Students will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise

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Marshall Bryant
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1 1 st Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? Essential steady beat, melody, rhythm patterns, loud/soft, fast/slow, performance,instruments, improvise Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose 1.1: With support, improvise (play instruments) tonal and rhythmic patterns, and combine selected patterns to create musical ideas relating to a specific purpose, interest, or personal experience. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources Students will be able to. demonstrate steady beat for a short time through clapping, tapping, etc. show contrast between loud and soft through assigned signals. (stand, sit, raise hand, etc.). show contrast between fast/slow through assigned signals. (stand, sit, raise hand, etc.). move to different rhythms recognize songs that distinguish between high and low melodies. steady beat melody rhythm patterns improvise all music has melody, steady beat and rhythm. we all listen to music based on our personal experiences, interests, or a specific purpose. we can create in all aspects of music. demonstrate steady beat for a designated time through clapping, tapping, etc. show contrast between loud and soft through assigned signals (stand, sit, raise hand, etc.). show contrast between fast/slow through assigned signals (stand, sit, raise hand, etc.). move to different rhythms recognize songs that distinguish between high and low melodies create a free beat within one selection. listen to a musical selection with combined patterns.

2 Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. 1.2: With support, develop a plan to present musical ideas (instrumental) and explain reasons for their selection. Artists creative choices are influenced by their experience, context and expressive intent. Students will be able to. engage in a conversation as to why/how appropriate pieces are chosen for performances. participate in the planning of performances. move to different rhythms create a range of sounds using objects and instruments. steady beat melody rhythm patterns performance instruments when preparing for a performance a plan must be developed and implemented. everyone has certain justifications for why they choose selections. engage in a conversation as to why/how appropriate pieces are chosen for performances. participate in the planning of the performances. move to different rhythms. create a range of sounds using objects and instruments. follow visual representation of musical mapping.

3 Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. 1.3: Develop and refine musical ideas (instrumental) incorporating peer and/or teacher feedback guided by given criteria. Artists evaluate and refine work through feedback, flexibility, and persistence. demonstrate steady beat for a short time through clapping, tapping, etc. recognize the same steady beat through different actions (i.e. clapping one day and tapping the next with same song). compare and contrast different rhythms. decide which objects or instruments enhance the selection. steady beat melody rhythm patterns performance instruments all music can be enhanced through experimentation and refinement. demonstrate steady beat for a designated time through clapping, tapping, etc. recognize the same steady beat through different actions (i.e. clapping and tapping). compare and contrast different rhythms. discuss which objects or instruments enhance the selection. tell which musical idea fits best with a selected piece. Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. 1.4: With support, share their music through performance and/or notation (iconic/traditional) with peers/informal audience. Artists share their work through performance. combine musical ability and knowledge for the purpose of a culminating performance. share a work that is appropriate for the intended audience. steady beat melody rhythm patterns performance instruments a musician must utilize all musical skills in order to enhance a performance. all musical performers must consider their audience when choosing selections. combine musical ability and knowledge for the purpose of a culminating performance. perform a work that is appropriate for the intended audience.

4 1 st Grade General Music Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the music influence our response? 3. How do we discern the creator s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance(s)? Essential like/dislike, opinion, choice, situation, emotion, fast/slow, loud/soft, long/short, smooth/bouncy, feeling, instrumental, vocal Anchor Standard 1: Support the choice of music for a specific purpose or situation. 1.1: Demonstrate or say/ indicate what musical selections they prefer to experience or listen to for a given or student selected purpose. Individual selection of work is influenced by their interests, experiences, understandings and purposes. with guidance, demonstrate (i.e. move, chant and/or sing) or say/indicate what musical selection(s) they prefer based on personal preference. like/dislike opinion choice situation emotion/feeling music is written to reflect emotions for different situations. everyone has their own preferences when listening to music. select music they prefer. demonstrate or say what music selection(s) they prefer. Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. 1.2: Identify how a musical concept is being used within a musical selection introducing the language of music. Understanding the structure and context of the work influences your response. demonstrate through movement/instruments whether the selection is fast/slow, loud/soft, long/short sounds of a given concept. long/short high/low music has structure and concepts that make it interesting and pleasing. with guidance, state whether the selection is fast/slow, loud/soft, long/short sounds using musical language. begin to recognize musical language.

