AH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects
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1 Pacing Guide DRAFT First Quarter 7 th GRADE GENERAL MUSIC Weeks Program of Studies 4.1 Core Content Essential Questions August 1-3 CHAMPS Why is Champs important to follow? List two Champs rules that are unique for the music room. What will we learn this quarter? What are your rights and responsibilities at BGJHS August 6-10 Melody the Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Complete the melodic phrase. Create a 4 measure original melody. Name and interpret all pitches on the Grand Staff. Analyze the melody of God bless America
2 (often very different) August Harmony/Melody/Rhythm the Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony - triads (chords) Identify and perform rhythm patterns. Create a 4 measure rhythm exercise. Describe the concept clave rhythm. Create/compose a clave thythm Perform whole, half, quarter, eighth, and sixteenth notes and rests
3 (often very different) August Rhythm the Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign What effect does harmony have on music? Analyze music according to harmony. Identify triads in various positions.
4 Harmony - triads (chords) (often very different) August Timbre the call and response Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass) Identify/classify all orchestra instruments according to family. Classify all vocal timbres. Explain why instrumental timbres differ. How do instrumental timbres differ from culture to culture?
5 September 4-7 (often very different) Form AH-8-SA-S-Mu5 Students will identify and describe instruments according to classifications (family, voices, folk and orchestral instruments) the Form - AB, ABA, call and response > Identify musical forms in various musical examples. Create a visual ternary composition. Why is Call and Response appropriate in children s music and learning?
6 September (often very different) Tempo/Dynamics AH-8-SA-S-Mu5 Students will identify and describe instruments according to classifications (family, voices, folk and orchestral instruments) the Elements of music: Tempo - Allegro, Moderato, Largo, Presto Dynamics - crescendo, decrescendo, dynamic What effect does dynamics and tempo have on music? Describe both tempo and dynamics using Italian terminology. How does John Williams utilize tempo and dynamic in his film music?
7 (often very different) markings/symbols: pp, p, mp, mf, f, ff, <, > Perform various music at different tempos and dynamics. September Style Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, Analyze music using all elements of music. Discuss folk instruments from latin America. Analyze Mariachi music according to all
8 September (often very different) Style/Review the AH-8-SA-S-Mu5 Students will identify and describe instruments according to classifications (family, voices, folk and orchestral instruments) dotted half note and dotted quarter note) Tempo - Allegro, Moderato, Largo, Presto Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony - triads (chords) Form - AB, ABA, call and response Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass) Dynamics - crescendo, decrescendo, dynamic markings/symbol s: pp, p, mp, mf, f, ff, <, > Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, elements of music. Analyze/ identify asian musical instruments and music. Listen and discuss music of Africa. Compose a short peace of polyrhythmic music. Analyze various classical music pieces using the elements of
9 (often very different) the AH-8-SA-S-Mu5 Students will identify and describe instruments according to classifications (family, voices, folk and orchestral instruments) half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Tempo - Allegro, Moderato, Largo, Presto Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony - triads (chords) Form - AB, ABA, call and response Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass) Dynamics - crescendo, decrescendo, dynamic markings/symbol s: pp, p, mp, mf, f, ff, <, > music. Using the elements of music describe each musical composition you hear. How would you use the elements of music in composing your own music?
10 Pacing Guide Second Quarter Weeks Program of Studies 4.1 Core Content Essential Questions October October October 29- November 2 November 5 November 7-9 November November November December 3-7 December December 17-18
11 Team Pacing Guide Third Quarter Weeks Program of Studies 4.1 Core Content Essential Questions January 2-4 January 7-11 January January January 28- February 1 February 4-8 February February February March
12 Pacing Guide Fourth Quarter Weeks Program of Studies 4.1 Core Content Essential Questions March March 31- April 4 April 7-11 April April April 28- May 2 May 5-9 May May 19 May May FINALS FINALS FINALS FINALS
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