Kenilworth Public Schools Curriculum Guide. Content Area Performing Arts

Transcription

1 Kenilworth Public Schools Curriculum Guide Content Area Performing Arts General Music Grades Kindergarten - Sixth Written November 2012 BOE Approved December 10, 2012

2 Kenilworth Public Schools Curriculum Guide Content Area Performing Arts General Music Grade Kindergarten Written November 2012 BOE Approved December 10, 2012

3 General Music- Kindergarten Scope and Sequence Unit 1- High and Low Unit 2- Voice Choice Loud and Soft Unit 3- Fast/Slow Unit 4- Long/Short Unit 5- Melodic Contour Unit 6- Mood and Musical Storytelling Weeks 1-8 Weeks 9-16 Weeks Weeks Weeks Weeks Unit Description: Students will sing, move, and listen to music while exploring concepts of high/low and upward/downward melodic direction. Unit Description: Students will explore the concept of loud and soft and find different ways to use their voices: whisper, talk, sing, and shout. Unit Description: Students will explore the concept of fast and slow steady beat through movement and song. Unit Description: Students will explore the concept of long and short through songs and movement. Unit Description: Students will explore the melodic contour of songs. Unit Description: Students will explore how music can be used to convey a mood and tell a story. Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Sing, alone and with others, a varied repertoire of music. Listen and respond to music of diverse cultures and styles. Explore high/low pitch and upward/downward melodic direction. Recognize and create different vocal timbres and textures. Distinguish between sound/silence, loud/soft dynamics. Create movements and dramatizations for songs/poems. Reinforce concepts from previous unit. Sing and move to songs with fast/slow tempi. Distinguish between fast and slow. Recognize steady beat Reinforce concepts from previous units. Distinguish between longer/shorter sounds. Follow iconic music notation representing long and short sounds. Reinforce concepts from previous units. Distinguish between upward and downward melodic direction in songs. Reinforce concepts from previous units. Respond to music and articulate how music can communicate mood and emotion. Improvise patterns, using sound and movement. Reinforce concepts from previous units. Kenilworth Public Schools

4 General Music- Kindergarten Unit One Unit title: High and Low Unit summary: Students will sing, move, and listen to music while exploring concepts of high/low and upward/downward melodic direction. Primary interdisciplinary connections: Language Arts 21 st Century Themes: Global Awareness Learning Targets Standards: B.1, B.2, B.3, A.1, B.1, B.2, B.3, B.4, B.7, A.3, A.4, B.3 Content Statements: 1 High and low pitch 2 Upward and downward melodic direction Big Idea: To understand the building blocks of a melody, we must first understand the difference between high and low pitch. Unit Essential Questions: How does the shape of the music change? Is it high or low? Does it move up or down? Unit Enduring Understandings: Music is made up of a combination of high and low sounds that move up and down to create a melody. Unit Learning Targets Students will Sing, alone and with others, a varied repertoire of music. Listen and respond to music of diverse cultures and styles. Explore high/low pitch and upward/downward melodic direction. Summative Assessment: N/A Formative Assessments: Evidence of Learning Teacher Observation of: o In-class activities o Assessment Games o Songs

5 Activities Seasons Hi-Dee-Roon Ikhanda Maslombe Three Little Pigs Jive Sol/Mi Pitch-matching solo game SQUILT Lesson Plans Timeframe 8 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

6 General Music- Kindergarten Unit Two Unit title: Voice Choice Loud and Soft Unit summary: Students will explore the concept of loud and soft and find different ways to use their voices: whisper, talk, sing, and shout. Primary interdisciplinary connections: Language Arts 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, B.3, A.1, B.1, B.2, B.3, B.4, B.7, A.3, A.4, B.1, B.3 Content Statements: 1 Different Voices 2 Sing, Speak, Whisper, Shout 3 Loud/Soft Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: How can you use your voice and body to make sounds and music? Unit Enduring Understandings: There are many ways we can use our voices and bodies to make sounds and music. We can sing, speak, shout, whisper, pat, tap, clap, snap, to name a few. Unit Learning Targets Students will Recognize and create different vocal timbres and textures. Distinguish between sound/silence, loud/soft dynamics Create movements and dramatizations for songs/poems. Summative Assessment: N/A Formative Assessments: Evidence of Learning

7 Teacher Observation of: o In-class activities o Assessment Games o Songs Activities Voice Choice I m A Very Fine Turkey Grizzly Bear 5 Little Snowmen SQUILT Lesson Plans Timeframe 8 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

