COURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL 3-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS

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1 COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL 3-5 PREPARED BY: MUSIC DEPARTMENT TEACHERS REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August 24, 2017

2 New Jersey Student Learning Standards: Visual and Performing Arts 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, theater, and visual art. Performance Indicators (Standards and Objectives) By the end of grade 5, all students demonstrate basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4; A). Content: Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.1 Identify the elements of music in response to aural prompts and printed music notational systems. Content: The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and rhythmic progressions, all of Areas of Focus Ear training Elements of Families of instruments. Science of sound (acoustics). Language usage and development. Essential Questions How is sound organized to make What is form in What is style in What is sound and how is it created? Why are the families of instruments grouped as they are? What part of an instrument, if any, vibrates to create its sound? How do various instruments make their distinctive sounds? How do various 2 instruments change pitch? Why do trumpets Activities Teacher demonstra- tions. Question and answer, verbal and written. Discussions. Using work sheets, flash cards, and other visual aids. Games. Echo chanting and singing. Memorizing lyrics. Rhythmic chanting. Singing. Using solfège syllables and Kodály hand signs for melodic Vocabulary* * This list includes does not include some terms introduced in prior general music instruction. Step/skip/leap. Octave. Melodic contour. Sound wave. Vibration. Form. Chorus. Verse. Refrain. Intro. Outro. Coda. Moderato. Adagio. Allegro. Ritardando. Time signature. Key Signature. 1 st /2 nd ending. D.C. D.S. al Coda. Fermata. Major/minor. Harmony. Resources Hal Leonard s Rhythm Flash Cards. Hal Leonard s Melody Flash Cards. Do It! Play Recorder, James O. Froseth, 1996, GIA Publications. Let s Play Recorder Instruction Book, 1973 Hal Leonard Corp. Standard Of Excellence, B. Pearson, 1993, Neil A. Kjos Music Co. New Directions for

3 which contribute to musical literacy B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. have valves? What is tone color or timbre? What is the difference between beat and rhythm? What is dynamics and in what ways can it be changed? What is a scale? What is a chord? What are the various kinds of vocal, choral, and instrumental music and how can they differ? What is folk What is classical 3 instruction. Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and other movement activities. on non- pitched percussion instruments. on pitched percussion. Note reading and rote playing. Aural identification of instruments and instrument families. practices reinforced during weekly small- and large- group rehearsals. practices Chords. Accompani- ment. Strings, 2007, The FJH Music Co. Making Music, 2008, Silver/Burdet t. Mr.Everybody s Musical Apartment, Myles Feltenberger, 1993 Myles Music Corp. World Music Drumming: A Cross- cultural Curriculum, Will Schmid, 1998 Hal Leonard. Musical Games, Fingerplays and Rhythmic Activities for Early Childhood, Wirth et. al Parker Publishing Co. Children s Songs, Hal Leonard. Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles. Xylophones.

4 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. Content: Art and culture reflect and affect each other A.1 Recognize works of dance, music, theater, and visual art as a refection of societal values and beliefs. Content: Characteristic approaches to content, form, style, and design define art genres A.2 Relate common artistic elements that define distinctive art genres in dance, music, theater and visual art. Content: Sometimes Styles/genres. Composers Artists. Musical and historical eras. Music and story telling. Music and group identity. Functional vs. aesthetic Music s use in other creative disciplines. Music and culture. Advancements in technology What style elements of a musical work express context of time period or culture? How do various styles of music differ from one another? What inspires people to create What societal functions does music serve historically and culturally? In what ways have people used music to express their feelings and values and to describe their experiences? 4 reinforced through participation in various performances throughout the school year. Guided listening activities. Use of listening charts. Examination of correlative works of works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of Examination of lives and compositions of seminal Style. Culture. Ragtime. Jazz. Pop/Rock. African Latin American Musical theater. Broadway musical. Opera. Big Band/Swing. Ballet. Cha- cha, salsa, jig, tarantella. Boogie- woogie. Blues. Spirituals. Gospel. New Orleans. Mardi gras. Melodic and rhythmic flash cards. Posters of instruments. Videos/film clips of vocal, choral and instrumental performances. Soprano recorder. Recorder method book. Teacher- selected/ created supplemental materials.

