PRIMARY MUSIC CURRICULUM MAP
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1 Teacher: Kristine Crandall COURSE: Music -Primary TARGET DATES ESSENTIAL QUESTIONS CONCEPTS/CONTENT (Outcomes) LEARNING TARGETS/SKILLS (Performance Tasks) STATE/DIOCESAN STANDARDS ASSESSMENTS RESOURCES INTERVENTIONS: 1st What is the importance of singing in tune? Sing alone and with others music from various genres and diverse cultures Exhibit singing and speaking voices Observation Song selection from various available resources Tiering of Content Materials What is the importance of keeping a steady beat when accompanying a performing group or individual? Sing on pitch loud/soft, fast/slow, high/low Formative Oral Assessments Pitched percussion and boomwhackers Software How and why do we use changing tempos in Echo spoken rhythm pattern Formative Written Assessments Unpitched percussion (rhythm instruments) How and why do we hear high and low sounds from different voices or instruments? How are music and the visual arts related? Concept 2: Play instruments, alone and with others, music from various genres and diverse cultures Follow a steady beat while singing Respond properly to basic conducting cues (e.g. start, stop) Maintain a steady beat Individual assessed with singing or playing rubric Group Recorded Electronic instruments software Peer Help ENRICHMENT:
2 Play sounds that are loud/soft, fast/slow Echo rhythm patterns melodic movement as up and down Self and peer assessment Drawing pictures Piano or other accompaniment. Various recording devices. Recordings Tiering of Content Materials Software Identify quarter and eighths notes and quarter rests (e.g. Ta, Ti Ti) Rhythm charts Concept 2: relation to history and culture nonstandard musical notation Explore the relationship between music and dance responding to sounds through movement Discover various uses of music in daily experiences (e.g., songs of celebration, seasons). Describe what a piece of music makes them think of or about Identify melodic shape/pitch direction Vocabulary charts and lists. Higher Grade Level Activities Identify a variety of band, orchestra, and classroom instruments
3 Concept 2: Evaluating music and music performance Express personal reactions to a music performance through drawing (I like it because ) Listen attentively while others perform and show appropriate audience behavior for the context and style of the music performed 2nd How do we create rhythmic accompaniment? Sing alone and with others music from various genres and diverse cultures Sing music from memory (Maintain 1st trimester essential questions, concepts, and skills) Why do we vary rhythm patterns in a piece of Echo sing using syllable names Why is tempo an essential factor in music performance? How do we tell the origin of a piece of How can we tell whether a melody is ascending or descending? Concept 2: Play instruments, alone and with others, music from various genres and diverse cultures Maintain a steady beat with a partner Distinguish melodic shape Use body movement to show variations in rhythm, pitch or tempo
4 Concept 2: relation to history and culture uses of music in daily experiences (e.g., game songs, marches, dance music, work songs). Identify a song or other piece of music that is important to their family Describe why they like their favorite piece of music patterns (e.g.) rhythmic patterns (e.g. rhythmic, melodic, dynamic, instrumental, tempo) 3rd (Maintain 1st and 2nd trimester essential questions, concepts, and skills) What is improvisation? What are the basic characteristics of a piece of How do we notate rhythm patterns on paper? Improvise rhythm, melodies, variations, and accompaniments Concept 4: Compose and arrange music Improvise an answer to a teacher performed statement (to a steady beat) Compose and notate short pieces using nonstandard musical notation Demonstrate melodic line and texture through non-standard musical notation
5 composers motivations for creating music Explore and analyze the relationship of music to language arts, visual arts, literature Explain music preferences (I like it because.) Demonstrate various moods heard in music through facial expression, body posture and or movement
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