Artist Pre Visit Lesson Plan Grade: 6 Guelph Youth Music Centre Do Re Mi Interactive Music Education Program
|
|
- Rosalyn Greer
- 5 years ago
- Views:
Transcription
1 Artist Pre Visit Lesson Plan Grade: 6 Do Re Mi Interactive Music Education Program Lesson Focus Preparing to create and Perform; Reflect, Respond, Analyse and Explore Forms and Cultural Contexts in a visit from musician James Gordon with varied musical activities. Pre-Visit Activities Page 1-9 Visit Activities Page Post-Visit Activities Page Assessment Do Re Mi artist visits and the optional activities offered are designed to support and enhance meeting some of the Ontario Arts Curriculum expectations for Music, within the context of existing arts programming. Teachers may wish to use the curriculum-based Rubric provided to track and record student responses to activities to supplement their assessment of student learning, as best fits the progress and ability of their group. Any differentiation of program and supportive interventions required of reinforcement, consolidation or enrichment based on student need, are at the discretion of and based on the professional judgment of teachers. Should there be special student needs in the group, teachers will find the visiting artist flexible and open to accommodating students, in order for them to participate and benefit from the experience at an appropriate instructional level. Music Assessment Rubric Page 16 Ontario Arts Curriculum Expectations Addressed C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from a wide variety of cultures, styles, and historical periods C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect C2.1 express detailed personal responses to musical performances in a variety of ways C2.2 identify the elements of music in the repertoire they perform, listen to, and create, and describe how they are used C2.3 identify and give examples of their strengths and areas for improvement as composers, musical performers, interpreters, and audience members Instructional Activity 1. As a class, discuss and work out possible themes, lyrics and ideas for use in the coming song writing workshop with James Gordon. Ideas could consist of an accompaniment for a story, poem, or drama presentation; or to address an environmental issue such as water conservation, recycling, or planting trees, whatever may be of relevance to current studies or events in the community. Discuss the type of behaviour expected from the group as audience and performers. 2. Review basic music notation elements (Reproducible page About Written Music), introducing or reviewing the Music staff, Lines and spaces, Treble clef, Bar lines and double bar line so that children have a simple, beginning understanding and ability to: recognize the major scale through listening and in notation demonstrate understanding of the meaning of the sharp and flat explain the use of key signatures and identify the key of music they sing or play begin to sing or play the major scale in keys that occur in the music they sing or play recognize that the treble clef defines the names of the lines (e,g,b,d,f) and spaces (f,a,c,e) on the staff recognize that specific pitches may be represented by notes placed on a staff 1
2 2
3 Artist Post-Visit Lesson Plan Grade 6 Do Re mi Interactive Music Education Program Notation/Listening Activity 2 Name that Tune (reproducible pages) Short phrases from familiar tunes are included on the reproducible pages. In small groups the children must write the letter names of the notes. They could then practice finding the notes on a paper keyboard (reproducible page) and then practice on a real keyboard, listen carefully and identify the tune. Answers: 1. Frere Jacques 2. Old MacDonald 3. Jingle Bells 4. Mary had a Little Lamb 5. This Old Man 6. If You re Happy and 7. Teddy Bear s Picnic 8. I m Popeye the Sailorman 9. Pop Goes the Weasel 10. Row Row Row Your Boat 11. Hot Cross Buns 12. Three Blind Mice 13. I m a Little Teapot 14. Down by the Station 15. Happy Birthday to You 3
4 4
5 5
6 6
7 7
8 Artist Pre-Visit Lesson Plan Grade 6 Do Re mi Interactive Music Education Program 3. Lead students in reviewing the Major Scale tonic-solfa names in Do-Re-Me. These names represent a major scale. i) The starting note doh can be on any note and this note tells the name of the scale. 4. Lead students in reviewing the concepts of beat as the steady pulse in music and rhythm as the pattern of long and short sounds and silences. Apply their knowledge in performance using the chant Away Down South below. 8
9 9
10 Artist Visit Lesson Plan Grade: 6 Do Re Mi Interactive Music Education Program Lesson Focus Creating and Performing; Reflecting, Responding, and Analysing and Exploring Forms and Cultural Contexts Class Visit by Singer/Songwriter James Gordon Contact: Song writing can be a powerful tool for communicating with others... so this is an opportunity for a class to create something that could be heard by many! Curriculum Expectations Addressed C1.3 create musical compositions for specific purposes and audiences C1.4 use the tools and techniques of musicianship in musical performances C1.5 demonstrate an understanding of standard and other types of musical notation through performance and composition Fundamental Concepts Elements of Music beat: the steady pulse in a sound or music. duration: the time during which a sound continues; the fast and slow tempo or speed of a piece of music; rhythm versus beat; metre, oral count, with primary emphasis on one and secondary emphasis on two and three : one-and-a-two-and-a-three-and-a ) and other compound metres (e.g., ); metre; pick-up note(s) (anacrusis); triplets; common Italian tempo marks (e.g., allegro, adagio) and others encountered in the repertoire performed. dynamics: the degree of loud or soft; control signs encountered in repertoire (e.g., very soft [pianissimo pp], very loud [fortissimo ff ], slurs). form: the shape or structure of a sound or piece of music phrase, such as theme and variations; repeats (e.g., first and second endings). melodic contour: refers to the mapping of the pitches in a song, identifying the beat, rhythm or shape of pieces of music. ostinato: a short melody or pattern that is constantly repeated, usually in the same part at the same pitch. (e.g., ta, ta, ti-ti, ta ). pitch: the highs and lows of a sound; simple melodic patterns using ledger lines above or below the staff; major, minor, and perfect intervals (e.g. major third, perfect fifth). rhythm: the pattern of long and short sounds and silences. tempo: the speed of a piece of music. texture/harmony: the feel of a piece of music resulting from its components; the combination of notes which form a tuneful, pleasing sound; layering of electronic sounds, chord progressions. timbre: the characteristic quality of the sound of a voice or instrument; for example the vocal quality of speaking vs. singing, body percussion vs. the sound quality of instruments and environmental and found sounds; electronic sounds; Orff ensemble (xylophone, recorder, pitched and non-pitched percussion); other ensemble sonorities (drum line, choir, guitar, marching band). Instructional Activity 1. James Gordon s song writing workshop starts with brainstorming about what the class would like to write a song about, although if the class decides ahead of time what they'd like to write about it saves valuable time out of the hour. 2. Once a topic is chosen, a blackboard is filled with students ideas for lyrics that MIGHT be in the song. These are then shaped by the class into verses and a chorus and a melody is created by brave class members who volunteer to share ideas. 3. The completed song is quickly rehearsed, recorded and a CD given to the class at the conclusion. 10
11 Artist Visit Lesson Plan Grade 6 Do Re mi Interactive Music Education Program 4. Discuss and describe the use of music in film and advertising, specifically how music is used to identify products or concepts. Identify effects of musical trends on young people s musical tastes; investigating through discussion examples of fusion in different musical styles and genres. 5. Lead students to design CD cover art for their musical creation on prepared, measured paper in mixed media. Display student work in the classroom, conduct a supportive group critique and then a fair selection process based on which graphic design best captures the musical piece created. * Note: James brings his own data projector and laptop, so access to power and an A/V cart will be needed, together with a projection screen, white board, blackboard space or a flip chart. James will be happy to send mp3 files of the song to any class member who requests it and invites students to visit his website at to learn more about what a professional career in music looks like. Junior Resource List Ardley, Neil Music 2000, Dorling Kindersley Ltd. DK Eyewitness Books, N.Y., N.Y. ISBN Cutz, O. Bucket Music: Learning to the Beat of a Different Drum Talking Drum Music Productions, Canada Cutz, O More Bucket Music: 3 Pack Compositions Talking Drum Music Productions, Canada Cutz, O. & Doyle, S. Pass It On! Poetry & Body Percussion for Elementary Students Talking Drum Music Productions, Canada Skelding, M. & Schulze, J. The Key to Your Junior Music Program: A Simple Easy-To-Follow Format of Songs and Lesson Plans 11
12 Artist Post - Visit Lesson Plan Grade: 6 Do Re Mi Interactive Music Education Program Lesson Focus Creating and Performing; Reflecting, Responding, and Analysing and Exploring Forms and Cultural Contexts after a visit with musician James Gordon. Curriculum Expectations Addressed C3.1 identify and describe ways in which awareness or appreciation of music is affected by culture and the media C3.2 compare some aspects of the music of one culture and/or historical period with aspects of the music of another culture and/or historical period Instructional Activity 1. Lead students in enhancing the song created with James Gordon, or in creating and composing a new song. i) Have the group reflect on their ideas, first draft or original composition to describe what they liked, what worked, innovations possible and high points in performance of individuals or the group in general. Incorporate suggestions arising from the discussion into the plan. ii) Divide the class into small groups or partners to write new verses for the song which was composed with James Gordon. Be sure that groups have an opportunity to share their verse with the class and perhaps with other classes or later, with the school at an assembly. iii) Have students experiment with poetry creations, make up a tune and enhance the piece with sound effects, to make a musical composition. Activity 1 Limericks A limerick is a humorous form of a five line poem with a rhyming scheme aabba. Edward Lear ( ), English humorist and illustrator is best know for his books of nonsense