5 Anchor Standard 3: Support an interpretation of a work that reflects the creator s/performer s expressive intent. 1.3: Identify how expressive qualities are used in musical selection(s) and demonstrate their interpretation. Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent. show facial expression to reflect emotion represented in the music. long/short smooth/bouncy feeling like/dislike (describing words) instrumental vocal music has expressive qualities to reflect emotion. musical selections can be interpreted differently by individuals. everyone has their own preferences when listening to music. identify expressive qualities of the music. show, using teacher guidelines (i.e. dance), their interpretation of how the music moves. Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. 1.4: Evaluate musical selection(s) using given criteria. Quality performances are influenced by analysis, interpretation, and established criteria. with guidance, tell what they like/dislike about the musical selection. with guidance, use describing words to support their opinion about the piece. like/dislike (describing words). instrumental vocal Students will understand everyone has their own preferences when listening to music. describe musical sounds in age appropriate terms based on teacher criteria. respond to changes within music. tell the difference between basic instrumental and vocal sound sources.

6 1 st Grade General Music Performing Essential Questions: 1. How do performers select repertoire? 2. How does understanding the structure and context of music influence performance? 3. How do performers interpret music? 4. How do performers improve the quality of their performance? 5. How do context and performer presentation influence audience response? 6. How do individuals and ensembles present and demonstrate their musical skills? Essential opinion, like/dislike, instrument, rhythm, pitch, matching, echo, composer, meaning, improve, expression, dynamics, tempo, appropriate, accuracy, performance, audience, expressive qualities, posture, solfege, scale, program Anchor Standard 1: Select work(s) to present on interest, knowledge, ability, and context. 1.1: Demonstrate or say which musical selection they prefer to perform for a given purpose. (open house, grandparents day) Select repertoire based on student interest, knowledge, ability and context. perform short songs and instrumental pieces based on interest and exposure. give an opinion as to which musical selections they like or dislike. Respond to director opinion like/dislike instrument performance audience posture selection choice is influenced by our personal interests, knowledge, ability and context. perform short songs and instrumental pieces based on interest and exposure. state their opinion as to which musical selections they like or dislike. show correct audience/performance behavior. demonstrate proper singing posture.

7 Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. 1.2: Identify how a musical element is used in the music and demonstrate their analysis. Analyzing the structure and historical/ cultural context of music influences performance. demonstrate a rhythm from a song pattern (i.e. echo clapping, rhythm sticks, drums, etc.). demonstrate pitch by matching high/low on instruments (i.e. tone bells, xylophone, etc.), echo singing. tell if pitch is the same or different (matching). explore tone by using different vocal sound effects speaking and singing voices. explore music from diverse cultures rhythm pitch matching echo instrument solfege scale all musical works have elements that combine to develop the structure of music. demonstrate a rhythm from a song pattern (i.e. echo clapping, rhythm sticks, drums, etc.). demonstrate pitch by matching high/low on instruments (i.e. tone bells, xylophone, etc.), echo singing. tell if pitch is the same or different (matching). explore tone by using different vocal sound effects, expressive qualities, speaking and singing voices. identify what musical element is being used in the selection to fit the performance style. recognize the solfege singing scale. recognize different cultural music (i.e. Native American, folk,).

8 Anchor Standard 3: Create personal interpretation that considers creator s intent. 1.3: Identify how expressive qualities in the music are used and demonstrate their interpretation. act out their interpretation of the music. tell the composer s intent or message of the music. Performers make interpretive decisions based on personal understanding of the work and the creator s intent composer meaning expressive qualities all composers convey a personal message through their music. everyone interprets the composer s message according to their own personal interests and experiences. act out their interpretation of the music. tell the composer s intent or message of the music. identify the expressive qualities in the music (i.e. loud/soft, fast/slow, happy/sad). Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individual or in collaboration with others. 1.4: Using teacher/peer feedback, demonstrate or say what they like and what they will improve in their performance, based upon given criteria. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration recall what they liked/disliked about their performance and give suggestions on how to improve their performance. work with others when performing. improve opinion reflection after a performance is necessary to move forward in musicianship. everyone s performance can be improved with practice and collaboration. identify improvements needed in performance based on teacher criteria (i.e. steady beat).

9 Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. 1.5: Perform with expressive and technical qualities (i.e., musical accuracy) in a manner appropriate to the context. Effective performance is impacted by venue, audience and performer etiquette Student will be able to follow a piece s tempo and dynamics when playing an instrument and/or singing. expression dynamics tempo appropriate accuracy music has certain expressive qualities that require consideration when performing. determine what musical qualities are needed to perform a given piece of music. Anchor Standard 6: Perform individually and in groups appropriate literature that matches the ability level of the performer and the performance ensemble. 1.6: Perform individually and in groups in accordance to the grade and ability level of the (general music, instrumental, choir) class. Performing to a high standard of skills produces a worthy performance. Student will be able to use Kindergarten performance skills. program programs are opportunities for student musicians to perform and demonstrate their musical skills. demonstrate 1st grade level skills to successfully perform in front of an audience

Students will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise

Students will know Vocabulary: steady beat melody rhythm patterns loud/soft fast/slow improvise 2 nd Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative