How do we count rhythms accurately? Students will learn counting with numbers with rhythms as fast as sixteenth notes in varying time signatures. 1) analyze rhythms in duple and triple meters. Students will be assessed on their rhytmic compositions. 2) create their own rhythmic compositions and analyze the rhytmic structure for this. How do notes in Bass Clef relate to those in treble clef? Bass clef and treble clef reading. identify notes from each clef. Note-reading quiz, sight-singing examples sight-sing with sol-feg for each clef.

2 How do we determine the quality and quantity of intervals? Students will learn about the distance and type of various form of notes. aurally identify played intervals. sight-singing examples, and interval ear-training practice. identify notes than are various interal higher and lower than given notes. How can we determine all major and minor key signatures? Students will learn that the order for flats are Bb,Eb,Ab,Db,Gb,Cb,Fb, and that the order of the sharps is backwards. draw key signature in bass and treble clefs for all major and minor keys. Key signature tests, and flashcard practice. ARTS1-K2-2E memorzie all major key signatures by looking at the last sharp, or second to last flat. Students will use this knowledge to help them find out key signatures for minor keys. How do we transpose music for different instruments? transpose by first changing the key signature, then by mnoving the melody up or down. transpose a given melody for any band instrument. Students will arrange holiday chorales for different collections of band instruments. transpose accidentals within sharp and flat key signatures. How do we build major, minor, augmentaed, and dimished chords? build these different types of chords by counting up the appropriate number of half-steps and whole-steps from the root of each chord. Students will do this with any key signatures. 1) draw any and all of these chords on manuscript paper. 2) be able to sing the notes that make up these chords. chord composition 3) aurally identify chords as being diminished, augmented,

3 major, or minor. What is the quality of diatonic chords in major keys? Students will analyze chords starting on every scale degree to determine the quality of chords in major keys. determine the quality of any chord based on the key signature and the chord root. chord quality composition Stdents will also understand the connection between this chords in minor keys. How do we analyze music using traditional roman numeral? Students will take basic church hyms, and figure out the chord by: using traditional roman numeral. Students will also create their own chorales. chorale composition and 1) putting all chords in root position. 2) finding what scale degree each chord root is. How do we identify chords in inversions and their related inversion symbols? After students learn how to do traditional roman numeral mentioned abovem, they will now analyze the bass voice to see what inversion each chord is in. with proper inversion symbols. chorale composition and Students will also learn inversion symbols for tradtional chords, and seventh chords. What is the quality of diatonic chords in minor keys? students will learn the proper way to analyze chorales in minor keys. Students will use their knowledge of inversions to be able to complete their. proper and composition of chorlaes in mnior keys How do we analyze diatonic seventh chords in major and minor keys? students will learn the proper way to analyze chorales in minor keys. Students will use their knowledge of inversions to be able to complete their. proper and composition of chorlaes in mnior keys

4 What is chromaticism? that include accidentals, in order to gain a better understanding of what chromaticism is. identify the quality of all chromatic chords within a composition what are the chromatic sol-feg syllables? Students will learn to sing the chromatic scale, using chromatic sol-feg syllables: DO,DI,RE,RI,MI,FA,FI,SOL, SI,LA,LI,TI,DO ascending. Students will sight-sing chromatic excercizes with proper sol-feg syllables. Individual sight-singing test. What are secondary dominants, and why are they used? Students will learn to identify secondary dominant functions in music using the following method: 1) Students will skip the chromatic chord, and analyze the next chord in the sequence. 2) Students will determine whether the chromatic chord is V,V7,vii,or vii7 of the next chord and will lable it using traditional. aurally identify secondary dominant passages in music. analyze this function in music. Students will create a composition using secondary dom,inants. DICTATION with secondary dominants. Composition with secondary dominants. What is musical form, and why is it important? Students will learn about the following terms associated with musicla form: identify different types of musical form in compositions. Musical Form Composition rondo, binary, ternary, sonataallegro form, ABA, and will relate these to the current form of today's pop-songs. Key to Standards used in this Map [4 occurrences] - ARTS Standard 1 - Key Idea 2 [Music] - Performance Indicator 2A - compose a collection of works for wind, string, percussion, vocal, keyboard, or electronic media that demonstrates an understanding and application of the musical elements and music-related technology. [Commencement - Major Sequence] [4 occurrences] - ARTS Standard 1 - Key Idea 2 [Music] - Performance Indicator 2B - monitor and adjust their performance and compositional techniques, identifying strengths and areas for improvements. [Commencement - Major Sequence] [5 occurrences] - ARTS Standard 1 - Key Idea 2 [Music] - Performance Indicator 2C - improvise and arrange extended musical compositions that exhibit cohesiveness and musical expression. [Commencement - Major Sequence] ARTS1-K2-2E [2 occurrences] - ARTS Standard 1 - Key Idea 2 [Music] - Performance Indicator 2E - adopt at least two of the roles they identify as needed (composer, arranger, copyist, conductor, performer, announcer, instrument maker or provider, program annotator, recordist) to produce the performance of a musical composition in the classroom. [Commencement - Major Sequence]

MUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music.

MUSIC THEORY CURRICULUM STANDARDS GRADES 9-12 Content Standard 1.0 Singing Students will sing, alone and with others, a varied repertoire of music. The student will 1.1 Sing simple tonal melodies representing