songs, stories, alphabets, illustrations and poems. i) Have the class work with a number of limericks before writing their own. It is important that they are aware of the beat (in bold font below). Encourage students to find different ways to keep the beat using body percussion, swaying in time or with rhythm instruments. Also important for students to note is the rhythm of the text itself. Clapping each syllable (rhythm) of the verse while keeping the beat with the feet is a challenging exercise, or, have half the class express the beat while the other half claps the rhythm. There once was a girl named Jean (rest) Who fell in a washing machine. (rest) She tumbled around til she almost drowned But she came out remarkably clean. (rest) There was a young rascal named Sam (rest) Who stole all his grandmother s jam (rest) So a whipping he got, believe it or not. Which was painful to young master Sam. (rest) There was an old man with a beard (rest) Who said, It is just as I feared (rest) Two owls and a hen, four larks and a wren Have all built their nests in my beard. (rest) 12
13 Artist Post-Visit Lesson Plan Grade 6 Do Re mi Interactive Music Education Program Activity 2 HAIKU Haiku is a Japanese poetry style usually expressing an observation, experience or thought about some aspect of nature. They often refer to a season either directly or the season is implied, through the poet s choice of words. The Haiku form is 17 syllables in 3 unrhymed lines: Line 1 = Line 2 = Line 3 = 5 syllables 7 syllables 5 syllables i) Before actually writing their poems, students should explore nature related ideas on a particular subject (grass, trees, wind, birds). An appealing picture with interesting details could be a good starting point to have the class work together to create a haiku poem. Lists of words describing shapes, movement, sounds and feelings are also a good beginning. Categorizing the word lists under the headings: nouns, adjectives, verbs and adverbs in this activity will serve as reinforcement for grammatical knowledge of the parts of speech. A poem with the same pattern as haiku but with a subject other than nature is called senryu. Examples: Woodpeckers peck wood They peck so loud and noisy It drives me crazy. The lightning flashes And slashing through the darkness A night heron s scream. The dew drops glisten On the slender blade of grass While the world still sleeps. Senryu example: The city, New York, Hustles, bustles and jostles. No peace, no quiet! ii) To create a musical composition from the poems students write, encourage students to consider trying the following to enhance their metre and diction. 1. Various sound effects using instruments, body percussion and/or found materials. 2. A sound carpet throughout the poem. 3. Various choices for the delivery of the words solo lines, solo words, small group, high or low pitched voices 4. Dynamics louder, softer, loud, soft, accent 5. Tempo fast, slow, getting faster, getting softer 6. Introduction and/or coda 7. Movement as a means of enlarging the picture. 13
14 Artist Post-Visit Lesson Plan Grade 6 Do Re mi Interactive Music Education Program 3. Lead students in reviewing the Major Scale tonic-solfa names in Do-Re-Me. These names represent a major scale. i) The starting note doh can be on any note and this note tells the name of the scale. ii) Other major scales the children may encounter are included below. Each of these include: sharps which raise a note a semitone OR flats which lower a note a semitone Sharps and flats are most commonly (but not always) black notes on the piano. 14
15 4. Lead students in a discussion about how people attend concerts of music that they know and like or appeals to them through the media and that people can be influenced to buy products that are advertised with music that they relate to. Have students think about, choose and justify their choice of a style of music (orchestral, jazz, pop, rock, funk, rap, hip hop, etc.) they would use to advertise various real or imaginary products, such as a new video game, breakfast cereal, energy drink, etc. Students can create a short advertising spot using available classroom media to illustrate their choice. Have the group view and evaluate the advertising spots for their effectiveness. 5. Select, play, listen to and analyze two styles of music (baroque vs. classical, jazz vs. metal, trance vs. gamelan, etc.) and lead students in comparing selected characteristics of music using their knowledge of the Elements of music and a Venn diagram. Discuss the ways in which they are different and the same and utilize the same Elements to achieve different effects. 15
Montana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
More informationDanville Public Schools Music Curriculum Preschool & Kindergarten
Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform
More informationPRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)
PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional
More informationMusic Curriculum Glossary
Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts
More informationInstrumental Performance Band 7. Fine Arts Curriculum Framework
Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1
More informationSTRAND I Sing alone and with others
STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The
More informationGeneral Music Objectives by Grade
Component Objective Grade K Students will be able to demonstrate the ability to move to a steady beat at varying tempi Students will be able to discover the singing voice. Recognize and perform high and
More informationWhole School Plan Music
Whole School Plan Music Introductory Statement The staff of Scoil Bhríde have collaboratively drawn up this whole school plan in Music. This plan is for the information of teachers, others who work in
More informationMusic at Menston Primary School
Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and
More informationSpecialist Music Program Semester One : Years Prep-3
Specialist Music Program 2015 Semester One : Years Prep-3 Music involves singing, playing instruments, listening, moving, and improvising. Students use and modifying the musical elements they learn to
More informationLoudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning
Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety
More informationCourse Outcome Summary
Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding
More informationSUBJECT VISION AND DRIVERS
MUSIC Subject Aims Music aims to ensure that all pupils: grow musically at their own level and pace; foster musical responsiveness; develop awareness and appreciation of organised sound patterns; develop
More informationElementary Music Curriculum Objectives
Kindergarten Elementary Music Curriculum Objectives K.1 Perception. The student describes and analyzes musical sound and (A) identify the difference between the singing and speaking voice; and (B) identify
More informationGrade Level Music Curriculum:
Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party
More informationGENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
More informationInstrumental Music III. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music III Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music III Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music III Instrumental
More informationAudiation: Ability to hear and understand music without the sound being physically
Musical Lives of Young Children: Glossary 1 Glossary A cappella: Singing with no accompaniment. Accelerando: Gradually getting faster beat. Accent: Louder beat with emphasis. Audiation: Ability to hear
More informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationWoodlynne School District Curriculum Guide. General Music Grades 3-4
Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration
More informationINTERMEDIATE STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la
More informationMusic Guidelines Diocese of Sacramento
Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and
More informationTHE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music
THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children
More informationGrade-Level Academic Standards for General Music
Grade-Level Academic Standards for General Music KINDERGARTEN Music Performance Standard 1 The student will sing and perform on instruments, alone and with others, a variety of music. Students should develop
More informationStandard 1 PERFORMING MUSIC: Singing alone and with others
KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2
More informationMusic overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes
Nursery Autumn Spring Summer Explore and experiment with Listen with enjoyment and respond Recognise repeated sounds and sounds to songs and other music, rhymes sound patterns Sing a few familiar songs.
More informationGrade 5 General Music
Grade 5 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationDEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks
DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music
More informationCentral Valley School District Music 1 st Grade August September Standards August September Standards
Central Valley School District Music 1 st Grade August September Standards August September Standards Classroom expectations Echo songs Differentiating between speaking and singing voices Using singing
More informationCURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm
CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and
More informationASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation
COURSE: Chorus GRADE(S): 6 UNIT: Criteria for Performance and Evaluation #6 Listening to, analyzing and describing music #7 Evaluating music and music performance #9.1 Production, Performance and Exhibition
More information2nd Grade Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
More informationMUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results
MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results Elementary General Music Lisa Judkins and Loretta Koleck Fifth Grade Course Title Teacher(s) Grade Level(s) Course
More informationMusic, Grade 9, Open (AMU1O)
Music, Grade 9, Open (AMU1O) This course emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity, and imagination.
More informationST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20
ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to
More informationGrade 3 General Music
Grade 3 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,
More informationMusic Learning Expectations
Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom
More informationCapstone Project Lesson Materials Submitted by Kate L Knaack Fall 2016
Capstone Project Lesson Materials Submitted by Kate L Knaack Fall 2016 "The Capstone class is a guided study on how curriculum design between the two endorsements is interrelated." Program Advising Guide.
