GENERAL MUSIC CURRICULUM GRADES 7-8

Transcription

1 MIDDLETOWN PUBLIC SCHOOLS GENERAL CURRICULUM GRADES 7-8 Joseph H. Gaudet Middle School February 2013

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3 The Middletown Music Curriculum for grades K-12 was completed in January 2013 by a team of K-12 teachers. The team, identified as the Music Curriculum Writers referenced extensive resources to design the document that included but are not limited to: Best Practice, New Standards for Teaching and Learning in America s Schools Classroom Instruction That Works Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Differentiated Instructional Strategies Educational websites Assessment and Standards-Based Grading, Classroom Strategies That Work, Marzano National Art Education Association National Coalition for Core Arts Standards National Standards for Music Education Rhode Island K-12 GSEs for Music Webb s Depth of Knowledge The K-12 Music Curriculum identifies what all students should know and be able to do in art education. Each grade or course includes the National Standards for Arts Education, the Rhode Island Grade Span Expectations for Music and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, research-based instructional strategies, resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in Music through the study of National Standards for Arts Education that include: Singling alone and with others, a varied repertoire of music. Performing on instruments, alone and with others, a varied repertoire of music Improvising melodies, variations, and accompaniments Composing and arranging music within specific guidelines Reading and notating music Listening to and analyzing, and describing music Evaluating music and music performances Understanding relationships between music, the other arts, and disciplines outside the arts Understanding music in relation to history and culture And through the study of Rhode Island Grade Span Expectations for Music that include: Artistic processes Cultural contexts Communication Aesthetic judgment FOR Define content s what students should know and be able to do in Music Mission Statement The mission of the Middletown Public Schools Fine Arts Department is to provide for all students a life-long appreciation of music and visual arts which enhances their educational, cultural, and personal lives. This purpose is accomplished through various creative opportunities and performances at all levels. COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Define what all students should know and be able to do by the end of each grade. Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12). Provide grade level specificity that define the skills and understandings that all students must demonstrate. 2/13/2013 Middletown Public Schools 2

4 RESEARCH-BASED The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g. Employs strategies of best practice (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging). Facilitates the integration of Applied Learning Standards (SCANS) o problem solving o communication o critical thinking o research o reflection/evaluation. Differentiates instruction by varying the content, process, and product and implementing Analyzes formative assessment to direct instruction. Provides exemplars and rubrics. Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart). Applies best practice of teaching music education: o Facilitates the integration of technology (computers, Smart Music, Yamaha M.I.E) o Celebrates/recognizes accomplishments. o Facilitates peer and self-evaluation o Organizes and facilitates public performances COMMON and SUGGESTED Semester exams SUGGESTED Anecdotal record effort, attendance, behavior Conferencing Journals Playing - live/ taped using performance rubric/checklist Peer assessment concerts using performance rubric/checklist Rehearsals Rubrics/checklists o Listen and analyze o Performance Self-assessment using performance rubric/checklist Test Written ELA Common Core o Argument o Informational 2/13/2013 Middletown Public Schools 3

5 MIDDLE SCHOOL GENERAL Textbooks Interactive Music Powered by Silver Burdett (la edition) Books/ supplementary Be Recorder Star Guitar Method Book 1, Hal Leonard The Sight-Singer In Tune (periodicals) Music Alive (periodicals) Equipment Guitar Instruments Metronomes Music stand Piano Recordings and recording devices Tuner Yamaha MIE Keyboard System Technology CDs, CD player/dvd player Computers Designated sound equipment Digital recorders Flat screen TV, overhead monitors I-pads MPs Player Overhead projector Smartboard Yamaha Mie Videos and DVDs Websites (music notation) (recording and editing sounds) (create music/songwriting) (staff paper) (music listening) (theory) (ear training) (theory) (audio tool) (notation) (free drum loops) (practicing, accompaniment, and assessment tool) (history) (percussion technique) (practice tool) (world instrument music) Literature Choral music Materials Sight singing books Folders Recordings Professional recordings Current artists Music from various time periods and genres Sheet music Yamaha MIE Keyboard Music (current) Software Alfred s Essentials of Music Theory Auralia Band-in-a-box Finale Notepad Finale (notation software) Garage band I-Tunes Mixcraft Smart Music Community Performances, recitals Guest clinicians Rhode Island State Council on the Arts 2/13/2013 Middletown Public Schools 4