8 General Music- Kindergarten Unit Three Unit title: Fast and Slow Unit summary: Students will explore the concept of fast and slow steady beat through movement and song. Primary interdisciplinary connections: Language Arts 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, B.3, B.4, A.1, B.1, B.2, B.3, B.4, B.5, B.6, B.7, A.1, A.2, A.4, B.1, B.2, B.3 Content Statements: 1 Categorizing Sounds 2 Distinguish between Fast/Slow Big Idea: Music is made interesting through the use of contrast. Unit Essential Questions: Is the steady beat of the music fast or slow? Unit Enduring Understandings: The tempo of the music contributes to its mood. Unit Learning Targets Students will Sing and move to songs with fast/slow tempi. Distinguish between fast and slow. Recognize steady beat. Summative Assessment: N/A Formative Assessments: Evidence of Learning Teacher Observation of: o In-class activities o Instrument playing o Assessment Games o Songs

9 Activities Johnny Mister Brown Goldilocks and the Three Bears Flight of the Bumblebee Busy Buzzy Busy Bee Fast/Slow Express SQUILT Lesson Plans Timeframe 6 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

10 General Music- Kindergarten Unit Four Unit title: Long/Short Unit summary: Students will explore the concept of long and short through songs and movement. Primary interdisciplinary connections: Language Arts, Math 21 st Century Themes: Learning Targets Standards: B.1, B.2, B.3, B.1, B.2, B.3, B.4, B.5, B.6, B.7, A.4, B.3 Content Statements: 1 Steady Beat 2 Long/Short 3 Reading iconic rhythmic notation Big Idea: Music, like nature, is full of patterns. Unit Essential Questions: How is sound organized to make music? Unit Enduring Understandings: Music is organized into patterns that create order and clarity. Unit Learning Targets Students will Distinguish between longer/shorter sounds. Follow iconic music notation representing long and short sounds. Summative Assessment: N/A Formative Assessments: Evidence of Learning Teacher Observation of: o In-class activities o Assessment Games o Songs

11 Spider With A Beat Little Spider Polly Wee Hungry Dog Activities Lesson Plans Timeframe 4 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

12 General Music- Kindergarten Unit Five Unit title: Melodic Contour Unit summary: Students will explore the melodic contour of songs. Primary interdisciplinary connections: Language Arts 21 st Century Themes: Global Awareness Learning Targets Standards: B.1, B.2, B.3, B.4, A.1, A.2, B.1, B.2, B.3, B.4, B.7, A.1, A.2, A.3, A.4, B.3 Content Statements: 1 Same/Different 2 Upward and downward melodic direction Big Idea: Being able to specifically listen for the shape of a melody will help us to become active listeners and performers. Unit Essential Questions: What is it that shapes the music? Unit Enduring Understandings: The twists and turns within the melody of a song are what give a song its uniqueness. Unit Learning Targets Students will Distinguish between upward and downward melodic direction in songs. Explore high/low pitch. Summative Assessment: N/A Formative Assessments: Evidence of Learning Teacher Observation of: o In-class activities o Discussion o Assessment Games o Songs

13 Activities The Hungry Dog Waltz from Leonard Bernstein s Dance Suite. Silverly (poem) Nanny Goat Storm Dance Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Lesson Plans Timeframe 5 Weeks Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

14 General Music- Kindergarten Unit Six Unit title: Mood and Musical Storytelling Unit summary: Students will explore how music can be used to convey a mood and tell a story. Primary interdisciplinary connections: Language Arts 21 st Century Themes: Global Awareness Learning Targets Standards: B.1, B.2, B.3, B.4, A.1, A.2, B.1, B.2, B.3, B.4, B.5, B.6, B.7, A.1, A.2, A.3, A.4, B.1, B.2, B.3 Content Statements: 1 Listening and responding 2 Instrumental timbres 3 Mood in music Big Idea: Music can be used to convey an emotion or to tell a specific story. Unit Essential Questions: How can we create a mood and tell a story through music? Unit Enduring Understandings: There are many ways to tell a story through music. We can use musical contrast and a variety of timbres to create a mood and help paint a musical picture. Unit Learning Targets Students will Respond to music and articulate how music can communicate mood and emotion. Improvise patterns, using sound and movement. Summative Assessment: N/A Formative Assessments: Evidence of Learning Teacher Observation of: o In-class activities o Discussion o Assessment Games o Songs

15 Piano Moods I Am A Promise Bird Calls/Bird Songs Five Little Chickadees The Farmer in the Dell Count and Move Activities Lesson Plans Timeframe 7 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

16 Kenilworth Public Schools Curriculum Guide Content Area Performing Arts General Music Grade First Written November 2012 BOE Approved December 10, 2012

