First Grade General Music Curriculum

Transcription

1 Planned Course of Study First Grade General Music NORTHWESTERN LEHIGH SCHOOL DISTRICT 6493 ROUTE 309 NEW TRIPOLI, PA 18066

2 NORTHWESTERN LEHIGH SCHOOL BOARD 2017 Willard Dellicker, President Paul C. Fisher, Jr., Vice President Phil Toll, Treasurer Todd Hernandez, Secretary John Casciano Joseph Fatzinger Todd Leiser Charlene D. Rauscher, Esq. Darryl S. Schafer John E. Freund III, Esq., Solicitor ADMINISTRATION Dr. Mary Anne Wright, Superintendent Jennifer Holman, Assistant Superintendent Dr. Mark Scott, Director of Pupil Services Luann E. Matika, Director of Human Resources LeAnn M. Stitzel, Director of Aileen Yadush, High School Principal Donald B. Allen, High School Assistant Principal William Dovico, Middle School Principal Amy Wahl, Middle School Assistant Principal Jill Berlet, Weisenberg Elementary Principal Maria Pulli, Northwestern Elementary Principal

3 INTRODUCTION The First Grade General Music curriculum guide contains planned course formats for the Northwestern Lehigh School District. The content of this document describes the objectives, activities, assessments, content, time frame, and standard alignment that serve as a guide to the specific units of study offered in the First Grade General Music curriculum. The First Grade General Music curriculum guide is the product of much diligent work on the part of the following members of the Music Department who contributed during the school year: Carol Fella Shawn Fies Lora Krum This document reflects their efforts to establish a well-defined and organized approach to teaching Music in the Northwestern Lehigh School District. Approved by Northwestern Lehigh School District Board of Education April 2017

4 Grade 1 FIRST GRADE GENERAL MUSIC Artistic Process 1: Creating Objective 1: 1.1 Creating Generate and conceptualize artistic ideas and work a Students will experience and explore steady beat. (MU:Cr1.1a) Students will move to a steady beat (clap, walk, etc.). Students will perform a steady beat instrumentally, vocally, using body percussion, and through movement. Students will identify silent beats within a song or performance. Students will develop aural skills for recognizing steady beat b Students will experience and explore simple rhythms. (MU:Cr1.1a and MU:Pr4.2.1b) Students will perform quarter note, paired eighth note, quarter rest, half note, and whole note rhythm patterns on non-pitched and pitched instruments. Students will aurally identify quarter note, paired eighth note, and quarter rest rhythm patterns in music. Students will move to quarter note (walk), paired eighth note (jog), quarter rest (freeze), half note (jump), and whole note (glide). Students will develop aural skills for recognizing simple rhythm patterns c Students will experience and explore multiple tonalities, meters, and forms. (MU:Cr1.1b) Students will be able to perform in major and minor tonalities. Students will perform in varied meters (duple and triple meter). Students will begin to develop aural skills in the following ways: Identify and perform high and low sounds. Identify and perform solfege patterns such as So, Mi, and La. Identify melodic contour directionality. Students will perform and/or identify simple forms. Verse and Refrain AB ABA d Students will generate musical ideas through improvisation. (MU:Cr2.1.1b) Students will be able to improvise simple rhythmic patterns, solfege patterns (So, Mi, and La), and movement to answer musical questions a: Folk Songs, Folk Dances, Textbook, Tubano Drums, Promethean Board (w/ Computer) b: Songs, Textbook, Hand Drums, ipad technology (for practice), Flash Cards, Popsicle Sticks, Promethean Board (w/ Computer), Folk Dances,

5 Assessments: Differentiated Recorded Music c: Songs, Textbook, Pitched and Unpitched Percussion Instruments, Piano, Promethean Board (w/ Computer), Curwen Hand Signs, Flashcards, Recorded Music d: Songs, Textbook, Curwen Hand Signs, Hand Drums, Folk Dances a: Informal and formal observation of the class and student performance b: Informal and formal observation of the class, rhythmic rubrics, student performance assessments c: Informal observation of the class, solo singing, rubrics d: Informal observation of the class All: Varied pacing, hands-on experiential learning, flexible grouping (for group performance tasks and activities), and appropriate scaffolding. All: Ongoing throughout the school year. Creating Objective 2: Assessments: Differentiated Organize and develop artistic ideas and work a Students will begin discover musical preference. (MU:Cr2.1.1a) b Students will organize musical ideas using notation. (MU:Cr2.1.1b) Students will notate music using iconic notation and standard notation. Students will document and/or record musical ideas using technology, with teacher guidance a: Recorded Music, Textbook, and Songs b: Popsicle Sticks, ipads, video/audio recording devices (i.e.: ipad technology), and student performance, Promethean Board (w/ Computer) a: Personal Experience b: Informal observation of the class, Iconic example assessment, and recordings of student work. All: Flexible grouping, direct instruction, hands-on experiential learning, and scaffolding a: Ongoing throughout the school year b: Mid-year to the end of the year

6 Creating Objective 3: Assessments: Differentiated Refine and complete artistic work a Students will critique their own performances and musical experiences peer and teacher input). (MU:Cr3.1.1a) b Students will present their own performances and musical experiences to peers and formal audiences. (MU:Cr3.2.1a) a: Recording technology, ipads b: Performance space, Pitched percussion instruments, piano, other technology as needed to perform a: Observation of their performance, peer critique b: Formal assessment of musical creations All: Flexible grouping, cooperative learning a: Ongoing throughout the school year b: Formal Concerts (at least one per year) will practice and perform in around one and a half months, Peer performances are ongoing throughout the school year.

