Music Curriculum. Grade 2: Unit Four. 1 P a g e

Transcription

1 Music Curriculum Grade 2: Unit Four 1 P a g e

2 Course Description The goal of the Fourth Unit is to explore how the audience creates musical meaning, using all of the knowledge and skills the students have learned regarding the nature of music, composition, and performance. This unit acts as an opportunity to reflect on all of the work accomplished throughout the year. In addition to new repertoire, students will review the year s worth of compositions they have created and/or performed with their new understandings. Would they have changed anything in their earlier compositions with this new knowledge? 2 P a g e

3 Pacing Chart Unit 4 # Student Learning Objective Focus Standards 1 NJCCCS Aesthetic Responses and Critique Methodologies MU:Re7 Perceive and analyze artistic work. MU:Re7.1 - Select - Choose music appropriate for a specific purpose or context. NJCCCS Aesthetic Responses and Critique Methodologies [Review from Unit 1] 2 MU:Re7 Perceive and analyze artistic work. MU:Re7.2 - Analyze - Analyze how the structure and context of varied musical works inform the response. 3 NJCCCS Aesthetic Responses and Critique Methodologies MU:Re8 Interpret intent and meaning in artistic work. MU:Re8.1 - Interpret - Support interpretations of musical works that reflect creators /performers expressive intent. Instruction: 8-9 weeks 4 NJCCCS Aesthetic Responses and Critique Methodologies MU:Re9 Apply criteria to evaluate artistic work. MU:Re9.1 - Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. 5 NJCCCS History of the Arts and Culture MU:Cn10 - Synthesize and relate knowledge and personal experiences to make art. MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. 6 NJCCCS History of the Arts and Culture MU:Cn11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. MU:Cn Connect Relate musical ideas and works with varied context to deepen understanding. 3 P a g e

4 Educational Technology Standards A.1, A.2, A.3, A.5, B.1, C.1, D.1, E.1, F.1 Technology Operations and Concepts Identify the basic features of a computer and explain how to use them effectively. Create a document using a word processing application. Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each. Enter information into a spreadsheet and sort the information. Creativity and Innovation Illustrate and communicate original ideas and stories using multiple digital tools and resources. Communication and Collaboration Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using Various media formats such as online collaborative tools and social media. Digital Citizenship Develop an understanding of ownership of print and non-print information. Research and Information Literacy Use digital tools and online resources to explore a problem or issue. Critical Thinking, Problem Solving, and Decision-Making Use geographic mapping tools to plan and solve problems.

5 Career Ready Practices Standards: CRP1, CRP2, CRP4, CRP6, CRP8, CRP11, CRP12 CRP1 Act as a responsible and contributing citizen and employee. CRP2 Apply appropriate academic and technical skills. CRP4 Communicate clearly and effectively and with reason. CRP6 Demonstrate creativity and innovation. CRP8 Utilize critical thinking to make sense of problems and persevere in solving them. CRP11 Use technology to enhance productivity. CRP12 Work productively in teams while using cultural global competence. 5 P a g e

6 Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General Processing Comprehension Recall Extra time for assigned tasks Extra Response time Precise step-by-step directions Teacher-made checklist Adjust length of assignment Have students verbalize steps Short manageable tasks Use visual graphic organizers Timeline with due dates for reports and projects Communication system between home and school Provide lecture notes/outline Repeat, clarify or reword directions Mini-breaks between tasks Provide a warning for transitions Reading partners Brief and concrete directions Provide immediate feedback Small group instruction Emphasize multi-sensory learning Reference resources to promote independence Visual and verbal reminders Graphic organizers Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization Computer/whiteboard Tape recorder Spell-checker Extended time Study guides Shortened tests Consistent daily structured routine Simple and clear classroom rules Individual daily planner Display a written agenda Note-taking assistance Audio-taped books Read directions aloud Frequent feedback Color code materials 6 P a g e

7 Enrichment Accommodate Based on Students individual Needs: Strategies Adaption of Material and Requirements Evaluate Vocabulary Elevated Text Complexity Additional Projects Independent Student Options Projects completed individual or with Partners Self Selection of Research Tiered/Multilevel Activities Learning Centers Individual Response Board Open-ended activities Community/Subject expert mentorships 7 P a g e