17 General Music- Grade 1 Scope and Sequence Unit 1- Sounds I Make Unit 2- Halloween Contrasts Unit 3- Holiday Notes Unit 4- Peter and the Wolf Unit 5- Reading Rhythms Unit 6- Spring Concert Weeks 1-4 Weeks 5-8 Weeks 9-16 Weeks Weeks Weeks Unit Description: Students will explore the various ways in which they can use their voices: whisper, talk, sing, shout. Unit Description: Students will explore contrasts such as high/low, long/short, fast/slow in the context of Halloween songs. Unit Description: Students will explore same/different phrases, upward/downward melodic direction, and notation for one beat through seasonal music. Unit Description: Students will explore instrumental timbres and programmatic music through the study of Prokofiev s Peter and The Wolf. Unit Description: Students will explore musical notation for quarter notes, eighth notes, and quarter rests. Unit Description: Students will apply concepts learned throughout the year to the preparation of music for the Spring Concert. Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Demonstrate a variety of vocal timbres and textures. Recognize and perform loud/soft dynamics. Sing, alone and with others, a varied repertoire of music. Improvise rhythmic, patterns and use as accompaniments to a speech piece. Differentiate between high/low pitches. Distinguish between long/short sounds. Distinguish between fast/slow tempi. Practice locomotor and nonlocomotor movements, and develop alternating patterns within that repertoire. Reinforce concepts from previous unit. Identify same/different phrases and sections within a song. Differentiate between upward and downward melodic direction. Become familiar with notation for one sound per beat. Reinforce concepts from previous units. Listen and respond to expressive qualities in music of diverse cultures and styles. Identify a variety of instrumental timbres. Create movements and dramatizations for a musical story. Reinforce concepts from previous units. Demonstrate steady beat/silent beat/no beat. Read and play musical notation for one sound per beat, two sounds per beat, and no sound per beat. Improvise patterns to accompany a song. Reinforce concepts from previous units. Incorporate concepts previously taught into the preparation of a performance for parents and students. Sing a varied repertoire of music in public performance. Perform alternating patterns of nonlocomotor movements to accompany songs. Kenilworth Public Schools

18 General Music- Grade 1 Unit One Unit title: Sounds I Make Unit summary: Students will explore the various ways in which they can use their voices: whisper, talk, sing, and shout. Primary interdisciplinary connections: Language Arts, Math 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, B.3, A.1, A.2, B.1, B.2, B.3, B.4, B.5, B.7, A.1, A.3, A.4, B.1, B.3 Content Statements: 1 Different Voices 2 Sing, Speak, Whisper, Shout Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: How can you use your voice to make sounds and music? Unit Enduring Understandings: There are many ways we can use our voices and bodies to make sounds and music. We can sing, speak, shout, whisper, pat, tap, clap, snap, to name a few. Unit Learning Targets Students will Demonstrate a variety of vocal timbres and textures. Recognize and perform loud/soft dynamics. Sing, alone and with others, a varied repertoire of music. Improvise rhythmic, patterns and use as accompaniments to a speech piece. Summative Assessment: N/A Formative Assessments: Evidence of Learning

19 Teacher Observation of: o In-class activities o Instrument playing o Assessment Games o Songs Activities Hello Everybody Clap Your Hands Peanut, Peanut Butter Jelly ABCs Laughing Time Haydn s Surprise Symphony Lesson Plans Timeframe 4 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Music and You Book and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

20 General Music- Grade 1 Unit Two Unit title: Halloween Contrasts Unit summary: Students will explore contrasts such as high/low, long/short, fast/slow in the context of Autumn and Halloween songs. Primary interdisciplinary connections: Language Arts, Math 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, B.3, A.1, B.1, B.2, B.3, B.4, B.5, B.7, A.1, A.2, A.4, B.1, B.3 Content Statements: 1 Categorizing Sounds 2 Contrast in music: High/Low, Long/Short, Fast/Slow Big Idea: Music is made interesting through the use of contrast. Unit Essential Questions: Why is contrast in music so important? Unit Enduring Understandings: Contrasts provide music with the variety that allows for emotional expression. Unit Learning Targets Students will Identify same/different phrases and sections within a song. Distinguish between long/short sounds. Distinguish between fast/slow tempi. Practice locomotor and nonlocomotor movements, and develop alternating patterns within that repertoire. Summative Assessment: N/A Formative Assessments: Teacher Observation of: o In-class activities o Instrument playing o Assessment Games o Songs Evidence of Learning

21 Activities Mr. Brown and Mr. Black High and Low Dance Halloween Town Hall Halloween Ball Jack o Lantern Spooky Loo Scary Sounds with instruments Lesson Plans Timeframe 4 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Music and You Book and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

22 General Music- Grade 1 Unit Three Unit title: Holiday Notes Unit summary: Students will explore same/different phrases, upward/downward melodic direction, and notation for one beat through seasonal music. Primary interdisciplinary connections: Language Arts, Math, Social Studies 21 st Century Themes: Global Awareness, Civic Literacy Learning Targets Standards: B.1, B.2, B.3, B.4, A.1, A.2, B.1, B.2, B.4, B.6, B.7, A.1, A.2, A.4, B.1, B.2, B.3 Content Statements: 1 Same/Different 2 Upward and downward melodic direction 3 Associating notes with beats in the music Big Idea: Children are intuitive listeners. Being able to specifically listen for the shape of a melody will help us to become active listeners and performers. Unit Essential Questions: What is it that shapes the music? Unit Enduring Understandings: The twists and turns within the melody of a song are what give a song its uniqueness. Unit Learning Targets Students will Identify same/different phrases and sections within a song. Differentiate between upward and downward melodic direction. Become familiar with notation for one sound per beat. Summative Assessment: N/A Formative Assessments: Teacher Observation of: o In-class activities o Discussion o Assessment Games o Songs Evidence of Learning