More informationGrade 4 General Music
Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationPhase I CURRICULUM MAP. Course/ Subject: ELEMENTARY GENERAL/VOCAL MUSIC Grade: 5 Teacher: ELEMENTARY VOCAL MUSIC TEACHER
Month/Unit: VOCAL TECHNIQUE Duration: year-long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching in a limited range within an interval
More informationBRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM
BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE
More informationCurriculum Maps. Grades K-8. Grades K-8
Curriculum Maps Grades K- Grades K- Kindergarten Curriculum Map First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Module - Beat Module - Pitch Module - Instruments Module 0 - Duration
More informationWCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts
WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts Grade 8 Music Bubble Gum Jingle Revised 2008 Student Name _ Student Score (Circle
More information2 nd GRADE KEY ELEMENT: Rhythm Concept Benchmark Assessment SD Standards Nat l Standards 1. Demonstrate a steady beat through:
2 nd GRADE KEY ELEMENT: Rhythm Beat 1. Demonstrate a steady beat through: 1a Playing barred instruments Beat/Rhythm 1. Distinguish between beat and rhythm through: Duration Creating 1. Experience and read
More information2017 Revised August 2015 Developed August 2013
MUSIC Kindergarten Fifth grade Adopted August 2017 Revised August 2015 Developed August 2013 Music (Kindergarten through Fifth grade) is a Vocal/general music curriculum that was developed by Fair Lawn
More informationMusic. Curriculum Glance Cards
Music Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow
More information8/5/17. Good Morning/Afternoon! AUGUST 21, 2017
WELCOME BACK!!!! AUGUST 18, 2017 On a sheet of paper, tell me three things: What did you do this summer? How was music a part of your life? Did you sing in public this summer? AUGUST 21, 2017 1. Where
More informationPENINSULA SCHOOL DISTRICT Music Curriculum. Grades K-5. Matrix
Music Curriculum Grades K-5 Matrix 1. The student applies arts knowledge and skills (Essential Academic Learning Requirement) (EALR) Kindergarten 1.1 Understand arts concepts and vocabulary Elements pitch
More information4th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationPlainfield Music Department Middle School Instrumental Band Curriculum
Plainfield Music Department Middle School Instrumental Band Curriculum Course Description First Year Band This is a beginning performance-based group that includes all first year instrumentalists. This
More informationUniversity of Western Ontario Don Wright Faculty of Music Kodaly Summer Music Course KODÁLY Musicianship Level I SYLLABUS
University of Western Ontario Don Wright Faculty of Music Kodaly Summer Music Course 2016 KODÁLY Musicianship Level I SYLLABUS Instructors: Dr. Cathy Benedict, Gabriela Ocadiz Musicianship Musicianship
More informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More information7th Grade Vocal Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationADVANCED STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO LA, DO SOL, FA MI SOL MI TI, DO LA, DO SOL, DO Pitch SOLFEGE: do re
More informationInstrumental Music II. Fine Arts Curriculum Framework
Instrumental Music II Fine Arts Curriculum Framework Strand: Skills and Techniques Content Standard 1: Students shall apply the essential skills and techniques to perform music. ST.1.IMII.1 Demonstrate
More informationMELODIC NOTATION UNIT TWO
MELODIC NOTATION UNIT TWO This is the equivalence between Latin and English notation: Music is written in a graph of five lines and four spaces called a staff: 2 Notes that extend above or below the staff
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More informationCROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12
CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth
More informationPlaying Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette
BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody
More informationYear 8 revision booklet 2017
Year 8 revision booklet 2017 Woodkirk Academy Music Department Name Form Dynamics How loud or quiet the music is Key Word Symbol Definition Pianissimo PP Very Quiet Piano P Quiet Forte F Loud Fortissimo
More informationCOURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL 3-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS
COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL 3-5 PREPARED BY: MUSIC DEPARTMENT TEACHERS REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August
More informationMusic Study Guide. Moore Public Schools. Definitions of Musical Terms
Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:
More information5th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More information1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized?
More informationGrade 5 General Music
Grade 5 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationMissouri Educator Gateway Assessments
Missouri Educator Gateway Assessments FIELD 043: MUSIC: INSTRUMENTAL & VOCAL June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Music Theory and Composition 0001 0003
More informationGrade 4 General Music
Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationAinthorpe Primary School. Music Long Term Plan (in line with National Curriculum 2014).
