Quaver FUNdamentals Project Book
|
|
- Cuthbert Hawkins
- 6 years ago
- Views:
Transcription
1 (Blues) VOLUME (Pop) (Baroque) (Rock) (Reggae) Quaver FUNdamentals Project Book Name: Grade/Class:
2 Project Overview Welcome! Dear 6th Graders, Welcome to Quaver 6th Grade it s the start of an amazing musical adventure. This year is full of exciting projects, challenges, and music like you ve never created before. But first, a challenge! You ll be working in groups to make sure the Quaver radio station has the correct music on the correct stations, and in the process review rhythm, pitch, chords, form, tempo, dynamics, melody, and loads more. All of the challenges you overcome in the next six lessons will equip you to enjoy the other musical projects in 6th grade even more BOOM! Quaver Fundamentals Project Book page 2
3 Project Overview Project Goals Goal 1: Review musical elements by listening to and analyzing different musical genres. Goal 2: Review musical elements of rhythm, pitch, chords, form, and melody. Goal 3: Working in groups of four, compose an eight measure melody that includes rhythm, pitch, and chord accompaniment. Quaver FUNdamentals Project Book page 3
4 Project Overview Rubric EXEMPLARY (10 points) PROFICIENT (8 points) PROGRESSING (6 points) Not Meeting Expectations (4 points) Teamwork Fills assigned role and contributes positively to the group. Usually fills assigned role and contributes to the group. Needs reminders to fill assigned role and contribute to the group. Allows team members to assume team role and rarely attempts to participate in teamwork. Performance Student performs the rhythms and pitches as written with accurate articulation and phrasing. Student performs most of the rhythms and pitches as written with accurate articulation and phrasing. Student performs some of the rhythms and pitches as written with accurate articulation and phrasing. Student performs few of the rhythms and pitches as written with accurate articulation and phrasing. Rhythm Writing All required note and rest values are used in the composition. All measures have four beats in them. More than three rhythmic note and rest values are used in the composition. Most measures have four beats. More than two note and rest values are used in the composition. Some measures have four beats. One to two note and rest values are used in the composition. Measures do not have four beats. Melodic Writing Five or more pitches are used in the composition. Starting and ending pitch are correct. Four or more pitches are used in the composition. Either starting pitch and/or ending pitch are correct. Three or more pitches are used in the composition. Starting or ending pitch is correct. Two or less pitches are used. Starting and ending pitches are incorrect. Independent Work Is on task, is process and product oriented. Offers assistance to others in the class. Is on task, is process and product oriented. Needs monitoring throughout many steps of the project. Rarely attempts to complete work independently and needs constant monitoring throughout all steps of the project. Clarity of Communication Student is able to articulate the information regarding their composition in a clear manner, providing information regarding the composition process. Student is able to articulate the information regarding their composition in a clear manner. Student is somewhat able to articulate the information regarding their composition in a clear manner. Student attempts to articulate information regarding their composition. Overall Impression Student creates a composition that is unique and pleasing to hear. Student creates some unique and musical ideas with a minimum of support. Student creates some unique and musical ideas along with classroom examples. Student uses classroom examples only and does not create unique and musical ideas. Quaver FUNdamentals Project Book page 4
5 Radio Mix-Up LESSON 1-5 It s a Quaver Radio Qutastrophe! All the music tracks from the Quaver Studios have gotten completely mixed up! The Quaver Studio manages and operates all of Quaver s radio stations, but the tracks need to be sorted so they can be played on the correct radio station. You and your partners have been given the job of sorting each track by musical style. Next to each track below, list the radio station which best describes its musical style. Good Luck! RADIO STATIONS (Impressionist) (Rock) (Classical) (Reggae) (Country) (Pop) (Disco) (Romantic) (Baroque) (Blues) TRACK LIST Agent V7 The Clock Symphony Symphony No. 5 Let s Get Started Room for Me Lightning Bolt of Love Let s Go Day to Day Simple LIfe Claire de Lune Will It Ever Be the Same? Dig Your Scene Faust Symphony Badinerie Crying Alone Spring The Four Seasons La Mer A Musical Joke Everybody Can t Steal My Heart Good Bye In the Hall of the Mountain King What s in the Coleslaw? Piano Concerto I Wanna Go to the Country Quaver FUNdamentals Project Book page 5
6 LESSON 2 Rhythm Composition Create a two measure rhythm pattern. Then, combine your rhythm pattern with those from the rest of your group and make one amazing eight measure compositon! My Rhythm Pattern My Group s Combined Rhythm Patterns Quaver FUNdamentals Project Book page 6