23 Activities Harvest Song The Turkey Ran Away Leaves Burn Little Candles/We Are Little Candles Chinese Dance from The Nutcracker Snowflake Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Music and You Book and CDs Lesson Plans Timeframe 8 Weeks Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

24 General Music- Grade 1 Unit Four Unit title: Peter and the Wolf Unit summary: Students will explore instrumental timbres and programmatic music through the study of Prokofiev s Peter and The Wolf. Primary interdisciplinary connections: Language Arts, Social Studies 21 st Century Themes: Global Awareness Learning Targets Standards: B.1, B.2, B.3, B.4, A.1, A.2, B.1, B.2, B.4, A.1, A.3, A.4, B.1, B.2, B.3 Content Statements: 1 Listening and responding 2 Instrumental timbres 3 Dramatizing Big Idea: Music can be used to convey an emotion or to tell a specific story. Unit Essential Questions: How does a composer tell a story through music? Unit Enduring Understandings: There are many ways to tell a story through music. Composers oftentimes create themes for different instruments to depict the various characters in their stories. Unit Learning Targets Students will Listen and respond to expressive qualities in music of diverse cultures and styles. Identify a variety of instrumental timbres. Create movements and dramatizations for a musical story. Evidence of Learning Summative Assessment: Instrument Matching Assignment Formative Assessments:

25 Teacher Observation of: o In-class activities o Discussion o Assessment Games o Songs Lesson Plans Activities Introduction of Peter and the Wolf themes Introduction to the instruments of the orchestra Read Peter and The Wolf adapted by Janet Schulman Peter and The Wolf 1995 cartoon Dramatize Peter and the Wolf Complete instrument identification assignment Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Music and You Book and CDs Timeframe 5 Weeks Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

26 General Music- Grade 1 Unit Five Unit title: Reading Rhythms Unit summary: Students will explore musical notation for quarter notes, eighth notes, and quarter rests. Primary interdisciplinary connections: Language Arts, Math 21 st Century Themes: N/A Learning Targets Standards: B.2, B.3, B.1, B.2, B.3, B.4, B.5, B.6, B.7, A.4, B.3 Content Statements: 1 Steady Beat 2 Reading rhythmic notation 3 Improvising Big Idea: Music, like nature, is full of patterns. Unit Essential Questions: How is sound organized to make music? Unit Enduring Understandings: Music is organized into patterns that create order and clarity. Unit Learning Targets Students will Demonstrate steady beat/silent beat/no beat. Read and play musical notation for one sound per beat, two sounds per beat, and no sound per beat. Improvise patterns to accompany a song. Evidence of Learning Summative Assessment: In-class solo rhythm performance Formative Assessments: Teacher Observation of: o In-class activities o Assessment Games o Songs

27 Pease Porridge Hot Fuzzy Wuzzy Messenger Song Valentine Rhythms Bell Horses Playing tubanos Activities Lesson Plans Timeframe 4 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Music and You Book and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

28 General Music- Grade 1 Unit Six Unit title: Spring Concert Unit summary: Students will apply concepts learned throughout the year to the preparation of music for performance at the Spring Concert. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21 st Century Themes: Health Awareness Learning Targets Standards: B.1, B.2, B.3, A.1, B.1, B.2, B.4, B.7, A.1, A.2, A.3, A.4, B.1, B.2, B.3 Content Statements: 1 Music Tells A Story 2 Performance 3 Healthy Singing Techniques Big Idea: Through teamwork and self-discipline, we work together over a sustained period of time toward the goal of a successful expression of our musical selves. Unit Essential Questions: Why is performing such an important part of our music education? Unit Enduring Understandings: Utilizing our knowledge of musical elements, we can creatively express ourselves through musical performance. The hard work and cooperation necessary to produce this musical expression will result in our musical and personal growth. Unit Learning Targets Students will Sing, alone and with others, a varied repertoire of music. Read and perform quarter notes/rests, eighth notes. Respond to expressive qualities in music. Perform alternating patterns of nonlocomotor movements to accompany songs. Incorporate concepts previously taught into the preparation of a performance for parents and students. Evidence of Learning

29 Summative Assessment: Spring Concert Performance Formative Assessments: Teacher Observation of: o In-class activities o Assessment Games o Songs Lesson Plans Activities Performance of 1st Grade song repertoire thus far. Continued rhythm study. Preparation and performance of age-appropriate repertoire. Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Music and You Book and CDs Timeframe 13 Weeks Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

30 Kenilworth Public Schools Curriculum Guide Content Area Performing Arts General Music Grade Second Written November 2012 BOE Approved December 10, 2012

31 General Music- Grade 2 Scope and Sequence Unit 1- Sounds Around Us Unit 2- Rhythm Study/ Winter Concert Unit 3- Delving Deeper into Reading Music Unit 4- Instrument Families Unit 5- Musical Form Unit 6-2 nd Grade Review Weeks 1-6 Weeks 7-16 Weeks Weeks Weeks Weeks Unit Description: Students will use their voices and instruments to explore concepts of high/low, beat/rhythm, and basic rhythmic notation. Unit Description: Students will continue to study rhythmic notation while preparing a musical play for the Winter Concert. Unit Description: Students will delve deeper into following the map of simple musical scores through study of seasonal and folk songs. Unit Description: Students will learn about the four families of the orchestra: Brasses, Woodwinds, Strings, Percussion. Unit Description: Students will explore structure and form in songs and classical compositions. Unit Description: Students will sing and move to music that reinforces concepts taught throughout the year. Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Differentiate high and low pitch and upward/downward melodic direction. Differentiate between beat/rhythm. Read basic rhythmic notation. Sing, alone and with others, a varied repertoire of music. Read and perform quarter notes/rests, eighth notes. Respond to expressive qualities in music. Perform patterns of nonlocomotor movements to accompany songs. Reinforce concepts from previous unit. Follow the elements of a basic musical score using repeat signs, multiple verses, D.C. al fine, fermata, piano/forte. Read and perform quarter notes/rests, eighth notes, half notes, dotted half notes. Reinforce concepts from previous units. Identify various instrumental timbres of brass, woodwind, strings, and percussion instruments. Reinforce concepts from previous units. Identify contrasting sections within a song and recognize AB and ABA, and Rondo form. Improvise rhythmic and melodic patterns to accompany a piece and illustrate form. Distinguish between fast and slow tempi. Sing, alone and with others, a varied repertoire of music. Practice repertoire of locomotor and nonlocomotor movements. Listen and respond to music of diverse cultures and styles. Reinforce concepts from previous units. Kenilworth Public Schools

32 General Music- Grade 2 Unit One Unit title: Sounds Around Us Unit summary: Students will use their voices and instruments to explore concepts of high/low, beat/rhythm, and basic rhythmic notation. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, B.3, B.1, B.2, B.3, A.1, A.4, B.3 Content Statements: 1 High/Low Pitch 2 Beat/Rhythm 3 Rhythmic Notation Big Idea: There are sounds all around us that can be organized into music. Unit Essential Questions: How can we categorize the sounds in we hear in life and in music? Unit Enduring Understandings: There are many ways we can classify the sounds we hear. We can think of categories in terms of opposites: High/Low, Loud/Soft, and Long/Short. Unit Learning Targets Students will Differentiate high and low pitch and upward/downward melodic direction. Differentiate between beat/rhythm. Read basic rhythmic notation. Sing, alone and with others, a varied repertoire of music. Summative Assessment: N/A Formative Assessments: Evidence of Learning

33 Teacher Observation of: In-class activities Games Songs Activities Hello There (echo song) There s A Beat In My Feet It s Time To Sing Old King Glory America/You re A Grand Old Flag Lesson Plans Timeframe 6 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

34 General Music- Grade 2 Unit Two Unit title: Rhythm Study/Winter Concert Unit summary: Students will continue to study rhythmic notation while preparing a musical play for the Winter Concert. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21 st Century Themes: Health Awareness Learning Targets Standards: B.1, B.2, B.3, A.1, B.1, B.2, B.4, B.7, A.1, A.2, A.3, A.4, B.1, B.2, B.3 Content Statements: 1 Music Tells A Story 2 Performance 3 Healthy Singing Techniques Big Idea: Through teamwork and self-discipline, we work together over a sustained period of time toward the goal of a successful expression of our musical selves. Unit Essential Questions: Why is performing such an important part of our music education? Unit Enduring Understandings: Utilizing our knowledge of musical elements, we can creatively express ourselves through musical performance. The hard work and cooperation necessary to produce this musical expression will result in our musical and personal growth. Unit Learning Targets Students will Sing, alone and with others, a varied repertoire of music. Read and perform quarter notes/rests, eighth notes. Respond to expressive qualities in music. Perform patterns of nonlocomotor movements to accompany songs. Evidence of Learning Summative Assessment: Winter Concert Performance Formative Assessments:

35 Teacher Observation of: In-class activities Games Songs Lesson Plans Activities Performance of 2 nd Grade song repertoire thus far. Preparation and performance of an age-appropriate seasonal mini-musical. Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Timeframe 10 Weeks Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