Ainthorpe Primary School Music Long Term Plan (in line with National Curriculum 2014). Ainthorpe Primary School - National Curriculum 2014 for Music Long Term Plan. An overview of Music Ainthorpe Primary
More informationProgress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2
Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse)
More informationPower Standards and Benchmarks Orchestra 4-12
Power Benchmark 1: Singing, alone and with others, a varied repertoire of music. Begins ear training Continues ear training Continues ear training Rhythm syllables Outline triads Interval Interval names:
More informationInstrumental Music II. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music II Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music II Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music II Instrumental
More informationGrade 2 General Music
Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationStudents who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:
MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently
More informationPERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term
PERFORMING ARTS Head of Music: Cinzia Cursaro Year 7 MUSIC Core Component 1 Term At Year 7, Music is taught to all students for one term as part of their core program. The main objective of Music at this
More informationCURRICULUM. Grade 3 Music TEACHER WORKBOOK
Name: Location: CURRICULUM Grade 3 Music TEACHER WORKBOOK First Edition June 2011 THE ARTS IN EDUCATION The following are from students on music education as quoted from the National American Music Merchants
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationWESTFIELD PUBLIC SCHOOLS Westfield, New Jersey
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study MUSIC K 5 Schools... Elementary Department... Visual & Performing Arts Length of Course.Full Year (1 st -5 th = 45 Minutes
More informationNorth Knox K-12 Music Curriculum
North Knox K-12 Music Curriculum April, 1999 Program Outcomes Possess basic music literacy. Appreciate music and be able to evaluate music and history and music and other arts. Understand the interrelationship
More informationIveson Primary School Year 1 Subject - Music
Year 1 Subject - Music Singing - linked to Magical Me topic focus - character and body songs Take part in singing, accurately following the melody. Follow instructions on how and when to sing. Make and
More informationTheory and Sightreading for Singers LEVEL 2. The EM Music Voice Method Series. Written by. Elizabeth Irene Hames and Michelle Anne Blumsack
Theory and Sightreading for Singers LEVEL 2 The EM Music Voice Method Series Written by Elizabeth Irene Hames and Michelle Anne Blumsack Distributed by: EM Music Publishing 2920 Yoakum St. Fort Worth,
More informationGreenwich Music Objectives Grade 3 General Music
All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.
More informationGreenwich Music Objectives Grade 2 General Music
All students are required to take general music one hour per week. The annotations (e.g. *6c,*1d) in the curriculum are based on the National/Connecticut Standards. For example, *6c indicates content standard
More informationMUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12
MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...
More informationInstrumental Music I. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music I Instrumental
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will
More informationMUSIC Hobbs Municipal Schools 1 st Grade
Date NM State Standards I. Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. A. K-4 BENCHMARK 1A: Sing and play instruments
More informationCOURSE TITLE: CONCERT CHOIR GRADES 9-12 LENGTH: FULL YEAR SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:
COURSE TITLE: CONCERT CHOIR GRADES 9-12 LENGTH: FULL YEAR SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 CONCERT CHOIR - 2 Rutherford High School Rutherford, NJ CONCERT CHOIR
More informationMusic Curriculum Summary
Music Curriculum Summary Through Music, children learn to see and express themselves and the world in a different way. At St John s children develop their knowledge of music through the Dalcroze Eurythmic
More informationTES MUSIC CURRICULUM MAP SECOND GRADE January 1, 2010
First Trimester Second Trimester Third Trimester Time frame/ Month September-November November-February February-June Skills Taught Beat of Tempo/Speed Of Rhythms (Quarter note, Quarter rest, Eighth notes,
More informationGrade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing:
! ASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing: Ascending DO-RE DO-MI DO-SOL MI-SOL DO-FA DO-LA RE - FA DO-TI DO-DO LA, - DO SOL. - DO Descending RE-DO MI-DO
More informationEssentials Skills for Music 1 st Quarter
1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I
More informationGrade 2 General Music
Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More information3rd Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationAssessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation.
Title of Unit: Choral Concert Performance Preparation Repertoire: Simple Gifts (Shaker Song). Adapted by Aaron Copland, Transcribed for Chorus by Irving Fine. Boosey & Hawkes, 1952. Level: NYSSMA Level
More informationArtist Pre - Visit Lesson Plan Grade: 1 The Guelph Youth Music Centre Do Re Mi Interactive Music Education Program
Lesson Focus Preparing to Create and Perform; Reflect, Respond, Analyse and Explore Forms and Cultural Contexts in a visit from Carey West, with varied musical activity. Pre-Visit Activities Pages 1-5
More information