5 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, theater, and visual art. the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre A.3 Determine the impact of significant contributions of individual artists in dance, music, theater and visual art from diverse cultures throughout history. Content: Complex scores may include compound meters and the grand staff B.1 Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter and compound meter. Content: Proper vocal production and vocal placement improve vocal quality. Self- expression. Pitch- matching. Part- singing. of a steady beat in various media. of rhythmic patterns in various media to a steady beat. on pitched and non- pitched instruments in non- reading and reading situations. Reading notation. What style elements of a musical work express context of time period or culture? Have musical styles tended to change sympathetically with other art forms historically and culturally? How did technological advancements affect the evolution of various instruments? How has the orchestra evolved through the various style periods? What role does human anatomy play in vocal production and performance practice? What is music notation and why is it important? How is music notation used to represent the essential elements of music such as rhythm, melody, harmony, tempo, form, and instrumentation? 5 composers and musicians. Echo chanting and singing. Memorizing lyrics. Rhythmic chanting. Singing. Using solfège syllables and Kodály hand signs for melodic instruction. Rhythmic performance through body percussion: clapping, Slavery. Revolutionary War/Civil War/World War II. Digereedoo. Renaissance. Baroque. Classical. Romantic. Impressionism. Patriotic. 20 th Century/ post modern. Concerto. Sonata. Symphony. Opera. Musical. Broadway. Vocal. Choral. Instrumental. Orchestra. Step/skip/leap. Octave. Melodic contour. Sound wave. Vibration. Form. Chorus. Verse. Refrain. Intro. Outro. Coda. Moderato. Adagio. Allegro. Ritardando.

6 Harmonizing requires singing ability and listening skills. Individual voice ranges change with time B.2 Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. Content: Music composition is governed by prescribed rules and forms that apply to both improvised and scored B.3 Improvise and score simple melodies over given harmonic structures and/or computer programs. Content: Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts B.4 Decode how the elements of music are used to achieve unity and variety, tension Improvising and composing Orff. Kodály. Dalcroze. What is the role of the staff in music notation and how does it represent the various ways melodies can move? What is the relationship between a pitch s sound and its position on the staff? What is a composer? What is a conductor and why is he/she important to a musical performance? What style of music did Louis Armstrong perform? What is the swing rhythm? What role does the hi- hat play in jazz? 6 patting, stomping, walking, marching, dancing and other movement activities. on non- pitched percussion instruments. on pitched percussion instruments. Note reading and rote playing. Attending music specific field trips to hear live performances at venues in New Jersey and New York City. practices reinforced during weekly small- and large- group rehearsals. practices reinforced through participation 1 st /2 nd ending. D.C. D.S. al Coda. Fermata. Major/minor. Harmony. Chords. Accompani- ment. Flat,,sharp, natural. Bar/measure. Bar line. Time signature. Key signature.

7 1.4 Aesthetic Responses (A) and Critique Methodologies (B) All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theater, and visual art. and release, and balance in musical compositions. Aesthetic Responses (A) Content: Each arts discipline (dance, music, theater, and visual art) has distinct characteristics, as do the artists who create them A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theater, and the visual arts, and identify characteristics of the artists who created them A.2 Compare and contrast culturally and historically diverse works of dance, music, theater, and visual art that evoke emotion and that communicate cultural meaning. Discernment of unique characteristics of different styles, genre, eras, and ethnicities of Recognition of emotional affects conveyed by the Recognition of a composition s function and the intention of its composer. Expressing an informed opinion of a composition relative to its cultural and historical context, and its emotional impact. Listening with appreciation. Concert etiquette. How do various styles of music differ from one another? What is the mood of a given musical style or selection? What is distinctive about a given musical style or selection? What musical elements are exhibited and to what effect in a given musical style or selection? How does the style of a piece of music affect the behavior of the audience? Why should one respect a musical selection even when one does not like the way it sounds? in various performances throughout the school year. Guided listening activities. Use of listening charts. Examination of correlative works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of Attending music specific field trips to hear live performances at venues in New Jersey and New York City 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 7

8 disciplines (dance, music, theater, and visual art) A.4 Distinguish patterns in nature found in works of dance, music, theater, and visual art. Critique Methodologies (B) Content (B1): Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theater, and visual art. Content (B2): Constructive criticism is an important evaluative tool that enables artists to communicate more effectively B.2 Apply the principles of positive critique in 8

9 giving and receiving responses to performances. Curriculum Guide Addendum Content/Area Course: Music Grade Level: 3-5 Pacing Guide MP1 Instrument Families MP2 Styles/Genres of Music MP3 - Composers MP4 - Performance Instructional Materials 1. See Resources in Curriculum 9

10 Suggested strategies for English as a Second Language (ESL) student Consultation with ESL staff Vocabulary Lyric Study International Phonetic Alphabet Diction Suggested strategies for Special Education students Consultation with Special Education staff Provide Assessment of Student Ability to Spec. Ed. Staff Offer Extra- Help After School Inclusion of Interdisciplinary Connections - Areas of Focus Science of Sound - See Curriculum Guide for Additional Inclusion of 21 st century themes and skills - Activities Performance in Small and Large Groups Inclusion of 21 st century themes and skills For information related to the 12 Career Ready Practices follow the link below. Personal Financial Literacy Career Awareness, Exploration, and Preparation Career and Technical Education

11 8.1 Educational Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming For NJ Technology Standards 8.1 and 8.2 follow the link below. 11