General Music. Content Area: General Music. Course Primary Resource: Grade Level: 6

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1 Ringwood General Music Curriculum Aligned to the 2009 New Jersey Core Curriculum Content s ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: General Music General Music Course Primary Resource: Grade Level: 6 Unit Plan 1: Primitive Period Beginning of Music Development of Instruments Use of voice/songs 1.1..B A A B A A A B.1 Unit Plan 2: Medieval and Renaissance Period Gregorian Chant Guido de Arezzo Madrigals Claudio Monteverdi 1.1..B A A B A B.1 Unit Plan 3: Baroque Period Vivaldi Bach Handel Styles of music 1.1..B A B A A B.1 Unit Plan 4: Music Theory Treble Clef Bass Clef Major/Minor Rhythms Whole steps vs. Half steps Composition Writing 1.1..B A B B A.2 6 TH GRADE GENERAL MUSIC CURRICULUM 1

2 Unit Plan 5: World Music Culture Traditional Music Instruments 1.1..B B A B B.2 Date created: 11/15/12 Created by: Christine Nichols Board approved on: 12/17/2012 Unit Overview Content Area: General Music Target Course/Grade Level: 6 Unit Summaries: Unit 1 Primitive Period In this unit students will have an understanding of how and when music started. They will learn why instruments were first created and why primitive humans first used songs. Children will begin to make the connection that the music we have today would not be the same had it not been for these early developments. Unit 2 Medieval and Renaissance Period In this unit students will learn different composers and styles of music from the Medieval and Renaissance periods. Children will be able to see how these two time periods and styles relate to one another. They will learn how music was used during these time periods and how these styles relate to the music we have today. Unit 3 Baroque Period In this unit students will learn different composers and styles of the Baroque period. Children will be able to see how this time period relates to all previous styles and to the music we have today. Unit 4 Music Theory In this unit students will learn the basics of music writing and basic music theory. Children will learn the treble and bass clef and how they are used in writing music. Students will be able to write their own composition. Unit 5 World Music In this unit students will have the opportunity to study the traditional music from other countries. While the countries may change, students will have an introduction to the culture of these countries and then focus on the different instruments native to these countries. Students will then compare these instruments to our standard Western instruments. Content Area Skills: New Jersey Technology s:.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge..2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and 2 6 TH GRADE GENERAL MUSIC CURRICULUM

3 Ringwood General Music Curriculum Aligned to the 2009 New Jersey Core Curriculum Content s ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. For specific technology cumulative progress indicators: 21 st Century Themes: 9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. 9.2 Personal Financial Literacy: All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy. 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. For specific college and career readiness anchor standards: Unit Rationale Big Idea: Unit 1 Students will learn how music started and begin to see how it changed through time. Unit 2 Students will be able to compare and contrast the Medieval and Renaissance periods. Unit 3 Students will learn composers and styles of music from the Baroque period. Unit 4 Students will be provided a wide variety of activities to foster an understanding of music writing. Unit 5 Students will experience music from cultures different from our own. Learning Targets 2009 New Jersey Core Curriculum Content s Content Area 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. B. Music NOTE:, those students choosing MUSIC as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. 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. 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. 6 TH GRADE GENERAL MUSIC CURRICULUM 3

4 Content Area 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. A. History of the Arts and Culture NOTE:, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. 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. Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values. The arts reflect cultural morays and personal aesthetics throughout the ages A A.3 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. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Content Area Content Area 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, theatre, and visual art. B. Music NOTE:, those students choosing MUSIC as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. Western, non-western, and avantgarde notation systems have distinctly different characteristics B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-western, and avant-garde notation. Stylistic considerations vary across genres, cultures, and historical eras. Understanding of disciplinespecific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy. 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. 4 6 TH GRADE GENERAL MUSIC CURRICULUM 1.3..B B B.4 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. 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. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. A. Aesthetic Responses

5 Ringwood General Music Curriculum Aligned to the 2009 New Jersey Core Curriculum Content s ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS NOTE:, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts. Art may be used for utilitarian and non-utilitarian purposes. Performance technique in dance, music, theatre, and visual art varies according to historical era and genre. Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a genre s stylistic traits. Symbolism and metaphor are characteristics of art and artmaking. Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality A A A A A A A.7 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values. Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. Content Area 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. B. Critique Methodologies NOTE:, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work s content and form. Visual fluency is the ability to differentiate formal and informal 1.4..B B.2 Evaluate the effectiveness of a work of art by differentiating between the artist s technical proficiency and the work s content or form. Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and 6 TH GRADE GENERAL MUSIC CURRICULUM 5