7 LESSON 3 Rhythm & Pitch Composition Use your previous rhythm pattern, but this time add pitches. Then, combine all the patterns from your group into one amazing eight measure composition! My Rhythm Pattern My Rhythm Pattern With Added Pitches My Group s Combined Rhythm & Pitch Patterns Quaver FUNdamentals Project Book page 7
8 LESSON 4 Write a Blues Song Speak these words in rhythm by tapping on and reading each box. Fill in the blank boxes with your own words. Speak your completed words to the rhythm of the backing track. Come up with a tune, then sing your words with the backing track. VERSE measure 1 measure 2 measure 3 measure 4 measure 5 measure 6 measure 7 measure 8 CHORUS measure 9 measure 10 measure 11 measure 12 Woke I to I to wish I Œ up this Feeling told my told my didn t no more mornin Momma Momma have cause One box = 1 beat ( ) q Blue es the Bl u es s I I got the Œ Œ Œ Œ Œ Œ Œ Quaver FUNdamentals Project Book page 8
9 LESSON 5 Chords Each measure shows the chord (C, F, or G above the staff) and the notes contained within that chord (below the staff). Redraw your group s eight measure pitch melody from page 7 this time using the notes from the chords in each measure as your new pitches. C (I) C (I) F (IV) C (I) (CEG) (CEG) (FAC) (CEG) G (V) G (V) C (I) F (IV) C (I) (GBD) (GBD) (CEG) (FAC) (CEG) Quaver FUNdamentals Project Book page 9
10 LESSON 6 Musical Elements Below is a list of musical elements which contribute to music belonging to a particular musical style. Lyrics: Instrumentation: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: words of the song what instruments are used in the song the speed of a song the feeling the composer was trying to create in the music changes in the music volume the organization of the music into sections, denoted by letters two or more different pitches performed at once the organization of beats into groups pattern of sound connected to the beat What is the song about? What instrument families are represented? Did any instruments solo? What combinations are used? Does the tempo change? How does the tempo fit the song? What is the mood of the song? Does it match the lyrics? Is the music always loud or soft? When do dynamic changes occur? Are there memorable refrains? How is repitition used? What parts of the song have harmony? How many and which chords are used? How does the meter make the song feel? Is it easy to dance to? Easy to sing to? Are the rhythms simple or complex? Do certain rhythms sound like a particular style? Quaver FUNdamentals Project Book page 10
11 LESSON 6 Analyzing Music Styles You either consciously or subconsciously make decisions about elements of music. Choose four songs from different Quaver radio stations and list them on the next two pages. Describe the characteristics for each musical element, which contributed to your decision about which station should play which songs. For example: Station: QCNY Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Song: That s the Only Way giving advice, try to be a better person piano, violin, mandolin, guitar, slide guitar, drums slow mellow moderately soft (MP) to medium loud (MF) verse/refrain 3 or more chords (I, IV, V and?) in 4 straight rhythm The story, simple chords, along with the instruments used, make this a country song Quaver FUNdamentals Project Book page 11
12 LESSON 6 Analyzing Music Styles Station: Song: Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Station: Song: Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Quaver FUNdamentals Project Book page 12
13 LESSON 6 Analyzing Music Styles Station: Song: Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Station: Song: Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Quaver FUNdamentals Project Book page 13
14 LESSON 1 6 Keywords Definitions Write the definition of each term below as you cover it in a lesson. Genre: Syncopation: Melody: Pitch: Chord: Chord Progression: Scale: Quaver FUNdamentals Project Book page 14
15 Journal Lesson 1 Genre Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 15
16 Journal Lesson 2 Rhythm Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 16
17 Journal Lesson 3 Pitch Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 17
18 Journal Lesson 4 Form & Chords Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 18
19 Journal Lesson 5 Melody Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 19
20 Journal Lesson 6 Summary Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 20
21 Evaluation Lesson 6 Student Name: Teacher Evaluation Teamwork Performance Rhythm Writing Teacher Comments: Melodic Writing Independent Work Clarity of Communication Overall Impression Total Quaver FUNdamentals Project Book page 21
Year 8 revision booklet 2017
Year 8 revision booklet 2017 Woodkirk Academy Music Department Name Form Dynamics How loud or quiet the music is Key Word Symbol Definition Pianissimo PP Very Quiet Piano P Quiet Forte F Loud Fortissimo
More informationFormative Assessment Packet
Packet Teacher Worksheet For each musical concept, there are several formative assessments, one corresponding rubric, and one teacher record sheet. Concepts addressed in the formative assessments include
More informationMusic Indicators Grade 1
Grade 1 Power Grade Level Student Engagement/ Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music
More informationGENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading
More informationMUSIC. Listening and Appraising component. GCSE (9 1) Candidate style answers. For first teaching in 2016.