8 Assessments Suggested Formative/Summative Classroom Assessments Timelines, Maps, Charts, Graphic Organizers Unit Assessments, Chapter Assessments, Quizzes DBQ, Essays, Short Answer Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share Projects, Portfolio, Presentations, Prezi, Gallery Walks Homework Concept Mapping Primary and Secondary Source analysis Photo, Video, Political Cartoon, Radio, Song Analysis Create an Original Song, Film, or Poem Glogster to make Electronic Posters Tumblr to create a Blog 8 P a g e

9 9 P a g e Interdisciplinary Connections Although schools are set up with each discipline receiving separate instruction and, with the exception of some interdisciplinary approaches, there is very little collaboration between each discipline. However, there are numerous natural connections between each discipline as the skills and knowledge learned in one subject become tools to learn and develop skills in another discipline. Whenever possible these connections should be utilized and students should be made aware of this use. Language Arts This is perhaps one of the easiest connections music teachers can make. Gordon s whole approach is based on the connection between the development of language skills and the development of audiation. The Orff processes uses language for rhythm development and to teach form, as well as poems and stories as source materials for creations (you don t need to go out and find poems and stories to set to music, ask the language arts teacher what they re using and use that). One way to explore a culture s music is through the rhythmic cadence and pitch frequencies used in the language and what is also found in the music. The creative process is also the same. Paterson Public Schools uses the Writer s Workshop that teaches students to generate ideas, create a rough draft, edit and revise the work, and then publish it. Change publish to perform and you also have the process for writing music as well, which is probably why the students write in composition notebooks. Specific examples include (but are not limited to): Unit 4 Reading Literature and Informational Text and Narrative and Opinion Writing - Compare and contrast introductions and conclusions in books with introductions and codas in music. Read song lyrics (poems) and be able to describe what the song is about. Be able to find information about critiquing music in a text. Write a narrative to go with one of their instrumental pieces of music. Write about why they think their work was great and/or what they would want to improve next time. Mathematics

10 Mathematicians, Pythagoras being one of the earliest recorded contributors, have helped us understand what turns sounds into music. This is another subject with numerous natural connections to music, especially when it comes to pattern recognition, rhythm measured in fractions of a beat, the use of ratios for intervals, understanding the works of Arnold Schoenberg, etc.. Specific examples include (but are not limited to): Unit 4 Reason with Shapes and Represent Data - Keep track of how long a piece of music is by noting the starting time and the ending time. Look at how much a piece of music costs and figure out how much money would be needed to buy a piece of music for everyone in the class. Measure and compare the lengths of different instruments in the room. Identify the shapes of the various instruments in the room. Relate the partitioning of shapes to measures, beats, and rhythm patterns. Science 10 P a g e Unfortunately, acoustics is not well covered in the science curriculum. However, by teaching acoustic principles we can compensate for this oversight as well as introduce students to a career they might otherwise overlook. With some creativity you can usually use the standards for the physical sciences to justify explorations in acoustics. However, most of our connections to the rest of the Science standards will be in the form of repertoire selections that incorporate the topic (such as songs about the seasons, particular animals, etc.). Science topics for Grade 2 include: Unit 4 Insect and Plants FOSS Module Students observe the life cycle of a variety of insects and a plant in real time. Social Studies The arts have always been influenced by political, social, and economic factors, so studying cultures through the lens of music can also help students better understand these three components of their own culture and cultures throughout the world.

11 11 P a g e Specific examples include (but are not limited to): Unit 4 All About Earth Recognize various landforms and bodies of water, read a map/globe, differentiate between weather and seasons, how people change/protect the earth, and how we use natural resources. Unit 5 Our Government Patriotic songs, national anthem, repertoire about government and historical figures.