7 Artistic Process 2: Performing Objective 1: Assessments: 1.2 Performing Analyze, interpret, and select artistic work for presentation a Students will demonstrate personal interest in musical selections. (MU:Pr4.1.1a) Students will determine the purpose of musical selections. Students will discuss the meaning and/or historical background of musical selections that they listen to and perform b Students will experience and perform musical concepts such as beat, melodic contour, and form in a variety of music selected for performance purposes. (MU:Pr4.2.1a) Students will experience these concepts in music from a variety of cultures c Students will demonstrate and describe expressive qualities such as dynamics and tempo. (MU: Pr4.3.1a) Students will demonstrate the dynamics of piano (quiet) and forte (loud) through movement, vocal, and instrumental experiences. Students will demonstrate the tempi of fast and slow through movement, vocal, instrumental, and listening experiences d Students will read and perform rhythmic patterns using iconic and standard notation. (MU:Pr4.2.1b) Students will read and perform quarter note, paired eighth note, quarter rest, half note, and whole note rhythms e Students will analyze feedback from self, teacher, and peers to refine performances as well as use suggested strategies in rehearsal to improve the expressive qualities of music. (MU:Pr5.1.1a and MU:Pr5.1.1b) f Students will perform appropriate selections with expression for an informal and formal audience. (MU:Pr6.1.1a and MU:Pr6.1.1b) a: Recorded Music, Songs, Classroom Instruments (Pitched and Unpitched), Promethean Board (w/ Computer) b: Recorded Music, Songs, Textbook, Classroom Instruments, Folk Dances, Piano, Promethean Board (w/ Computer) c: Recorded Music, Songs, Textbook, Classroom Instruments, Folk Dances, Piano, Promethean Board (w/ Computer) d: Songs, Textbook, Flashcards, Popsicle Sticks, Hand Drums, ipads (for practice), Whiteboard e: Songs, Textbook, Classroom Instruments, Piano, ipads f: Performance Space, Piano, Songs, Video Recording Device (ie: ipads) a: Shared personal experience, informal observation, question and answer, student-led analysis, teacher-guided students self-assessment b: Informal observation, formal student performance, teacher rubric c: Informal observation, question and answer, teacher rubric

8 Differentiated d: Informal and formal observation of student performance, rhythm playing rubric/assessment, informal and formal student performance e: Student-led analysis of movement via video/ipads, formal student performance f: Formal student performance, performance assessment, analysis of performance via video/ipads All: Hands-on learning, flexible grouping (group performance tasks and activities), scaffolding a: Ongoing throughout the school year b: Beat will begin on day one. Melodic contour and form will take several months of time (scaffolded into other lessons) c: One to two months for each expressive quality d: One to two months of time e: Ongoing throughout the school year f: Formal performances will occur once per year, informal are ongoing throughout the year.

9 Artistic Process 3: Responding Objective 1: Assessments: Differentiated 1.3 Responding Interpret and identify personal music preferences a Students will identify how personal interest and musical experiences influence musical selections (songs, etc.) for a specific purpose. (MU:Re7.1.1a) b Students will identify and analyze how musical concepts are used in various styles of music for a purpose. (MU:Re7.2.1a and MU:Re8.1.1a) Students will identify musical concepts such as beat, simple rhythm patterns, pitch, melodic contour, dynamics, tempo, and form in a selected piece of music. Students will be able to recognize how expressive qualities are connected to musical concepts such as beat, simple rhythmic patterns, pitch, melodic contour, dynamics, tempo, and form in order to reflect the creator or performer s expressive intent c Students will analyze and interpret a musical selection used for a specific purpose by applying their personal and expressive preferences. (MU:Re9.1.1a) a: Recorded Music, Songs, Textbook, Classroom Instruments (Orff and Drums) b: Recorded Music, Songs, Textbook, Classroom Instruments (Orff and Drums), Promethean Board (w/ Computer), Classroom Games and Activities c: Songs, Piano, Classroom Instruments, Textbook a: Student questions and answers, informal teacher observation b: Informal teacher observation, teacher rubrics, formal and informal student performance c: Informal observation, student experience sharing All: Scaffolding, flexible grouping, hands on learning All: Ongoing throughout the school year

10 Artistic Process 4: Connecting Objective 1: Assessments: Differentiated 1.4 Connecting Apply and relate knowledge and personal experiences to create music a Students will apply interests, knowledge, and skills when creating, performing, and responding to music. (MU:Cn10.0.1a) Students will demonstrate and discuss personal reasons for selecting musical concepts that represent expressive intent. Students will perform a final product which conveys expressive intent for a specific purpose for peers or a formal audience. Students will describe expressive qualities such as dynamics and tempo. Students will identify and demonstrate how personal interests and experiences can influence a musical selection for a specific purpose b Students will demonstrate an understanding of the relationships between music and other arts, disciplines, varied context, and daily life. (MU:Cn11.0.1a) a: Songs, Folk Dances, Creative Movement, Recorded Music, Classroom Instruments, Promethean Board (w/ Computer), ipads for Recording b: Varied Repertoire of Songs, Folk Dances, Authentic Classroom Instruments, Recorded Music, Promethean Board (w/ Computer) a: Personal recordings, informal and formal student performances b: Collaborative projects between other subjects (Library, Classroom), informal and formal student performance, informal and formal observation of students All: Common language, hands-on learning, flexible grouping, collaboration, scaffolding a: Ongoing throughout the entire school year, b: Performances throughout in collaboration with the first grade and specialist team