Qualification Accredited GCSE (9 1) Candidate style answers MUSIC J536 For first teaching in 2016 Listening and Appraising component Version 1 www.ocr.org.uk/music Contents Introduction 4 Question 1 5
More information2nd Grade Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
More informationGeneral Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationThe following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
More informationMontana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
More informationDEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks
DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A)
More informationPlaying Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette
BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
More informationILLINOIS LICENSURE TESTING SYSTEM
ILLINOIS LICENSURE TESTING SYSTEM FIELD 143: MUSIC November 2003 Illinois Licensure Testing System FIELD 143: MUSIC November 2003 Subarea Range of Objectives I. Listening Skills 01 05 II. Music Theory
More informationSection 1: The Basic Elements of Music
1 Section 1: The Basic Elements of Music Unit 1.1 Rhythm and melody Page 2 2. The ords are dramatic, the dynamics varied, the tempo/speed changes, the rhythm is free. The teacher should encourage students
More informationNCEA Level 2 Music (91275) 2012 page 1 of 6. Assessment Schedule 2012 Music: Demonstrate aural understanding through written representation (91275)
NCEA Level 2 Music (91275) 2012 page 1 of 6 Assessment Schedule 2012 Music: Demonstrate aural understanding through written representation (91275) Evidence Statement Question with Merit with Excellence
More information4th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationlevel 4 (6 SCQF credit points)
Music Performance (National 4) SCQF: level 4 (6 SCQF credit points) Unit code: H242 74 Unit outline This is the Added Value Unit in the National 4 Music Course. The general aim of this Unit is to enable
More informationTonality Tonality is how the piece sounds. The most common types of tonality are major & minor these are tonal and have a the sense of a fixed key.
Name: Class: Ostinato An ostinato is a repeated pattern of notes or phrased used within classical music. It can be a repeated melodic phrase or rhythmic pattern. Look below at the musical example below
More informationOverview...2 Recommended Assessment Schedule...3 Note to Teachers...4 Assessment Tasks...5 Record Sheet with Rubric...11 Student Worksheets...
Overview Recommended Schedule Note to Teachers Tasks5 Record Sheet with Rubric Student Worksheets Scope of Musical Concepts in the Grade Rhythm and Meter Form and Design Expressive Qualities Dynamics Tempo
More informationLa Salle University. I. Listening Answer the following questions about the various works we have listened to in the course so far.
La Salle University MUS 150-A Art of Listening Midterm Exam Name I. Listening Answer the following questions about the various works we have listened to in the course so far. 1. Regarding the element of
More informationCALIFORNIA Music Education - Content Standards
CALIFORNIA Music Education - Content Standards Kindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music Students
More informationMAKING (COMPOSING) Throughout this term, you have been developing music writing/creating skills, using rhythm. You are to create an 8-bar melody.
YEAR 8 MUSIC Music in Time and Space MAKING (COMPOSING) STUDENT NAME: TEACHER NAME: MISS DUANE DATE GIVEN: 12 th NOVEMBER 2018 DRAFT DATE: 16 th NOVEMBER, 2018 FINAL COPY DATE: 23 rd NOVEMBER, 2018 CONTEXT:
More informationVocal Music I. Fine Arts Curriculum Framework. Revised 2008
Vocal Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Vocal Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Vocal Music I Vocal Music I is a two-semester
More informationChapter 13. Key Terms. The Symphony. II Slow Movement. I Opening Movement. Movements of the Symphony. The Symphony
Chapter 13 Key Terms The Symphony Symphony Sonata form Exposition First theme Bridge Second group Second theme Cadence theme Development Recapitulation Coda Fragmentation Retransition Theme and variations
More informationMusic Fundamentals. All the Technical Stuff
Music Fundamentals All the Technical Stuff Pitch Highness or lowness of a sound Acousticians call it frequency Musicians call it pitch The example moves from low, to medium, to high pitch. Dynamics The
More information2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination
2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination Question 1 Describes the structure of the excerpt with reference to the use of sound sources 6 Demonstrates a developed aural understanding
More information5th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationAssessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420)
NCEA Level 3 Making Music (91420) 2013 page 1 of 6 Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420) Evidence Statement ONE (a) (i) (iii) Shenandoah Identifies
More informationAligned to the New Jersey Student Learning Standards as Applicable
Course Title: Fifth Grade Music Content Area: Music Grade Level(s): Fifth Course Description: This course develops the following skills: singing, listening, reading and writing music, and playing classroom
More informationThe Impressionist Period