12 Grade: 2 Unit: Four Topic: Discern Musical Meaning New Jersey Core Curriculum Content Standards (NJCCCS) and Related National Core Arts Standards (NCAS): NJCCCS: 1.4 Aesthetic Responses and Critique Methodologies; NCAS: MU.Re7, MU.Re8, MU.Re9 NJCCCS: 1.2 History of the Arts and Culture; NCAS: MU.Cn10, MU.Cn.11 Enduring Understandings and Essential Questions NJCCC Standard Aesthetic Responses & Critique Methodologies NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Re7.1 Select Choose music appropriate for a specific purpose or context. NCAS - Individuals selection of musical works is influenced by their interests, experiences, understandings, and purposes. NCAS - How do individuals choose music to experience? 12 P a g e

13 New Jersey Core Curriculum Content Standard: 1.4 Aesthetic Responses and Critique Methodologies Related National Core Arts Standard: MU.Re7 - Perceive and analyze artistic work. Student Learning Objective: MU:Re7.1 - Select - Choose music appropriate for a specific purpose or context. (Using Level 4 Vocabulary Overview) Modified Student Learning Objective: MU:Re7.1 - Select - Choose music appropriate for a specific purpose or context. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Re7.1 - Select - Choose music appropriate for a specific purpose or context. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT MU:Re Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. Compare and contrast prior performances and/or compositions. (e.g., Do they always seem to make the same choices? Is there a rhythm pattern that always seems to show up?) Explore the use of an element of music to find out how it used. For instance, compare and contrast the use of high and low sounds. (e.g., Do happy songs use more of one than the other? What about sad songs?) Special Education Students Mid Group ESL WAPT 0-10 MU:Re7.1.2 [With limited guidance,] explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. As a class, compare and contrast prior performances and/or compositions. (e.g., Do they always seem to make the same choices? Is there a rhythm pattern that always seems to show up?) As a class, explore the use of an element of music to find out how it used. For instance, compare and contrast the use of high and low sounds. (e.g., Do happy songs use more of one than the other? What about sad songs?) Special Education MU:Re7.1.2 [With Teacher demonstrates how to compare and contrast prior performances and/or 13 P a g e

14 Students Low Group guidance,] explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. compositions. (e.g., Do they always seem to make the same choices? Is there a rhythm pattern that seems to always show up?) Teacher demonstrates how to explore the use of an element of music to find out how it used. For instance, compare and contrast the use of high and low sounds. (e.g., Do happy songs use more of one than the other? What about sad songs?) 14 P a g e

15 Enduring Understandings and Essential Questions NJCCC Standard Aesthetic Responses & Critique Methodologies NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Re7.2 Analyze Analyze how the structure and context of varied musical works inform the response. NCAS - Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. NJCCCS - Ear training and listening skill are prerequisites for musical literacy. (e.g., CPI#: B.1) NJCCCS - The elements of music are foundational to basic music literacy. (e.g., CPI#: B.2) NJCCCS - Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm. (e.g., CPI#: B.3) NJCCCS - Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties. (e.g., CPI#: B.4) NCAS - How does understanding the structure and context of music inform a response? 15 P a g e

16 New Jersey Core Curriculum Content Standard: 1.4 Aesthetic Responses and Critique Methodologies Related National Core Arts Standard: MU.Re7 - Perceive and analyze artistic work. Student Learning Objective: MU:Re7.2 - Analyze - Analyze how the structure and context of varied musical works inform the response. (Using Level 4 Vocabulary Overview) Modified Student Learning Objective: MU:Re7.2 - Analyze - Analyze how the structure and context of varied musical works inform the response. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Re7.2 - Analyze - Analyze how the structure and context of varied musical works inform the response. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT MU:Re Describe how specific music concepts are used to support a specific purpose in music. CPI# B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. CPI# B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. o Demonstrate a syncopated pattern, meter of two, meter of three, tied notes, fermata, and strong/weak beat. o Identify the four musical families and describe the characteristics of each family. o Demonstrate terms: piano, forte, crescendo, and decrescendo. o Identify forms: AABA, AABB, solo/chorus o Demonstrate pitch patterns using expanded solfeggio vocabulary. CPI# B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic 16 P a g e