36 General Music- Grade 2 Unit Three Unit title: Delving Deeper Into Reading Music Unit summary: Students will delve deeper into following the map of simple musical scores through study of seasonal and folk songs. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, B.3, A.1, A.2, B.1, B.2, B.3, B.4, B.5, B.6, B.7, A.4, B.3 Content Statements: 1 Forms and patterns in music 2 Following music notation and symbols 3 Reading rhythms Big Idea: Music, like nature, is full of patterns. Unit Essential Questions: How is sound organized to make music? Unit Enduring Understandings: Music is organized into patterns that create order and clarity. Unit Learning Targets Students will Follow the elements of a basic musical score using repeat signs, multiple verses, D.C. al fine, fermata, piano/forte. Read and perform quarter notes/rests, eighth notes, half notes, dotted half notes. Sing, alone and with others, a varied repertoire of music. Summative Assessment: Music Symbols Test Formative Assessments: Evidence of Learning Teacher Observation of: In-class activities Games Songs

37 Activities Lesson Plans Martin s Big Words (book), Martin Luther King (song) Jim Along Josie (ABA form) Shake My Sillies Out (quarter notes/rests) The More We Get Together (same/different phrases) Time To Wake Up (accents, crescendo, verses) Grizzly Bear (rhythms) Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Timeframe 9 Weeks Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

38 General Music- Grade 2 Unit Four Unit title: Instrument Families Unit summary: Students will learn about the four families of the orchestra: Brasses, Woodwinds, Strings, Percussion. Primary interdisciplinary connections: Language Arts, Math 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, B.3, B.4, A.1, B.1, B.2, B.4, B.5, B.6, B.7, A.1, A.4, B.3 Content Statements: 1 Instruments of the orchestra 2 Brasses, Woodwinds, Strings, Percussion 3 Timbre Big Idea: It is important to be able to identify a variety of instrumental timbres used in western music. Unit Essential Questions: What are the instruments of the orchestra and how are they categorized? Unit Enduring Understandings: Instruments are categorized according to their timbre, materials, and playing techniques. Unit Learning Targets Students will Identify various instrumental timbres of brass, woodwind, strings, and percussion instruments. Sing, alone and with others, a varied repertoire of music. Evidence of Learning Summative Assessment: Instrument Identification Test Formative Assessments: Teacher Observation of: In-class activities Games Songs

39 Activities Yankee Doodle Instrument Chant Listen To The Brasses We Are Good Musicians The Little Person s Guide To The Orchestra Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Lesson Plans Timeframe 5 Weeks Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

40 General Music- Grade 2 Unit Five Unit title: Musical Form Unit summary: Students will explore structure and form in songs and classical compositions. Primary interdisciplinary connections: Language Arts, Math, Social Studies 21 st Century Themes: Global Awareness Learning Targets Standards: B.1, B.2, B.3, B.4, A.1, A.2, B.1, B.2, B.3, B.4, B.5, B.6, B.7, A.1, A.2, A.4, B.1, B.3 Content Statements: 1 Musical Form 2 Accompanying with instruments 3 Contrasts in Music Big Idea: Most western music is structured in organized sections. Unit Essential Questions: Why is an understanding of musical form important to our study of music? Unit Enduring Understandings: Being able to map the form of a composition helps us to break it down for understanding. Unit Learning Targets Students will Identify contrasting sections within a song and recognize AB and ABA, and Rondo form. Improvise rhythmic and melodic patterns to accompany a piece and illustrate form. Distinguish between fast and slow tempi. Sing, alone and with others, a varied repertoire of music. Summative Assessment: N/A Formative Assessments: Evidence of Learning

41 Teacher Observation of: In-class activities Instrument playing Games Songs Activities Shoo Fly March of the Siamese Children Rondo song Viennese Musical Clock Michael Finnegin Lesson Plans Timeframe 7 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

42 General Music- Grade 2 Unit Six Unit title: 2 nd Grade Review Unit summary: Students will sing and move to music that reinforces concepts taught throughout the year. Primary interdisciplinary connections: Language Arts, Math 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, B.3, B.4, B.1, B.2, B.3, B.4, B.5, B.6, B.7, A.4, B.1, B.2, B.3 Content Statements: 1 Elements of Music 2 Singing 3 Listening 4 Playing Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: How can we apply our knowledge of musical elements to our own enjoyment of music? Unit Enduring Understandings: The knowledge we develop can improve our understanding of music, and thereby increase our enjoyment of it. Unit Learning Targets Students will Sing, alone and with others, a varied repertoire of music. Practice repertoire of locomotor and nonlocomotor movements. Listen and respond to music of diverse cultures and styles. Evidence of Learning Summative Assessment: Simon Listening Assessment Formative Assessments:

43 Teacher Observation of: In-class activities Instrument playing Games Songs Activities Simon Listening/Playing Game Grandma s Feather Bed Various movement activities. Perform repertoire of songs learned this year. Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Lesson Plans Timeframe 3 Weeks Teacher Note The teacher is constantly assessing each student s progress through the use of games, songs, and activities used in class.