6 structures and objectively apply observable criteria to the assessment of artworks, without consideration of the artist. Universal elements of art and principles of design apply equally to artwork across cultures and historical eras B.3 visual art. Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays. Unit Essential Questions Unit 1 Primitive Period What is music? When did music start? Why did Primitive humans first create instruments? Why did Primitive humans first sing songs? Unit 2 Medieval and Renaissance Periods What is the music from the Medieval period called? Who was the leading composer during this time period? What is the music from the Renaissance period called? Who was the leading composer during this time period? How are these two styles similar and different? What musical devices were created that are still used today? Why do different styles of music require different notational systems? Unit 3 Baroque Period Who are the main composers from the Baroque period? What styles of music were these composers known for writing? What other styles of music came from this time period? Why does music from different time periods sound different? Unit 4 Music Theory How do you read music notation? What is the difference between major and minor? What is the difference between a whole step and a half step on a keyboard? What are the basic elements of music writing? Unit 5 World Music How does the culture of another country affect the music from that country? How are the instruments from other countries similar or different to standard Western instruments? 6 6 TH GRADE GENERAL MUSIC CURRICULUM Unit Enduring Understandings Unit 1 Primitive Period The elements of music are the building blocks of composition. Music has existed since the beginning of man. The Primitive humans first created instruments to make sounds that they were unable to make on their own. For example, drums were created to echo the sounds of running/walking. They also used instruments to help pray to the Gods. The Primitive humans first sang songs for religious reasons. They also used song to boast their conquests and show off the good things they had done. Unit 2 Medieval and Renaissance Periods The music from the Medieval period is called Gregorian Chant. The leading composer from the Medieval period was Guido de Arezzo. The music from the Renaissance period is called a Madrigal. The leading composer from the Renaissance period was Claudio Monteverdi. These two styles were completely different. The motivation behind Gregorian Chant was religion but the motivation behind Madrigals was entertainment. Modes/Scales were created during the Medieval period. The staff was invented during this period as well. Western, non-western, and avant-garde notation systems have distinctly different characteristics. Unit 3 Baroque Period Vivaldi, Bach, and Handel are the main composers from the Baroque period. Concertos, Fugues, and Oratorios are the styles these men are known for. Sonatas, Minuets, Toccatas also came from the Baroque period. Compositional techniques used in different time periods vary according to a prescribed set of rules. Unit 4 Music Theory Treble clef lines are E, G, B, D, F and spaces are F, A,

7 Unit Objectives: Unit 1 Primitive Period Ringwood General Music Curriculum Aligned to the 2009 New Jersey Core Curriculum Content s ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS C, E. Bass clef lines are G, B, D, F, A and spaces are A, C, E, G. Songs that are major sound happy and songs that are minor sound sad/mad/scary. Whole steps on a keyboard are from a white key to a white key with a black key in between them. A half step is from a white key to a black key. Music writing needs to consider beats, meter, dynamics, melody, harmony, and texture. Unit 5 World Music The arts reflect cultural morays and personal aesthetics throughout the ages. The instruments from other countries have served as the basis for most standard Western instruments. Many instruments look the same but may have a different sound. Students will learn the Primitive period in music history as well as the defining characteristics. Students will have an understanding that technological changes have and will continue to substantially influence the development of the arts. Unit 2 Medieval and Renaissance Period Students will learn the Medieval and Renaissance periods in music history as well as the defining characteristics. Students will study composers whose work is considered exemplary from their respective time periods. Students will be able to compare and contrast the music from the Medieval and Renaissance periods. Students will be able to give examples of developments from these time periods that still exist today and how they may be used differently. Unit 3 Baroque Period Students will learn the Baroque period in music history as well as the defining characteristics. Students will study composers whose work is considered exemplary from their respective time periods. Students will learn how to effectively evaluate, analyze, and listen to music. Unit 4 Music Theory Students will learn the elements of music (beat, meter, rhythms, dynamics, melody, form, etc.). Students will learn the common compositional techniques that are used in various styles of music. Students will be able to identify basic melodic notation in treble and bass clef. Students will be able to read and write rhythmic notation from whole to sixteenth notes, as well as rests. Unit 5 World Music Students will learn the culture and traditional music from different countries. Students will be able to compare and contrast instruments from other countries to standard Western instruments. 6 TH GRADE GENERAL MUSIC CURRICULUM 7

8 Evidence of Learning Formative Assessment: Teacher Informal Observations Independent Classroom Assignments Class Discussions Summative Assessment: Quizzes/Tests Midterm/Finals Composition Project Modifications (ELLs, Special Education, Enrichment, 504 & I/R&S): Modification, materials and equipment will be determined by level. Differentiated instruction will be provided at all levels. Student s education plan will be followed. Equipment Needed: Stereo system, CDs, TV/Computer, Piano Common Resources Available (Including, but not limited to): Content Area: General Music 6 Lesson Components 21 st Century Themes X Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills X Creativity and Innovation Critical Thinking and Problem Solving X Communication and Collaboration Information Literacy Media Literacy ICT Literacy X Life and Career Skills Interdisciplinary Connections to be determined: All rhythms are based on basic math facts. Students learn different periods in history. Integration of Technology: YouTube, keyboard 6 TH GRADE GENERAL MUSIC CURRICULUM