17 notation up to eighth notes and rests. CPI# B.4 Categorize families of instruments and identify their associated musical properties. o Identify the four musical families and describe the characteristics of each family. Special Education Students Mid Group ESL WAPT 0-10 MU:Re7.2.2 [With limited guidance,] Describe how specific music concepts are used to support a specific purpose in music. CPI# B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. CPI# B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. o Demonstrate a syncopated pattern, meter of two, meter of three, tied notes, fermata, and strong/weak beat. o Identify the four musical families and describe the characteristics of each family. o Demonstrate terms: piano, forte, crescendo, and decrescendo. o Identify forms: AABA, AABB, solo/chorus o Demonstrate pitch patterns using expanded solfeggio vocabulary. CPI# B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. CPI# B.4 Categorize families of instruments and identify their associated musical properties. o Identify the four musical families and describe the characteristics of each family. Special Education MU:Re7.2.2 [With guidance,] Describe how 17 P a g e CPI# B.1 Explore the elements of music through verbal and written

18 Students Low Group specific music concepts are used to support a specific purpose in music. responses to diverse aural prompts and printed scores. CPI# B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. o Demonstrate a syncopated pattern, meter of two, meter of three, tied notes, fermata, and strong/weak beat. o Identify the four musical families and describe the characteristics of each family. o Demonstrate terms: piano, forte, crescendo, and decrescendo. o Identify forms: AABA, AABB, solo/chorus o Demonstrate pitch patterns using expanded solfeggio vocabulary. CPI# B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. CPI# B.4 Categorize families of instruments and identify their associated musical properties. o Identify the four musical families and describe the characteristics of each family. 18 P a g e

19 Enduring Understandings and Essential Questions NJCCC Standard Aesthetic Responses & Critique Methodologies NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Re8.1 Interpret Support interpretations of musical works that reflect creators /performers expressive intent. NCAS - Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. NJCCCS The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo. (e.g., CPI#: B.1) NJCCCS - Contextual clues are embedded in works of art and provide insight into artistic intent. (e.g., CPI#: B.3) NCAS - How do we discern the musical creators and performers expressive intent? 19 P a g e

20 New Jersey Core Curriculum Content Standard: 1.4 Aesthetic Responses and Critique Methodologies Related National Core Arts Standard: MU.Re8 - Interpret intent and meaning in artistic work. Student Learning Objective: MU:Re8.1 - Interpret - Support interpretations of musical works that reflect creators /performers expressive intent. (Using Level 4 Vocabulary Overview) Modified Student Learning Objective: MU:Re8.1 - Interpret - Support interpretations of musical works that reflect creators /performers expressive intent. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Re8.1 - Interpret - Support interpretations of musical works that reflect creators /performers expressive intent. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT MU:Re Demonstrate knowledge of music concepts and how they support creators / performers expressive intent. CPI# B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. o Perform combinations of quarter, two eighths, half, tied, dotted half, whole notes, quarter rests, and syncopated rhythms by clapping and counting aloud. o Read, sing/play various combinations of do-re-mi-sol-la, high do, low sol, low la from a five line staff using quarter, two eighth, half, tied, dotted half, whole notes, syncopated rhythms, and quarter rests. CPI# B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. o Identify the instruments, rhythms, melodic patterns, etc. that convey the idea of a piece of music (e.g., Leopold Mozart - Musical Sleigh Ride, etc.). Special Education MU:Re8.1.2 [With CPI# B.1 Clap, sing, or play on pitch from basic notation in the treble 20 P a g e