44 Kenilworth Public Schools Curriculum Guide Content Area Performing Arts General Music Grade Third Written November 2012 BOE Approved December 10, 2012

45 General Music- Grade 3 Scope and Sequence Unit 1- Reading Music Unit 2- Patriotic Unit 3- Musical Elements Unit 4- Singing about Civil Rights Unit 5- Spring Concert Unit 6-3rd Grade Review Weeks 1-4 Weeks 5-10 Weeks Weeks Weeks Weeks Unit Description: Students will read rhythm and follow melodic direction in song scores. Unit Description: Students will continue to study rhythmic notation while preparing patriotic music for Veterans Day. Unit Description: Students will explore meter, form and dynamics in songs and orchestral music. Unit Description: Students will explore elements of music in historical songs, and recognize how music can be a reflection of societal values/beliefs. Unit Description: Students will apply concepts learned throughout the year to the preparation of a musical play for the Spring Concert. Unit Description: Students will sing and move to music that reinforces concepts taught throughout the year. Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Read basic rhythmic notation including quarter, eighth, half, dotted half, whole, and sixteenth notes. Follow upward and downward melodic direction in the context of the major scale and scale degrees. Play instruments to accompany a song. Sing, alone and with others, a varied repertoire of music using a variety of languages from a musical score. Reinforce concepts from previous unit. Become familiar with meter. Identify common forms and patterns in music. Compare/contrast instrumental and vocal timbres. Demonstrate understanding of dynamics, dynamic contrasts, and their terminology. Reinforce concepts from previous units. Respond to expressive qualities in music of diverse cultures and styles. Recognize works of music as a reflection of societal values and beliefs. Reinforce concepts from previous units. Incorporate concepts previously taught into the preparation of a performance for parents and students. Sing a varied repertoire of music in public performance. Sing, alone and with others, a varied repertoire of music. Practice repertoire of locomotor and nonlocomotor movements. Listen and respond to music of diverse cultures and styles. Reinforce concepts from previous units. Kenilworth Public Schools

46 General Music- Grade 3 Unit One Unit title: Reading Music Unit summary: Students will read rhythm and follow melodic direction in song scores. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21 st Century Themes: Global Awareness Learning Targets Standards: B.1, B.2, B.1, B.2, B.3, A.2, B.2 Content Statements: 1 Rhythm 2 Melodic Contour Big Idea: Rhythm is a pattern of movement in time. Unit Essential Questions: How does rhythm influence the way you feel about a piece of music? Unit Enduring Understandings: Rhythmic patterns help determine the mood and shape of a piece of music. Rhythm can convey a variety of emotions in music. Unit Learning Targets Students will Read rhythmic notation including quarter, eighth, half, dotted half, whole, and sixteenth notes. Follow upward and downward melodic direction in the context of the major scale. Play instruments to accompany a song. Evidence of Learning Summative Assessment: Rhythm Performance Test Formative Assessments: Teacher Observation of performance in class. Lesson Plans

47 Activities Hello To All The Children Of The World You re A Grand Old Flag Name, Name, What s Your Name? Alligator Pie Long-Legged Sailor Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Timeframe 4 Weeks Teacher Note

48 General Music- Grade 3 Unit Two Unit title: Patriotic Music Unit summary: Students will continue to study rhythmic notation while preparing patriotic music for Veterans Day. Primary interdisciplinary connections: Language Arts, Social Studies, Math, Health 21 st Century Themes: Civic Literacy, Global Awareness, Health Literacy Learning Targets Standards: B.1, B.2, A.1, A.2, B.1, B.2, A.3, B.2 Content Statements: 1 Patriotic Music 2 Healthy Singing Techniques 3 Rhythm Big Idea: Music is often used to express the values of a culture. Unit Essential Questions: How can we use music to express our national pride? Unit Enduring Understandings: Music is used throughout the world in ceremonies and rituals that help a culture express its identity. Unit Learning Targets Students will Sing, alone and with others, a varied repertoire of music using a variety of languages from a musical score. Read rhythmic notation including quarter, eighth, half, dotted half, whole, and sixteenth notes. Evidence of Learning Summative Assessment: Veterans Day Performance Formative Assessments: Teacher Observation of performance in class.