Episode 4 The Impressionist Period Atmospheres and worlds of sound 1OVERVIEW The Impressionist period was distinctive because composers were focused on creating an impression through building atmospheres,
More informationLoudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning
Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety
More informationYEAR 8. Keyboard Skills
YEAR 8 Keyboard Skills Name. Class. End of Year Expected Grade.. pg. 1 The Elements of Music Element of Music Definition Metre Rhythm Dynamics The pulse of music. The number of beats. A pattern of different
More informationVisual Arts, Music, Dance, and Theater Personal Curriculum
Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3
More informationAnchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
More informationLa Salle University MUS 150 Art of Listening Final Exam Name
La Salle University MUS 150 Art of Listening Final Exam Name I. Listening Skill For each excerpt, answer the following questions. Excerpt One: - Vivaldi "Spring" First Movement 1. Regarding the element
More informationAnchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
More informationBRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM
BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE
More informationLong Term Plan: High School Band
Long Term Plan: High School Band COURSE OVERVIEW & TIMING This section is designed to help you see the flow of your units/topics across the entire school year. Unit Unit Length Unit 0: Investment and Culture
More informationCurriculum Maps. Grades K-8. Grades K-8
Curriculum Maps Grades K- Grades K- Kindergarten Curriculum Map First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Module - Beat Module - Pitch Module - Instruments Module 0 - Duration
More informationArticulation Clarity and distinct rendition in musical performance.
Maryland State Department of Education MUSIC GLOSSARY A hyperlink to Voluntary State Curricula ABA Often referenced as song form, musical structure with a beginning section, followed by a contrasting section,
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student
More informationTEST SUMMARY AND FRAMEWORK TEST SUMMARY
Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: CHORAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator
More informationMusic Study Guide. Moore Public Schools. Definitions of Musical Terms
Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:
More informationFoundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to:
Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to: PERFORM (Singing / Playing) Active learning Speak and chant short phases together Find their singing
More informationMusic Appreciation Final Exam Study Guide
Music Appreciation Final Exam Study Guide Music = Sounds that are organized in time. Four Main Properties of Musical Sounds 1.) Pitch (the highness or lowness) 2.) Dynamics (loudness or softness) 3.) Timbre
More informationInstrumental Performance Band 7. Fine Arts Curriculum Framework
Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1
More informationAssessment Schedule 2016 Music: Demonstrate knowledge of conventions in a range of music scores (91276)
NCEA Level 2 Music (91276) 2016 page 1 of 7 Assessment Schedule 2016 Music: Demonstrate knowledge of conventions in a range of music scores (91276) Assessment Criteria with Demonstrating knowledge of conventions
More informationHarleman - Basal Project
Harleman - Basal Project Grade Series Element Pg # Musical Example Summary 0 Silver Burdett Duration pg. 237 Unit 7 Lesson 5 "Drumming Selection" (CD 6-8) and "Nocturne" (CD 6-9) Coordinate movements to
More informationOverview...2 Recommended Assessment Schedule...3 Note to Teachers...4 Assessment Tasks...5 Record Sheet with Rubric...11 Student Worksheets...
Overview... Recommended Schedule...3 Note to Teachers...4 Tasks...5 Record Sheet with Rubric...11 Student Worksheets...13 Scope of Musical Concepts in the Grade s Rhythm and Meter Simple Meters (/4, 3/4,
More informationCourse Outcome Summary
Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding
More informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 4 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: Year-Long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching within an interval through of an octave
More informationEssentials Skills for Music 1 st Quarter
1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I
More informationCapstone Project Lesson Materials Submitted by Kate L Knaack Fall 2016
Capstone Project Lesson Materials Submitted by Kate L Knaack Fall 2016 "The Capstone class is a guided study on how curriculum design between the two endorsements is interrelated." Program Advising Guide.
More informationPERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term
PERFORMING ARTS Head of Music: Cinzia Cursaro Year 7 MUSIC Core Component 1 Term At Year 7, Music is taught to all students for one term as part of their core program. The main objective of Music at this
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music. 2. The student
More informationInstrumental Music I. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music I Instrumental
More informationMusic at Menston Primary School
Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and
More information1. Takadimi method. (Examples may include: Sing rhythmic examples.)