21 Students Mid Group ESL WAPT 0-10 limited guidance,] demonstrate knowledge of music concepts and how they support creators / performers expressive intent. clef, with consideration of pitch, rhythm, dynamics, and tempo. o Perform combinations of quarter, two eighths, half, tied, dotted half, whole notes, quarter rests, and syncopated rhythms by clapping and counting aloud. o Read, sing/play various combinations of do-re-mi-sol-la, high do, low sol, low la from a five line staff using quarter, two eighth, half, tied, dotted half, whole notes, syncopated rhythms, and quarter rests. CPI# B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. o Identify the instruments, rhythms, melodic patterns, etc. that convey the idea of a piece of music (e.g., Leopold Mozart - Musical Sleigh Ride, etc.). Special Education Students Low Group MU:Re8.1.2 [With guidance,] demonstrate knowledge of music concepts and how they support creators / performers expressive intent. CPI# B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. o Perform combinations of quarter, two eighths, half, tied, dotted half, whole notes, quarter rests, and syncopated rhythms by clapping and counting aloud. o Read, sing/play various combinations of do-re-mi-sol-la, high do, low sol, low la from a five line staff using quarter, two eighth, half, tied, dotted half, whole notes, syncopated rhythms, and quarter rests. CPI# B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. o Identify the instruments, rhythms, melodic patterns, etc. that convey the idea of a piece of music (e.g., Leopold Mozart - Musical Sleigh Ride, etc.). 21 P a g e

22 Enduring Understandings and Essential Questions NJCCC Standard Aesthetic Responses & Critique Methodologies NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Re9.1 Evaluate Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. NCAS - The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. NJCCCS - Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria. (e.g., CPI#: B.1) NJCCCS - Constructive criticism is an important evaluative tool that enables artists to communicate more effectively. (e.g., CPI#: B.2) NCAS - How do we judge the quality of musical work(s) and performance(s)? 22 P a g e

23 New Jersey Core Curriculum Content Standard: 1.4 Aesthetic Responses and Critique Methodologies Related National Core Arts Standard: MU.Re9 - Apply criteria to evaluate artistic work. Student Learning Objective: MU:Re9.1 - Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. (Using Level 4 Vocabulary Overview) Modified Student Learning Objective: MU:Re9.1 - Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Re9.1 - Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT MU:Re Apply personal and expressive preferences in the evaluation of music for specific purposes. CPI# B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. o Describe the difference between two contrasting articulations (e.g. plucked vs. bowed, tongued vs. slurred) and describe how they affect the theme of the music (e.g., The Seasons, Winter, Movement 2 by Vivaldi). CPI# B.2 Apply the principles of positive critique in giving and receiving responses to performances. o Critique an audio or video recording of a performance by the class/school performing ensemble. Listen for all areas of performance (e.g., pitch, diction, breath support, proper vocal placement, vowel formation, posture, following the director, interpretation) and identify which areas were successful, which were in need of improvement. Use the principles of positive critique to improve subsequent performance. Special Education MU:Re9.1.2 [With limited CPI# B.1 Observe the basic arts elements in performances and 23 P a g e

24 Students Mid Group ESL WAPT 0-10 guidance,] apply personal and expressive preferences in the evaluation of music for specific purposes. exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. o Describe the difference between two contrasting articulations (e.g. plucked vs. bowed, tongued vs. slurred) and describe how they affect the theme of the music (e.g., The Seasons, Winter, Movement 2 by Vivaldi). CPI# B.2 Apply the principles of positive critique in giving and receiving responses to performances. o Critique an audio or video recording of a performance by the class/school performing ensemble. Listen for all areas of performance (e.g., pitch, diction, breath support, proper vocal placement, vowel formation, posture, following the director, interpretation) and identify which areas were successful, which were in need of improvement. Use the principles of positive critique to improve subsequent performance. Special Education Students Low Group MU:Re9.1.2 [With guidance,] apply personal and expressive preferences in the evaluation of music for specific purposes. CPI# B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. o Describe the difference between two contrasting articulations (e.g. plucked vs. bowed, tongued vs. slurred) and describe how they affect the theme of the music (e.g., The Seasons, Winter, Movement 2 by Vivaldi). CPI# B.2 Apply the principles of positive critique in giving and receiving responses to performances. o Critique an audio or video recording of a performance by the class/school performing ensemble. Listen for all areas of performance (e.g., pitch, diction, breath support, proper vocal placement, vowel formation, posture, following the director, interpretation) and identify which areas were successful, which were in need of improvement. Use the principles of positive critique to improve subsequent performance. 24 P a g e

