Music Curriculum Map
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- Joella Carpenter
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1 Date August September Topic Structure in the Arts - Rhythm Notes Rests Musical Notation Styles Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests Time signatures Bar Lines Measure Melody High vs. low pitches Pitch notation Shape and Direction Purposes in the Arts Recreational Creating, Improvising, and Performing C.C.# AH Core Content Students will analyze or explain the use of elements in a variety of music. (Focus: Rhythm whole, half, quarter, eighth notes and rests) Students will sing alone and with others a varied repertoire of music. Students will analyze or explain the use of elements in a variety of music. [Focus: Rhythm rhythmic durations (whole, half, quarter, eighth notes and rests), time signatures ( 2/4, 3/4, 4/4), bar lines, measure] Students will analyze or explain the use of elements in a variety of music. [Focus: Melody: shape, direction (up, down, stay the same, by step, by skip), treble clef sign, pitch notation (notes from middle C to F at top of staff), high vs. low notes (pitches)] Students will analyze or explain the use of elements in a variety of music. (Focus: Styles game songs, folk songs) Students will improvise answers in similar style to given rhythmic and/or melodic phrases. Students will sing and play alone simple rhythmic or tonal patterns by reading music notation. Be able to sustain own part in an ensemble. Students will create and perform simple melodic or rhythmic accompaniments to given melodies. Activities & Assessment music (rhythm) while Entrance/Exit slips music (rhythm, melody) while Students will use appropriate terminology to describe the purpose of music elements.
2 Month Topic October Structure in the Arts - (continue with previous and add ) C.C.# AH Core Content Activities and Assessment Harmony Unison (non-harmony) Parts Major Vs. Minor (aural) Form Repeat signs Rounds music in a variety of music. [Focus: Harmony - unison (non-harmony), parts (notes performed together to create harmony), major/minor (aurally)] music in a variety of music. [Focus: Form - round, repeat signs] music (rhythm, melody, harmony, form) while Culture: Appalachian Culture: Appalachian and use of elements in Appalachian music] Purposes for Creating in the Arts Ceremonial Recreational Students will describe or explain how music fulfills variety of purposes. [Focus: Purposes of Ceremonial and Recreational Music in Colonial Period and Appalachian Music] Structure in the Arts Styles that are a part of Appalachian Music and the Colonial Period Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).
3 November Structure in the Arts - (continue with previous and add ) Tempo Steady Beat Slow Fast Form Call and Response Two-Part (AB) Three-Part (ABA) music in a variety of music. [Focus: Tempo: Slow, Fast, Steady Beat] music in a variety of music. [Focus: Form: Call and Response, Two-Part (AB), Three-Part (ABA)] harmony, tempo) while Cultures: Similarities and Differences Native American Appalachian West African Cultures: Native American, Appalachian, and West African cultures] Similarities and differences in the use of music (e.g., purposes-ceremonial) and the use of elements of music among cultures (e.g., rhythm polyrhythms in African music not in Native American, musical instruments) Purposes for Creating in the Arts Ceremonial Recreational Students will describe or explain how music fulfills variety of purposes. [Focus: Purposes : Ceremonial - music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship) and Recreational - music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)]
4 Month December Topic Structure in the Arts - (continue with previous and add ) Form Verse/chorus (Compare with Round, Call and Response, Two-Part, and Three- Part Forms) Styles Spirituals Folk Songs European influences in music Purposes for Creating the Arts Artistic Expression Ceremonial Performing and expressing emotions and intellect C.C.# AH Core Content music in a variety of music. [Focus Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs)] Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). [Focus: spirituals, Folk Songs] European influences in American music, similarities between the music in the American colonies and the great cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)] Students will describe or explain how music fulfills variety of purposes. [Focus: Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship) and Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)] Students will sing and play alone simple rhythmic or tonal patterns by reading music notation. Be able to sustain own part in an ensemble. Students will sing alone and with others a varied repertoire of music. Activities and Assessment harmony, tempo) while
5 January Structure in the Arts- Review: Compare and Contrast the Following Elements: Rhythm Tempo Melody Harmony Form Introduce: Timbre Human Voices Woodwind Family music in a variety of music. [Focus: : Rhythm - time signature (2/4, ¾, 4/4), bar lines, rhythmic durations (whole, half, quarter, and 8th notes and rests), measure, Tempo - steady beat, slow, fast, Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches), Harmony - unison (non harmony), parts (notes performed together to create harmony), major/minor (aurally), Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs Timbre (tone color) recognize different qualities of musical sounds, instruments by family - woodwind, how instrument sounds are produced, human voices (high voices, low voices)] harmony, tempo, timbre) while Reading Music Notation Students will sing and play alone simple rhythmic or tonal patterns by reading music notation. Be able to sustain own part in an ensemble. Performing Music Students will sing alone and with others a varied repertoire of music.