DEPARTMENT/GRADE LEVEL: Band (Beginning Band) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 40 weeks (4 weeks-summer, 36 weeks-school year) OVERALL STUDENT OBJECTIVES FOR THE UNIT:
More informationConnecticut State Department of Education Music Standards Middle School Grades 6-8
Connecticut State Department of Education Music Standards Middle School Grades 6-8 Music Standards Vocal Students will sing, alone and with others, a varied repertoire of songs. Students will sing accurately
More informationMusic at Cox Green Key Stage 4 Curriculum Plan Year 9
Music at Cox Green 2018-2019 Key Stage 4 Curriculum Plan Year 9 Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 The Blues historical and political context, composition and Musical letters composition. Musical
More information3rd Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationBite-Sized Music Lessons
Bite-Sized Music Lessons A series of F-10 music lessons for implementation in the classroom Conditions of use These Materials are freely available for download and educational use. These resources were
More informationGCSE Music (Edexcel) Revision and Preparation Advice
GCSE Music (Edexcel) Revision and Preparation Advice Performance SOLO = a piece that you perform on your own you may have an accompaniment OR backing track playing IF the pieces is written with that requirement.
More informationOKLAHOMA SUBJECT AREA TESTS (OSAT )
CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) OKLAHOMA SUBJECT AREA TESTS (OSAT ) FIELD 001: INSTRUMENTAL/GENERAL MUSIC September 2010 Subarea Range of Competencies I. Listening Skills 0001
More informationTitle Music Grade 4. Page: 1 of 13
Title Music Grade 4 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 4 Grade(s) 04 Location Nixon, Jefferson, Kennedy, Franklin
More informationMMS 8th Grade General Music Curriculum
CONCEPT BENCHMARK ASSESSMENT SOUTH DAKOTA STANDARDS NATIONAL STANDARDS Music Review I will be able to identify music terminology and skills learned in previous grades. Music Review Quiz 3.1.A ~ read whole,
More informationYear 7 Curriculum Overview Subject: Music
Year 7 Curriculum Overview Baseline assessment. Understanding Music Rhythm. Elements of Music: Tempo, Texture, Structure, Rhythm, Dynamics. Baseline Assessment Performing Rhythms Composing Rhythms Performance
More informationAssessment Schedule 2017 Music: Demonstrate knowledge of conventions in a range of music scores (91276)
NCEA Level 2 Music (91276) 2017 page 1 of 8 Assessment Schedule 2017 Music: Demonstrate knowledge of conventions in a range of music scores (91276) Assessment Criteria Demonstrating knowledge of conventions
More informationCourse Title: Chorale, Concert Choir, Master s Chorus Grade Level: 9-12
State Curriculum Unit Content Descriptors Toms River Schools C.Loeffler / P.Martin Content Area: Fine Arts - Music Course Title: Chorale, Concert Choir, Master s Chorus Grade Level: 9-12 Unit Plan 1 Vocal
More informationThis is the fifth year for Diocesan-wide Music assessments on the Elementary level so most should be familiar with the process.
TO: FROM: RE: All Principals, Teachers and Music Specialists Elementary Music Curriculum Committee Music Performance Assessments for Kindergarten through Grade 8 Cumulative Music Assessments for Grades
More informationLevel 1 Music, Demonstrate knowledge of conventions used in music scores a.m. Wednesday 11 November 2015 Credits: Four
91094 910940 1SUPERVISOR S Level 1 Music, 2015 91094 Demonstrate knowledge of conventions used in music scores 9.30 a.m. Wednesday 11 November 2015 Credits: Four Achievement Achievement with Merit Achievement
More informationGRADE FOUR GENERAL MUSIC
GRADE FOUR GENERAL MUSIC Music Theory/Literacy 4.1 The student will read and notate music, including 2. using traditional notation to write melodies containing stepwise motion; Encourage students to write
More informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Melody Use movements to illustrate high and low.
More informationTitle Music Grade 3. Page: 1 of 13
Title Music Grade 3 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 3 Grade(s) 03 Location Nixon, Kennedy, Franklin, Jefferson
More informationKINDERGARTEN GENERAL MUSIC
MELODY K.M.1 K.M.2 K.M.3 K.M.4 KINDERGARTEN GENERAL MUSIC Demonstrates high and low sounds. Demonstrates upward and downward patterns. Recognizes melodic patterns in song materials. Participates in singing
More informationElements of Music. How can we tell music from other sounds?