25 Enduring Understandings and Essential Questions NJCCC Standard History of the Arts and Culture NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. NCAS - Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. NCAS - How do musicians make meaningful connections to creating, performing, and responding? 25 P a g e

26 New Jersey Core Curriculum Content Standard: 1.2 History of the Arts and Culture Related National Core Arts Standard: MU.Cn10 - Synthesize and relate knowledge and personal experiences to make art. Student Learning Objective: MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. (Using Level 4 Vocabulary Overview) Modified Student Learning Objective: MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT MU:Cn Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Fill out a self-evaluation for composition projects. Special Education Students Mid Group ESL WAPT 0-10 MU:Cn [With limited guidance,] demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Fill out a self-evaluation for composition projects. Special Education Students Low Group 26 P a g e MU:Cn [With guidance,] demonstrate how interests, knowledge, and skills Fill out a self-evaluation for composition projects.

27 relate to personal choices and intent when creating, performing, and responding to music. Enduring Understandings and Essential Questions NJCCC Standard History of the Arts and Culture NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Cn11.1 Connect Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. NCAS - Understanding connections to varied contexts and daily life enhances musicians creating, performing, and responding. NJCCCS - Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art. (e.g., CPI# A.1) NJCCCS - The function and purpose of art-making across cultures is a reflection of societal values and beliefs. (e.g., CPI# A.2) NJCCCS Each arts discipline (dance, music, theatre, and visual arts) has distinct characteristics, as do the artists who create them. (e.g., CPI#: A.1-4) NCAS - How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music? 27 P a g e

28 New Jersey Core Curriculum Content Standard: 1.2 History of the Arts and Culture Related NCAS: MU.Cn11 - Relate artistic ideas and woks with societal, cultural, and historical context to deepen understanding. Student Learning Objective: MU:Cn Connect Relate musical ideas and works with varied context to deepen understanding. (Using Level 4 Vocabulary Overview) Modified Student Learning Objective: MU:Cn Connect Relate musical ideas and works with varied context to deepen understanding. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Cn Connect Relate musical ideas and works with varied context to deepen understanding. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT MU:Cn Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. CPI# A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. o Identify the similarities and differences in celebratory music from different world cultures (e.g., holidays, birthdays, victories, coronations, etc.). Listen to two or more pieces and describe what elements are used to create the air of celebration. CPI# A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. o Identify the characteristics of patriotic music from different countries (e.g., This is My Country America, Something to Sing About Canada). Listen to recordings/sing the pieces. Compare/contrast musical elements, the purpose of the selections and why the songs can be considered patriotic. CPI# A.1 Identify aesthetic qualities of exemplary works of art in dance, 28 P a g e

29 music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). o Listen to instrumental pieces that are based on familiar melodies (e.g., Mahler Symphony #1, Movement 3; Mozart Variations on Ah, vous dirais-je Maman ). Sing the melodies in their original forms. Discuss the origin of the original melodies and how they were used in the instrumental versions. CPI# A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. o Compare/contrast two distinct interpretations of a piece of music (e.g., the Danse de la Fee Dragee from the Nutcracker, versions by Tchaikovsky and Ellington). Post a list comparing the two versions. CPI# A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). o Create a story to a piece of music that has contrasting dynamics or heavy accents (e.g., Haydn Symphony #94, Movement 2; Russian Sailor s Dance by Giliere). Use movement with the story to reflect the dynamics and accents as wells as other musical elements. CPI# A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. o Choose elements found in nature (e.g., snow, rain and thunder, wind). List the characteristics of the elements and how music can reflect the sound and/or feelings produced by these elements. Create and perform a short piece of music using metal and/or wood barred instruments, non-pitched percussion instruments, or homemade instruments to musically depict the chosen elements. 29 P a g e