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7 1. Singing, alone and with others, a varied repertoire of music 1.1. Sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles PERFORMANCE Sings a varied repertoire including p to 3 parts using treble and bass clefs with musical accuracy. M3 (7-8) -1a Reads, writes, and performs rhythmic patterns using notation including: augmentation diminution. M1(7-8) -1a Reads, writes, and performs patterns of pitch (pentatonic and diatonic major minor patterns, and modes) and known songs using solfege e.g., Deep in the Heart of Texas absolute pitch letter names (e.g., recorder, barred instruments, guitar) M1(7-8) -1c Identifies the elements of music: beat form harmony melody pitch timbre/tone See resources in the (free drum loops) pre and post Understands accurate vocal practices: breathing posture sound production Understands accurate vocal practices posture, breathing, and sound production Identifies Kodaly hand signals and solfege syllables. The Sight-Singer 2/13/2013 Middletown Public Schools 6

8 1.1.8 Sings scales and melodies using Kodaly hand signals and solfege Sings on pitch and in rhythm alone and with others using a steady tempo. (free drum loops) Performs selected materials appropriate to grade level and appropriate to performance, e.g. We re Gonna Have a Good Time One from A Chorus Line Wade in the Water Self-evaluates and self corrects vocal performance TARGET Demonstrates their ability to sight read music by singing or playing a short, unfamiliar piece of music. GSE Assessment Target # Singing, alone and with others, a varied repertoire of music 1.2. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory PERFORMANCE Sings a varied repertoire including up to 3 parts using treble and bass clefs with musical accuracy. M3(7-8) -1a Recognizes the elements of music: beat form harmony melody pitch timbre/tone o (theory) See resources in the (theory) pre and post 2/13/2013 Middletown Public Schools 7

9 1.2.3 Identifies and sings appropriate articulation breathing phrasing Self-evaluates and self corrects vocal performance TARGET Performs familiar songs solo, demonstrating tone, time, technique, and expression. GSE Assessment Target #3.1 1 Singing, alone and with others, a varied repertoire of music 1.3. Sing music representing diverse genres and cultures, with expression appropriate for the work being performed PERFORMANCE Sings a varied repertoire including up to 3 parts using treble and bass clefs with musical accuracy. M3(7-8)1a Recognizes the elements of music representing diverse genres and cultures. beat form harmony melody pitch timbre/tone, e.g. o I Go to Extremes o Sabre Dance See resources in the (ear training) pre and post Identifies appropriate articulation breathing phrasing in diverse genres and cultures. 2/13/2013 Middletown Public Schools 8

10 1.3.4 Sings music representing diverse genres and cultures (e.g. folk, multi-cultural, patriotic, and holiday song) with appropriate articulation breathing phrasing Self-evaluates and self corrects vocal performance TARGET Plays or sings music from various genres and diverse cultures within a large ensemble setting. GSE Assessment Target # Singing, alone and with others, a varied repertoire of music 1.4. Sing music written in two and three parts PERFORMANCE Sings a varied repertoire including up to 3 parts using treble and bass clefs with musical accuracy. M3 (7-8)-1a Recognizes the elements of music: beat form harmony melody pitch timbre/tone Identifies ostinatos partner songs rounds o e.g. Row, Row, Your Boat o e.g. Brother John See resources in the pre and post Sings ostinatos, partner songs, and rounds. 2/13/2013 Middletown Public Schools 9