49 Activities Star-Spangled Banner You re A Grand Old Flag Patriotic selections for Veterans Day Armed Forces Medley Lesson Plans Timeframe 6 Weeks Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Teacher Note

50 General Music- Grade 3 Unit Three Unit title: Musical Elements Unit summary: Students will explore meter, form and dynamics in songs and orchestral music. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21 st Century Themes: Global Awareness Learning Targets Standards: B.1, B.2, A.2, A.3, B.1, B.2, B.4, A.1, A.2 Content Statements: 1 Forms and Patterns In Music 2 Instrumental/Vocal Timbres 3 Meter 4 Dynamics Big Idea: Music, like nature, is full of patterns. Unit Essential Questions: How is sound organized to make music? Unit Enduring Understandings: Music is organized into patterns that create order and clarity. Unit Learning Targets Students will Identify common forms and patterns in music. Compare/contrast instrumental and vocal timbres. Demonstrate understanding of dynamics, dynamic contrasts, and their terminology. Become familiar with meter. Summative Assessment: N/A Formative Assessments: Evidence of Learning Teacher Observation Worksheets Games and movement activities

51 Activities Supercalifragilisticexpialidocious The Alpine Song The Gobble Song Indian Stick Song The Nutcracker The Twittering Machine/Marvelous Toy Ding Dong Diggidiggidong Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Lesson Plans Timeframe 6 Weeks Teacher Note

52 General Music- Grade 3 Unit Four Unit title: Singing About Civil Rights Unit summary: Students will explore elements of music in historical songs, and recognize how music can be a reflection of societal values/beliefs. Primary interdisciplinary connections: Language Arts, Social Studies 21 st Century Themes: Global Awareness, Civic Literacy Learning Targets Standards: B.1, B.2, A.1, A.2, A.3, B.1, B.2, B.3, B.4, A.1, A.2, A.3, B.1, B.2, B.3, B.4, B.5 Content Statements: 1 Expressive Qualities of Music 2 Songs communicate ideas and goals. Big Idea: Music is a source of hope and inspiration for social movements. Unit Essential Questions: Why is music so instrumental in societal change and reflective of a society s values? Unit Enduring Understandings: In times of change and upheaval, people turn to music as a source of inspiration and comfort. Unit Learning Targets Students will Respond to expressive qualities in music of diverse cultures and styles. Recognize works of music as a reflection of societal values and beliefs. Evidence of Learning Summative Assessment: Music composition project Formative Assessments: Teacher Observation Worksheets

53 Activities Lesson Plans Spiritual Chatter With The Angels Song Martin Luther King Story of Rosa Parks Song Sister Rosa Song Back of The Bus Music Composition Project Students compose their own songs about something they feel strongly about. Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Recording Software (Garage Band) ipad or Mac Laptop for composition Timeframe 4 Weeks Teacher Note

54 General Music- Grade 3 Unit Five Unit title: Spring Concert Unit summary: Students will apply concepts learned throughout the year to the preparation of a musical play for the Spring Concert. Primary interdisciplinary connections: Language Arts 21 st Century Themes: Civic Literacy Learning Targets Standards: B.1, B.2, A.1, B.1, B.2, B.4, A.1, A.2, A.3, B.2, B.4, B.5 Content Statements: 1 Healthy Singing Technique 2 Music Tells A Story 3 Performance Big Idea: Through teamwork and self-discipline, we work together over a sustained period of time toward the goal of a successful expression of our musical selves. Unit Essential Questions: Why is performing such an important part of our music education? Unit Enduring Understandings: Utilizing our knowledge of musical elements, we can creatively express ourselves through musical performance. The hard work and cooperation necessary to produce this musical expression will result in our musical and personal growth. Unit Learning Targets Students will Apply knowledge of concepts previously taught into the preparation of a performance for parents and students (rhythm, melody, and dynamics). Sing a varied repertoire of music in public performance. Evidence of Learning Summative Assessment: Final Performances on the Spring Concerts Formative Assessments:

55 Teacher Observation Song Games and Activities Lesson Plans Activities Vocal Technique activities for use of head voice Breath Support exercises Warm-up Songs/vocalises Prepare a grade level appropriate mini-musical play of approximately 30 minutes Critique performance Teacher Resources Stereo and Keyboard/Piano Computer and Computer Projector Teacher-created PowerPoint Making Music Texts and CDs Music K-8 Songbooks and CDs Recording Software (Garage Band) ipad or Mac Laptop Microphones and Sound Equipment Stage Risers Timeframe 17 Weeks Teacher Note

56 General Music- Grade 3 Unit Six Unit title: 3rd Grade Review Unit summary: Students will sing and move to music that reinforces concepts taught throughout the year. Primary interdisciplinary connections: Language Arts, Social Studies, Math 21 st Century Themes: N/A Learning Targets Standards: B.1, B.2, A.2, B.1, B.2, B.3,1.4.5.A.1, A.2, A.3 Content Statements: 1 Elements of Music 2 Singing Big Idea: We can apply our knowledge of the building blocks of music to our own creation and enjoyment of music in our daily lives. Unit Essential Questions: How can we apply our knowledge of musical elements to our own enjoyment of music? Unit Enduring Understandings: The knowledge we develop can improve our understanding of music, and thereby increase our enjoyment of it. Unit Learning Targets Students will Sing, alone and with others, a varied repertoire of music. Review the elements of music through games and activities. Summative Assessment: N/A Formative Assessments: Review Games Class Discussion Teacher Observation Evidence of Learning