30 Special Education Students Mid Group ESL WAPT 0-10 MU:Cn [With limited guidance] demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. CPI# A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. o Identify the similarities and differences in celebratory music from different world cultures (e.g., holidays, birthdays, victories, coronations, etc.). Listen to two or more pieces and describe what elements are used to create the air of celebration. CPI# A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. o Identify the characteristics of patriotic music from different countries (e.g., This is My Country America, Something to Sing About Canada). Listen to recordings/sing the pieces. Compare/contrast musical elements, the purpose of the selections and why the songs can be considered patriotic. CPI# A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). o Listen to instrumental pieces that are based on familiar melodies (e.g., Mahler Symphony #1, Movement 3; Mozart Variations on Ah, vous dirais-je Maman ). Sing the melodies in their original forms. Discuss the origin of the original melodies and how they were used in the instrumental versions. CPI# A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. o Compare/contrast two distinct interpretations of a piece of music (e.g., the Danse de la Fee Dragee from the Nutcracker, versions by Tchaikovsky and Ellington). Post a list comparing the two versions. CPI# A.3 Use imagination to create a story based on an arts experience 30 P a g e

31 that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). o Create a story to a piece of music that has contrasting dynamics or heavy accents (e.g., Haydn Symphony #94, Movement 2; Russian Sailor s Dance by Giliere). Use movement with the story to reflect the dynamics and accents as wells as other musical elements. CPI# A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. o Choose elements found in nature (e.g., snow, rain and thunder, wind). List the characteristics of the elements and how music can reflect the sound and/or feelings produced by these elements. Create and perform a short piece of music using metal and/or wood barred instruments, non-pitched percussion instruments, or homemade instruments to musically depict the chosen elements. Special Education Students Low Group MU:Cn [With guidance] demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. CPI# A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. o Identify the similarities and differences in celebratory music from different world cultures (e.g., holidays, birthdays, victories, coronations, etc.). Listen to two or more pieces and describe what elements are used to create the air of celebration. CPI# A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. o Identify the characteristics of patriotic music from different countries (e.g., This is My Country America, Something to Sing About Canada). Listen to recordings/sing the pieces. Compare/contrast musical elements, the purpose of the selections and why the songs can be considered patriotic. 31 P a g e

32 CPI# A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). o Listen to instrumental pieces that are based on familiar melodies (e.g., Mahler Symphony #1, Movement 3; Mozart Variations on Ah, vous dirais-je Maman ). Sing the melodies in their original forms. Discuss the origin of the original melodies and how they were used in the instrumental versions. CPI# A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. o Compare/contrast two distinct interpretations of a piece of music (e.g., the Danse de la Fee Dragee from the Nutcracker, versions by Tchaikovsky and Ellington). Post a list comparing the two versions. CPI# A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). o Create a story to a piece of music that has contrasting dynamics or heavy accents (e.g., Haydn Symphony #94, Movement 2; Russian Sailor s Dance by Giliere). Use movement with the story to reflect the dynamics and accents as wells as other musical elements. CPI# A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. o Choose elements found in nature (e.g., snow, rain and thunder, wind). List the characteristics of the elements and how music can reflect the sound and/or feelings produced by these elements. Create and perform a short piece of music using metal and/or wood barred instruments, non-pitched percussion instruments, or homemade instruments to musically depict the chosen elements. 32 P a g e

33 Bold print indicates new terminology A * indicates a new concept/term which is introduced at this level Vocabulary Overview for Grade 2 (Level 4 Introduced) Rhythm - Concepts that explain what occurs to sound over time, using the beat as a frame of reference. Meter (L2 K) Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire that have a steady beat, as well as those that do not have a steady beat. (L3 1 st ) Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) strong vs weak beats in poems, stories, and repertoire. (L3 1 st ) Identify the bar line as a means to indicate where the strong beat should occur. (L3 1 st ) - Label songs to indicate where the strong beat occurs as duple, triple, quadruple, etc. meter. * (L4 2 nd ) Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire which has the beat divided into two parts or three parts. * (L4 2 nd ) Label songs with a beat division into two parts as simple meter and a division into three parts as compound meter. (L5 3 rd ) Label the meter classification of each song (e.g., duple simple, triple compound, etc.). (L5 3 rd ) Introduce time signatures by writing the meter classification over the symbol for the beat. (L6 4 th ) Replace the terms and symbols with numbers for writing the time signature. 33 P a g e