11 1.4.5 Evaluates self and peer performances TARGET Performs familiar songs solo, demonstrating tone, time, technique, and expression. GSE Assessment Target # Performing on instruments, alone and with others, a varied repertoire of music 2.1 Perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control MENC Plays a varied repertoire representing various genres, styles, cultures using acoustic or electronic musical instruments with musical accuracy M3 (7-8)-1b e.g. recorder, keyboard, guitar Recognizes the elements of music: beat form harmony melody pitch timbre/tone Understands accurate playing practices sticking and sound production on classroom percussion instruments. See resources in the pre and post Performs on classroom instruments on pitch and in rhythm with appropriate dynamics alone and with others using a steady tempo, e.g. recorder various percussion instruments keyboard guitar Performs selected materials appropriate to grade level and appropriate to performance, e.g. Be a Recorder Star Guitar Method Book 1, Hal Leonard 2/13/2013 Middletown Public Schools 10

12 2.1.6 TARGET Performs familiar songs solo, demonstrating tone, time, technique, and expression. GSE Assessment Target # Performing on instruments, alone and with others, a varied repertoire of music 2.2 Perform music representing diverse genres and cultures, with expressions appropriate for the work being performed MENC Plays a varied repertoire representing various genres, styles, cultures using acoustic or electronic musical instruments with musical accuracym3 (7-8)-1B Recognizes the elements of music: beat form harmony melody pitch timbre/tone representing diverse genres and cultures. See resources in the pre and post Identifies appropriate playing techniques, breathing, and phrasing in the music of diverse genres and cultures (e.g. folk, multi-cultural, patriotic and holiday song) Performs music representing diverse genres and cultures (e.g. folk, multi-cultural, patriotic and holiday song) with appropriate playing technique breathing, phrasing expression appropriate for the work being performed TARGET Plays or sings music from various genres and diverse cultures within a large ensemble setting. GSE Assessment Target #3.2 2/13/2013 Middletown Public Schools 11

13 2. Performing on instruments, alone and with others, a varied repertoire of music. MENC 2.3 Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument MENC Plays a varied repertoire representing various genres, styles, cultures using acoustic or electronic musical instruments with musical accuracy. M3 (7-8)-1B recorder keyboard guitar Recognizes the elements of music: beat form harmony melody pitch timbre/tone See resources in the pre and post Differentiates accompaniment from contrasting parts, e.g. ostinatos Performs instrumental accompaniments parts TARGET Performs familiar songs solo, demonstrating tone, time, technique, and expression. GSE Assessment Target # Improvising melodies, variations, and accompaniments 3.1 Improvise simple harmonic accompaniments Improvises simple harmonic accompaniments. M1 (7-8) 2a Performs the answer in the same style to the given rhythmic and melodic phrase. See resources in the 2/13/2013 Middletown Public Schools 12

14 PERFORMANCE Improvises his/her own rhythmic and melodic phrase. Garage Band TARGET Creates a melodic variation of a familiar melody being performed in class (e.g., compose short variations to an 8- bar melody). GSE Target Assessment #1.2 pre and post 3. Improvise melodies, variations, and accompaniments. MENC 3.2 Improvises melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. MENC Improvises simple harmonic accompaniments. M1 (7-8)-2a Composes original melodies with expanded parameters e.g., full major/minor scale expanded rhythms M1(7-8)-2b Improvises as solo and group using pentatonic scale, e.g. Auld Lang Syne Ode to Joy Blues keyboard recorder guitar TARGET Creates a melodic variation of a familiar melody being performed in class (e.g., compose short variations to an 8-bar melody). GSE Assessment Target #1.2 See resources in the pre and post 3. Improvise melodies, variations, and accompaniments. MENC 3.3 Improvises short Improvises simple harmonic accompaniments. M1 (7-8) 2a See resources in the 2/13/2013 Middletown Public Schools 13

