Pacing Calendar. Academic Vocabulary

Transcription

1 Pacing Calendar Duration of Unit: Unit 1 Music Unit 1 General Music Musical scores require a variety of elements and directions, used to create interest and variety. Musical reading skills can be transferred to a variety of musical instruments, genres and styles. 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. Standards (Focus standards are bold.) B B A B B B.4 Primary Texts percussion instruments: rhythm sticks, tambourines, maracas, jingle bells, triangles, sand blocks etc. Pitched percussion instruments tuned to C Major scale such as Orff mallet percussion, boomwhackers, or bells. Summative Label a score with articulations and perform with the correct articulations with the voice, or on an instrument. Performing a three-part round as a group Timeline or illustration of the Romantic Period (Tier 3) General Accent

2 Student Outcomes I can identify the different musical characteristics of the Romantic Era. I can identify the different societal and artistic characteristics of the Romantic Era that may have affected music. I can sing in a 3 part round. I can read music with the form directions of D.C. al Coda. I can identify music with tempo markings of allegro, adagio, and andante. I can read, play, and sing music with accents. I can read, play, and sing music with off beats. I can read, play, and sing rhythms with an eighth note rest and unbarred eighth note. I can use my musical skills to play instruments. Unit 2 Standards Primary Texts Summative

3 Duration of Unit: Music Unit 2 General Music Musical scores require a variety of elements and directions that create interest and variety. Musical reading skills can be transferred to a variety of musical instruments, genres and styles. Performers interest in and knowledge of musical works, understanding of their own technical skills, and the context for a performance influence the selection of repertoire. Understanding of musical structures allows better insight into a creative work s intent and informs the performance B B B A.1 percussion instruments: rhythm sticks, tambourines, maracas, jingle bells, triangles, sand blocks etc. Pitched percussion instruments tuned to C Major scale such as Orff mallet percussion, boomwhackers, or bells. Summative Assessment: Performing a song or piece in a variety of meters. Write a two-part piece. (Tier 3) General Accent Student Outcomes

4 I can read, play, and sing music with a dotted quarter note. I can play music with meters of 2/4, 4/4, and ¾. I can play a song with two parts using Orff instruments, recorder, guitar, or other classroom instruments. I can sing a partner song with others. I can use musical vocabulary to describe and explain my musical preferences about the Romantic Era of music. I can improvise with my voice, using call and response. I can name and describe the four voices in an adult choir as Soprano, Alto, Tenor, and Bass. Duration of Unit: Unit 3 Standards Primary Texts Summative Music Unit B B A.1 percussion instruments: rhythm sticks, tambourines, maracas, al performances of melody over chord progression Researched and presented timeline of the Impressionist Era representing musicians, events, pieces, etc. Composition in the key of F Major or G Major using eighth (Tier 3)

5 General Music Art and culture reflect and affect each other. 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. jingle bells, triangles, sand blocks etc. Pitched percussion instruments tuned to C Major scale such as Orff mallet percussion, boomwhackers, or bells. notes, quarter notes, half notes, whole notes, and sixteenth notes. General Student Outcomes I can create a timeline to organize ideas about a musical era. I can identify the different musical characteristics of the Impressionist Era. I can read, write, and play music with accidentals. I can read, write, and play music with rhythms of eighth notes, quarter notes, half notes, whole notes, and sixteenth

6 notes. I can play chord patterns. I can improvise my own music over chord patterns. Duration of Unit: Unit 4 Standards Primary Texts Summative Music Unit 4 General Music Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Musicians presentation of creative work is the culmination of a process of creation and communication B B B B B B.2 percussion instruments: rhythm sticks, tambourines, maracas, jingle bells, triangles, sand blocks etc. Pitched percussion instruments tuned to C Major scale such as Orff mallet percussion, boomwhackers, or bells. Recorder or Guitar original composition Second self-assessment of a performance Teacher performance evaluation using student-created performance rubric. (Tier 3) General

7 Musicians judge performance based on criteria that vary across time, place, and cultures. 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. Critique Student Outcomes I can compare and contrast music from different time periods. I can rehearse for a performance. I can perform in a concert. I can critique a performance.