34 Patterns (L2 K) - Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire in which sound lasts two or more beats; (L2 K) - Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire in which sound is equal to the beat; (L2 K) - Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire in which there are up to three sounds on a beat; (L3 1 st ) - Identify (through movement, verbal, or written responses), notate (through pictorial representation), and perform (with voice or instruments) poems, stories, and repertoire in which a beat contains silence. * (L4 2 nd ) Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire that contains sounds longer than, equal to, and up to three on a beat, as well as beats with no sound. (L5 3 rd ) - Use the whole note, half note, and quarter note to represent the beat and the half note, quarter note, and eighth note to represent the beat division, along with the corresponding rests to represent beats with no sound. (L5 3 rd ) - Use ties to represent sound that lasts longer than a beat. (L6 4 th ) - Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire in which there are up to four sounds on a beat; (L6 4 th ) Notate the beat with the whole note, half note, or quarter note, and the appropriate corresponding symbol to represent the beat division and subdivision (including the sixteenth note), along to with the corresponding rests to represent beats with no sound. (L6 4 th ) Replace ties with whole notes, half notes, and quarter notes (depending on the symbol for the beat) and their dotted versions to represent sounds that last longer than a beat (L6 4 th ) Use ties to represent syncopated rhythms. Tempo (L2 K) - Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire that is fast (labeled Allegro) and slow (labeled Adagio). (L3 1 st ) - Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire that is fast (labeled Allegro), medium (labeled Andante), and slow (labeled Adagio). 34 P a g e

35 (L3 1 st ) - Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire that is slowing down (labeled ritardando) or speeding up (labeled accelerando). * (L4 2 nd ) Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire that is very fast (labeled Presto), fast (labeled Allegro), medium (labeled Andante or Moderato), slow (labeled Adagio), and very slow (labeled Grave). * (L4 2 nd ) Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire that suddenly changes tempo (labeled Subito [tempo marking]). (L5 3 rd ) Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire using tempo terms and/or metronome markings. (L6 4 th ) Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire using tempo terms and/or metronome markings. Dynamics (L2 K) - Identify (through movement, verbal, and written responses), notate (through pictorial representation or traditional notation), and perform (with voice and instruments) poems, stories, and repertoire that are loud (labeled forte or f) and slow (labeled piano or p). (L3 1 st ) - Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire that are loud (labeled forte or f), medium (labeled mezzo [forte (mf)] or [piano (mp)]), and soft (labeled piano or p). (L3 1 st ) - Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire that is getting louder (labeled crescendo) or getting softer (labeled decrescendo). * (L4 2 nd ) - Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire that are very loud (labeled fortissimo or ff), loud (labeled forte or f), medium (labeled mezzo [forte (mf)] or [piano (mp)]), soft (labeled 35 P a g e

36 piano or p), or very soft (labeled pianissimo or pp). (L5 3 rd ) Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire using dynamic terms and/or symbols. (L6 4 th ) Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire using dynamic terms and/or symbols. Articulation (L2 K) Experience music with a variety of articulations. (L3 1 st ) - Experience music with a variety of articulations. * (L4 2 nd ) - Identify (through movement, verbal, and written responses), notate (through pictorial notation), and perform (with voice and instruments) poems, stories, and repertoire in which the sounds last their full value and seem to be connected to one another, as well as songs where the sounds are not held their full value and seem to be separated from one another. (L5 3 rd ) Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire in which the sounds last their full value and seem to be connected to one another (identified as legato), as well as songs where the sounds are not held their full value and seem to be separated from one another (identified as staccato). (L6 4 th ) Identify (through movement, verbal, and written responses), notate (through traditional notation), and perform (with voice and instruments) poems, stories, and repertoire in which accents occur on unaccented beats (for example, sforzando). Melody - Concepts that explain our perception of sound in the vertical space Contour (L2 K) Identify (through movement, verbal, and written responses), notate (through pictorial representation), and perform (with voice and instruments) poems, stories, and repertoire that has sounds that are moving higher (ascending), moving lower (descending), or remaining the same. 36 P a g e