15 melodies, unaccompanied and over given rhythmic accompaniments each in a consistent style, meter MENC Composes original melodies with expanded parameters e.g., full major/minor scale expanded rhythms M1(7-8)-2b Improvises as solo and group using pentatonic scale. classroom melodic percussion Orff instruments Band-in-a-box TARGET Creates a melodic variation of a familiar melody being performed in class (e.g., compose short variations to an 8- bar melody). GSE Assessment Target #1.2 pre and post 4. Composing and arranging music within specific guidelines 4.1 Compose short pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique), demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance TOOLS Composes original melodies with expanded parameters e.g., full major/minor scale expanded rhythms M1(7-8)-2b (music notation) Recognizes and applies elements of music: beat form harmony melody pitch timbre/tone See resources in the (music notation) (recording and editing sounds) pre and post Identifies starting point and ending point of a song or musical arrangement Recognizes simple form, e.g. AB ABA 2/13/2013 Middletown Public Schools 14

16 4.1.5 Composes a short song that includes elements of music and starting and ending point in simple form Analyzes and evaluates his/her composition that follows specified guidelines. Listening and analyzing rubric Performs composition for peers and/or others. Performance Rubrics/checklists Listening and analyzing Rubrics/checklists (recording and editing sounds) TARGET Creates a melodic variation of a familiar melody being performed in class (e.g., compose short variations to an 8- bar melody). GSE Assessment Target # Reading and notating music 5.1 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. 5a PERFORMANCE/ TOOLS Reads, writes, and performs rhythmic patterns using notation including: augmentation diminution M1(7-8) -1a Knows elements of music: beat form harmony melody pitch timbre/tone See resources in the pre and post 2/13/2013 Middletown Public Schools 15

17 5.1.3 Recognizes note values: whole half quarter eighth dotted notes sixteenth Recognizes time signatures in: ¾ Irregular meter, e.g. o o Analyzes music examples for appropriate note values and time signatures. Smart Music TARGET Demonstrates their ability to sight read music by singing or playing a short, unfamiliar piece of music. GSE Assessment Target #1.1 2/13/2013 Middletown Public Schools 16

18 5. Reading and notating music 5.2 Reads at sight simple melodies in the appropriate clefs PERFORMANCE/ TOOLS Reads, writes, and performs patterns of pitch (pentatonic and diatonic major minor patterns, and modes) and known songs using solfege, e.g. Hot Cross Buns Ode to Joy and absolute pitch letter names (e.g. recorder, barred instruments, guitar). M1 (7-8)1c The Sight-Singer recorder guitar See resources in the (ear training) pre and post Knows elements of music: beat form harmony melody pitch timbre/tone Identifies lines and spaces of the staff in the specified clef. Theory worksheet # TARGET Demonstrates their ability to sight read music by singing or playing a short, unfamiliar piece of music. GSE Assessment Target # Reading and notating music 5.3 Identify and define notation symbols for pitch, rhythm, dynamics, Reads, writes, and performs rhythmic patterns using notation including: augmentation diminution. M1(7-8) -1a See resources in the 2/13/2013 Middletown Public Schools 17

19 articulation and expression. 5c PERFORMANCE/ TOOLS Analyzes and compares the use of musical elements of different genres and cultures emphasizing tonality and texture (e.g., intervals, chords and progressions, homophonic). M4 (7-8) -1a Identifies musical notations and symbols (e.g. Legato) Applies knowledge of musical notations and symbols to a given rhythm/melody TARGETS Demonstrates their ability to sight read music by singing or playing a short, unfamiliar piece of music. GSE Assessment Target #1.1 pre and post Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target # Reading and notating music 5.4 Use notation to record their musical ideas and the musical ideas of others PERFORMANCE/ TOOLS Reads, writes, and performs patterns of pitch (pentatonic and diatonic major minor patterns, and modes) and known songs using solfege, e.g. Hot Cross Buns Ode to Joy and absolute pitch letter names, e.g. M1 (7-8)1c recorder low C to high C keyboard guitar Recalls knowledge of notation in treble and bass. (theory) Understands knowledge of note values. (theory) See resources in the (theory) (staff paper) Finale (notation software) Finale Notepad pre and post 2/13/2013 Middletown Public Schools 18