6 Month February Topic Structure in the Arts- Timbre Brass Percussion String Review: Woodwind Human Voices Dynamics Styles Game Songs Work Songs Patriotic Bluegrass Review: Lullabies Spirituals Folk Songs West African Purposes in the Arts West African Music Compared to Orchestral and Band Music Ceremonial Recreational Artistic Expression Improvisation C.C.# AH Core Content music in a variety of music. [Focus: Tone color/timbre: recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices)] music in a variety of music. [Focus: Dynamics: soft (piano - p), medium soft (mezzo piano mp), medium loud (mezzo forte mf), loud (forte f)] Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). Culture: West African and use of elements in West African music] Students will describe or explain how music fulfills variety of purposes. [Focus: Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship), Recreational music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby), and Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)] Students will improvise answers in similar style to given rhythmic and/or melodic phrases. Activities and Assessment harmony, dynamics, timbre, tempo) while performing, singing, instrument playing, moving, listening, reading, writing, and
7 March Compare music of Native American, West African, and Appalachian cultures Compare music of Colonial American and Native American Periods Purposes for Creating the Arts Describe the purposes that each culture above used Structure in the Arts Compare the elements used in Native American, West African, and Appalachian cultures Expressing and Responding Culture: Appalachian, Native American, and West African: similarities and differences among cultures] Periods: Colonial American, and Native American] Students will describe or explain how music fulfills variety of purposes. [Focus: Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship), Recreational music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby), and Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)] music in a variety of music. [Focus: : Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, and 8th notes and rests), measure, Tempo - steady beat, slow, fast, Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches), Harmony - unison (non harmony), parts (notes performed together to create harmony), major/minor (aurally), Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs, Timbre (tone color) - instruments by family - brass, woodwind, string, percussion, and human voices (high voices, low voices) Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)] Students will sing alone and with others a varied repertoire of music. timbre, harmony, tempo, dynamics) while performing, singing, instrument playing, moving, listening, reading, writing, and Students will use appropriate terminology to describe music of diverse cultures, periods, and styles.
8 April Structure in the Arts : Review of elements music in a variety of music[focus: : Rhythm - time signature (2/4, ¾, 4/4), bar lines, rhythmic durations (whole, half, quarter, and 8th notes and rests), measure, Tempo - steady beat, slow, fast, Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches), Harmony - unison (non harmony), parts (notes performed together to create harmony), major/minor (aurally), Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs, Timbre (tone color) - instruments by family - brass, woodwind, string, percussion, and human voices (high voices, low voices) Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)] timbre, harmony, tempo, dynamics) while performing, singing, instrument playing, moving, listening, reading, writing, and Review of styles Review of Cultures Review of Periods Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). part of cultures and periods throughout history. Cultures: Native American, Appalachian, and West African cultures Purposes for Creating the Arts Review of purposes Students will describe or explain how music fulfills variety of purposes. Purposes of music:(reasons for creating music) [Focus: Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship), Recreational music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby), and Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)]
9 May Review of processes in the Arts: creating, performing, and responding Students will create and notate short, simple melodies that demonstrate melodic shape/contour and meter. Students will create and perform simple melodic or rhythmic accompaniments to given melodies. Students will improvise answers in similar style to given rhythmic and/or melodic phrases. timbre, harmony, tempo, dynamics) while performing, singing, instrument playing, moving, listening, reading, writing, and Students will sing and play alone simple rhythmic or tonal patterns by reading music notation. Be able to sustain own part in an ensemble. Students will sing alone and with others a varied repertoire of music.
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Date August September Topic Structure in the Arts - Rhythm Notes Rests Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests (quarter) Time signatures Bar Lines Melody
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