Elements of Music How can we tell music from other sounds? Sound begins with the vibration of an object. The vibrations are transmitted to our ears by a medium usually air. As a result of the vibrations,
More informationGrade Level 5-12 Subject Area: Vocal and Instrumental Music
1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short
More informationGreenwich Music Objectives Grade 3 General Music
All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.
More informationMusic In Our Schools Month General Music: 1 st Grade
Music In Our Schools Month Macalililion Children s Song Library of Congress (LOC) Link: https://www.loc.gov/item/lomaxbib000152/ Recording: Kingsville, Texas (May 1, 1939) Copyright 2018 Val Ellett. Used
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will
More informationMusic Strands of Progression Strand A: Elements of Music. Year One Year Two Year Three Elements of Music
Music Strands of Progression Strand A: Year One Year Two Year Three Through participation, become familiar with some basic elements of music rhythm, melody, harmony, form, timbre, etc.). Recognise a steady
More informationCoimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2010
2010. M51 Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2010 WRITE YOUR EXAMINATION NUMBER HERE MUSIC ORDINARY LEVEL LISTENING (100 marks) THURSDAY 24 JUNE
More informationCHOIR Grade 6. Benchmark 4: Students sing music written in two and three parts.
CHOIR Grade 6 Unit of Credit: One Year P rerequisite: None Course Overview: The 6 th grade Choir class provides instruction in creating, performing, listening to, and analyzing music with a specific focus
More informationRoselle Public Schools Visual & Performing Arts Curriculum Units of Study K-12. Unit Length: 8 Weeks. New Jersey Core Curriculum Content Standards
Unit/Chapter Title: Unit 1: Introduction to Vocal Music Unit Length: 8 Weeks Course/Grade: Vocal & General Music/ Grade 5 Interdisciplinary Connection: Unit Overview: Students will gain experience with
More informationSecond Grade Music Curriculum
Second Grade Music Curriculum 2 nd Grade Music Overview Course Description In second grade, musical skills continue to spiral from previous years with the addition of more difficult and elaboration. This
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music through essays
More informationMUSIC Hobbs Municipal Schools 6th Grade
Date NM State Standards I. Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. A. K-4 BENCHMARK 1A: Sing and play instruments
More informationCurriculum Catalog
2017-2018 Curriculum Catalog 2017 Glynlyon, Inc. Table of Contents MUSIC APPRECIATION COURSE OVERVIEW... 1 UNIT 1: DISCOVERING MUSIC... 1 UNIT 2: MUSIC FUNDAMENTALS... 2 UNIT 3: BEGINNINGS OF MUSIC...
More informationChapter 13. The Symphony
Chapter 13 The Symphony!1 Key Terms symphony sonata form exposition first theme bridge second group second theme cadence theme development retransition recapitulation coda fragmentation theme
More informationClassroom. Chapter 1: Lesson 6
Classroom Chapter 1: Lesson 6 Adventus Incorporated, 2001 Chapter 1: Introductory Theory, The Treble Clef, Bar Lines, Note Values, Rests, & The Bass Clef Lesson 6 This lesson plan was written for use with
More informationCopyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National
Music (504) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES Profile: Music
More informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 5 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: year-long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching in a limited range within an interval
More informationA Recipe for Emotion in Music (Music & Meaning Part II)
A Recipe for Emotion in Music (Music & Meaning Part II) Curriculum Guide This curriculum guide is designed to help you use the MPR Class Notes video A Recipe for Emotion in Music as a teaching tool in
More informationWCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts
WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts Grade 8 Music Bubble Gum Jingle Revised 2008 Student Name _ Student Score (Circle
More informationILLINOIS LICENSURE TESTING SYSTEM
ILLINOIS LICENSURE TESTING SYSTEM FIELD 212: MUSIC January 2017 Effective beginning September 3, 2018 ILLINOIS LICENSURE TESTING SYSTEM FIELD 212: MUSIC January 2017 Subarea Range of Objectives I. Responding:
More information2010 HSC Music 2 Musicology and Aural Skills Sample Answers
2010 HSC Music 2 Musicology and Aural Skills Sample Answers This document contains sample answers, or, in the case of some questions, answers could include. These are developed by the examination committee
More informationMusic Key Stage 3 Success Criteria Year 7. Rhythms and rhythm Notation
Music Key Stage 3 Success Criteria Year 7 Rhythms and rhythm Notation Can identify crotchets, minims and semibreves Can label the length of crotchets, minims and semibreves Can add up the values of a series
More information