20 5.4.4 Listens to and analyzes personal and peer musical ideas. (staff paper) Listening and analyzing rubric Applies notation to record their musical ideas and the musical ideas of peers TARGET Demonstrates their ability to sight read music by singing or playing a short, unfamiliar piece of music. GSE Assessment Target # Listening to analyzing, and describing music 6.1 Identify simple music forms when presented aurally MENC Identifies and describes larger music forms (e.g., canon, fugue, suite, ballet, opera, symphony. M4 (7-8)-1b CD s Knows elements of music beat form harmony melody pitch timbre/tone Identifies verse/refrain and call/response. We re Gonna Have a Good Time See resources in the pre and post Differentiates between same and contrasting sections (e.g. ABA) when presented aurally Analyzes simple music form e.g. AB, ABA, and Rondo when presented aurally. Musical theater selections Fiddler on the Roof - grade 7 Amadeus and Phantom of the Opera grade 8 2/13/2013 Middletown Public Schools 19

21 6.1.6 TARGET Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target # Listening to analyzing, and describing music 6.2 Describe specific music events in a given aural example, using appropriate terminology. 6a PERCEPTION Analyzes and compares the use of musical elements of different genres and cultures emphasizing tonality and texture, e.g. Intervals chords and progressions homophonic M4 (7-8) -1a Knows elements of music beat form harmony melody pitch timbre/tone Sabre dance (grade 8) See resources in the pre and post Understands music changes in tempo or meter Identifies aurally example such as changes in key meter orchestration style Musical theater 2/13/2013 Middletown Public Schools 20

22 6.2.5 TARGET Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target # Listening to analyzing, and describing music 6.3 Analyze the uses of elements of music in aural examples representing diverse genres and cultures. 6b PERCEPTION Analyzes and compares the use of musical elements of different genres and cultures emphasizing tonality and texture, e.g. Intervals chords and progressions homophonic M4 (7-8) -1a Identifies and describes larger music forms, e.g. canon fugue suite ballet opera symphony M4 (7-8) 1b Understands the use of elements of music in different genres and cultures. See resources in the pre and post Compares music of different ethnic origins Analyzes the elements of music in aural examples representing diverse genres and cultures. Musical theater TARGET Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target #4.1 2/13/2013 Middletown Public Schools 21

23 6. Listening to analyzing, and describing music 6.4 Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. 6c PERCEPTION Analyzes and compares the use of musical elements of different genres and cultures emphasizing tonality and texture, e.g. Intervals chords and progressions homophonic M4 (7-8) -1a Knows elements of music: beat form harmony melody pitch timbre/tone See resources in the pre and post Identifies meters, intervals (steps, leaps, repeats) Recognizes major/minor tonalities Selects the correct meter and harmonic progressions to an aural presentation. musical theater recordings, e.g. i-tunes TARGET Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target # Listening to analyzing, and describing music 6.5 Identify the sounds of a variety of instruments, Analyzes and compares the use of musical elements of different genres and cultures emphasizing tonality and texture, e.g. See resources in the 2/13/2013 Middletown Public Schools 22

24 including many orchestra and band instruments, and instruments from various cultures, as well as children s voices and male and female adult voices MENC Intervals chords and progressions homophonic M4 (7-8) -1a Professional recordings Recognizes elements of music beat form harmony melody pitch timbre/tone pre and post Identifies the timbre of an instrument and a voice Differentiates between the timbre of various instruments e.g. flute from a violin flute from clarinet trumpet from trombone piano from guitar Identifies the various families of instruments e.g. strings, brass, percussion, woodwinds Distinguishes between the timbre of children s voices and males, female, and adult voices Classifies the instruments in the appropriate family e.g. brass percussion strings woodwinds TARGET Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target #4.1 2/13/2013 Middletown Public Schools 23

25 7. Evaluating music and music performances 7.1 Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their person listening and performing. 7a PERCEPTION Analyzes and compares the use of musical elements of different genres and cultures emphasizing tonality and texture, e.g. Intervals chords and progressions homophonic M4 (7-8) -1a Develops and applies three specific criteria provided for critiquing music, e.g.,, diction, and articulation: They played pizzicato at a piano level. I understood the meaning of the music, because the choir s diction was correct. M4 (7-8) 2a o Record in journals Comprehends the criteria for evaluating musical performances (ensemble, solo, or self) that includes: Articulation and diction distinct pronunciation to include clarity of consonants and vowel shapes Dynamics loudness or softness of the music Interpretation - stylistic accuracy with attention paid to the shaping of phrases Pitch signing notes correctly Presentation proper stage presence to include uniform dress Repertoire appropriate selection of music with a variety of styles (grade 8 only) Rhythm patterns of long and short sounds See resources in the pre and post Knows elements of music: beat form harmony melody pitch timbre/tone 2/13/2013 Middletown Public Schools 24

26 7.1.5 Recognizes rhythmic and tonal accuracy Chooses criteria for musical evaluation e.g. Elements of music Repertoire Listening and analyzing rubric TARGET Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target # Evaluating music and music performances 7.2 Evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement. 5b PERCEPTION Develops and applies three specific criteria provided for critiquing music, e.g.,, diction, and articulation: They played pizzicato at a piano level. I understood the meaning of the music, because the choir s diction was correct. M4 (7-8) 2a o Record in journals Uses aesthetic criteria to compare and contrast student performance with professional performance, e.g. We need to work harder to create good balance with so few violas in our string section. M4 (7-8) -2b Comprehends the criteria for evaluating musical performances (ensemble, solo, or self) that includes: Articulation and diction distinct pronunciation to include clarity of consonants and vowel shapes Dynamics loudness or softness of the music Interpretation - stylistic accuracy with attention paid to the shaping of phrases Pitch signing notes correctly Presentation proper stage presence to include uniform dress Repertoire appropriate selection of music with a variety of styles Rhythm patterns of long and short sounds See resources in the pre and post Journals 2/13/2013 Middletown Public Schools 25

27 7.2.4 Knows elements of music: beat form harmony melody pitch timbre/tone Understands the different styles of music Recognizes high-quality vs. low quality musical performances, compositions, and arrangements. i-tines professional recordings Chose criteria for musical evaluation e.g. appropriateness of specific style elements of music repertoire TARGET Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target # Understands relationships between music, the other arts, and disciplines outside the arts. 8.1 Compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual Identifies similarities and differences in the meanings of common terms used in various arts and other subject areas e.g. M2 (7-8)- 2a meter/note value to math lyric content to ELA See resources in the (history) pre and post 2/13/2013 Middletown Public Schools 26

28 stimuli in visual arts, movement in dance, human interrelationships in theater) can be used to transform similar events, scenes, emotions, or ideas into works of art. 8a cultural music to geographical origins Identifies genres and time periods and compares with the visual arts, theater and dance (e.g. impressionism). Musicals (history) Defines artistic style of the specified period and recognizes similarities INTEGRATION Describes how musical artistic, and theatrical styles reflect the sign of the times e.g. Les Miserable and the French Revolution Fiddler on the Roof and the Holocaust Classifies musical, theatrical and artistic styles to appropriate time periods Distinguishes similarities of each artistic style within appropriate time period Designs a drawing representative of the music Creates a dance representative of the time and music. Musical theater TARGET Explains the connections between musical concepts and other disciplines (e.g., classical balance of form to symmetry in architecture in buildings). GSE Assessment Target # Understands relationships between music, the other arts, and disciplines outside the arts. 8.2 Describes ways in which the principles and subject matter of other disciplines taught Identifies similarities and differences in the meanings of common terms used in various arts and other subject areas e.g. M2 (7-8)- 2a meter/note value to math See resources in the 2/13/2013 Middletown Public Schools 27

29 in the school are interrelated with those of music. 8b INTEGRATION lyric content to ELA cultural music to geographical origins Identifies and describes larger music forms, e.g. canon fugue suite ballet opera symphony M4 (7-8) 1b pre and post Identifies subject matter (American history, science) and the relation to music Recognizes how music plays a role in the other subjects and vice versa, e.g. math -music time signatures, fractions science - acoustics, vibrations Identifies how music plays a role historically and culturally, e.g. social studies- patriotic songs, anthems, religious and folk songs Analyzes how music plays a part in other disciplines: culturally historically scientifically Concludes the importance of the arts and academics Analyzes how music affects other subjects. Musical theater TARGET Explains the connections between musical concepts and other disciplines (e.g., classical balance of form to symmetry in architecture in buildings). GSE Assessment Target #2.2 Analyzes a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. GSE Assessment Target #4.1 2/13/2013 Middletown Public Schools 28

30 9. Understanding music in relation to history and culture Identify by genre or style, aural examples of music from various historical periods and cultures CONTEXT Listens to and describes the distinguishing characteristics of representative musical genres and styles from two or more cultures. M2 (7-8)-1a records in journal Identifies by genre or style aural examples Grade 7 Classic and Romantic period Grade 8 Renaissance, Baroque Interprets music from various historical periods and cultures Classic Egmont Overture Romantic Slavonic Dance, Transcendental Etude #8, Liszt Kyrie from Missa Brewis Palestrina Hallelujah Chorus, Handel s Messiah Classifies music from various historical periods and cultures Classic Egmont Overture Romantic Slavonic Dance, Transcendental Etude #8, Liszt Kyrie from Missa Brewis Palestrina Hallelujah Chorus, Handel s Messiah See resources in the pre and post Journals Applies music by genre or style when presented aurally to various historical periods Classic Egmont Overture Romantic Slavonic Dance, Transcendental Etude #8, Liszt Kyrie from Missa Brewis Palestrina Hallelujah Chorus, Handel s Messiah TARGET Describes cultural influences, style, genre, historical time period, and characteristic instrumentation of selected representative musical selections. GSE Assessment Target #2.1 2/13/2013 Middletown Public Schools 29

31 9. Understanding music in relation to history and culture 9.2 Describe distinguishing characteristics representative of music genres and styles from a variety of cultures CONTEXT Listens to and describes the distinguishing characteristics of representative musical genres and styles from two or more cultures. M2 (7-8)-1a Explains how music has historically reflected social functions and changing ideas and values. M2(7-8)1b records in journals Recognizes elements of music Describes different ways the elements of music are used in music from different cultures Identifies musical characteristics e.g. meter key (atonal, pentatonic) orchestration representative of musical genres styles from a variety of cultures. See resources in the pre and post Explores the cultural and historical origin of music through its distinguishing characteristics Classifies by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary. e.g. Romantic period Chopin, Liszt e.g. Baroque Handel, Bacj Evaluates the cultural and historical origin of music through its distinguishing characteristics TARGET Describes cultural influences, style, genre, historical time 2/13/2013 Middletown Public Schools 30

32 period, and characteristic instrumentation of selected representative musical selections. GSE Assessment Target # Understanding music in relation to history and culture 9.3 Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. CONTEXT Explains how music has historically reflected social functions and changing ideas and values. M2(7-8)1b records in journals Recognizes various uses of music in their daily experiences e.g. radio, TV, video games, movies, CD, MP3, i-pod Identifies music characteristics (rally, relaxing, mood, dancing) that are used in their daily experiences Classifies certain characteristics that make music in daily experiences suitable for each use Selects music appropriate for daily activities TARGET Describes cultural influences, style, genre, historical time period, and characteristic instrumentation of selected representative musical selections. GSE Assessment Target #2.1 See resources in the (ear training) pre and post 2/13/2013 Middletown Public Schools 31