MASSAPEQUA PUBLIC SCHOOLS

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1 MASSAPEQUA PUBLIC SCHOOLS 7th Grade General Music Summer 2016 COMMITTEE MEMBERS Christina Guando BOARD OF EDUCATION Maryanne Fisher President Jane Ryan Vice President Gary Baldinger Secretary Timothy Taylor Trustee Joseph LaBella Trustee ADMINISTRATION Lucille F. Iconis, Superintendent Alan C. Adcock, Deputy Superintendent Thomas Fasano, Ed.D., Assistant to the Superintendent for Curriculum & Instruction Diana Haanraadts, Asst. to the Superintendent for Instructional Support & General Administration, Michael Gargiulo, Asst. to the Superintendent for Human Resources & General Administration Robert Schilling, Executive Director Assessment, Student Data and Technology Services Jean Castelli, Executive Director of Special Education and Student Support Services

2 Course Description/Rationale The purpose of the Middle School General Music curriculum is two fold. The first objective is to raise the students comprehension of the basic musical elements learned on the elementary level such as rhythm, melody, harmony, form, timbre, and expression. The second objective is to enrich and enhance the students understanding of the way music represents and influences the world around them. This includes the ability to actively listen to a wide variety of music and participate in thoughtful class discussions about music they hear in class as well as the music that impacts their daily lives. These objectives will be mastered in a variety of ways including: playing, analyzing, creating, performing, listening, discussing, and through research. Proper and continuous exposure to music is crucial in the development of a child s education. Music assists students to become more educated and active listeners. Additionally, it develops their ability to think and process information in an abstract manner. Students learn to process information and then use that information to create works of art or appreciate and perform the creative output of others. General Music in the seventh grade is mandatory for all students not involved in band, orchestra, or chorus. It is the penultimate course of intermediate standards as laid out by NYSED. This course will enable our students in Massapequa to continue to gain the knowledge necessary to understand music for a lifetime of musical engagement. Key Words for Curriki Music, History, rhythm, piano, drumming, ensemble playing, performance 1

3 Table of Contents Course Description/Rationale...1 Key Words for Curriki.. 1 New York State Learning Standards for the Arts (Music Intermediate Level)...3 Unit 1: History of Popular Music Unit 2: Rhythmic Reading/Performance....8 Unit 3: Ensemble Drumming 12 Unit 4: Basic Piano Skills

4 New York State Learning Standards for the Arts (Music Intermediate Level) Arts Standard 1 : Creating, Performing and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Music (Intermediate Level): Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music related tasks, and will describe the various roles and means of creating, performing, recording, and producing music. Students : Compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbre, and dynamic elements Sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness Improvise short musical compositions that exhibit cohesiveness and musical expression Identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and composing music of their own and others, and discuss ways to improve them. Arts Standard 2 : Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Music (Intermediate Level): Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music. Students: Use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces Use school and community resources to develop information on music and musicians Use current technology to create, produce and record/playback music Identify a community based musical interest or role and explain the skills, knowledge, and resources necessary to pursue the interest or adopt the role Demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures 3

5 Arts Standard 3 : Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Music (Intermediate Level) Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music. Students: Through listening, analyze and evaluate their own and others performances, improvisations, and compositions by identifying and comparing them with similar works and events Use appropriate terms to reflect a working knowledge of the musical elements Demonstrate a basic awareness of the technical skills musicians must develop to produce an aesthetically acceptable performance Use appropriate terms to reflect a working knowledge of social musical functions and uses (appropriate choices of music for common ceremonies and other events) Use basic scientific concepts to explain how music related sound is produced, transmitted through air, and perceived Use terminology from music and other arts to analyze and compare the structures of musical and other artistic and literary works. Arts Standard 4 : Understanding the Cultural Dimensions and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. Music (Intermediate Level) Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture. Students: Identify the cultural contexts of a performance or recording and perform (with movement, where culturally appropriate) a varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world Discuss the current and past cultural, social, and political uses for the music they listen to and perform In performing ensembles, read and perform repertoire in a culturally authentic manner 4

6 Unit 1: History of Popular Music Essential Questions: How has popular music changed from the 1950 s to current times? What genres of music have evolved from the 1950 s to current times? How have social changes and world events impacted popular music? What effect has the media and technology had on popular music? How has musical performance changed over the past decades? How have popular musicians from past decades influenced current musicians? 5

7 Content Map/Calendar: Unit 1 Element Musical Genres (Arts Standard 3) Media and Technological Influences (Arts Standard 3) Social and Historical Influences (Arts Standards 3 & 4) Goals Listen to and identify popular musical genres from the 1950 s through to today s popular music Compare and contrast the musical elements of various genres including instruments, performance practice and style Understand how certain genres of music have changed throughout the decades and split into various sub genres Research what advances in technology and media existed from decade to decade beginning in the 1950 s Discuss how those advances relate to popular music s performance practices, recording, distribution and overall circulation amongst the public Understand how technology and media affected popular music as a whole through the decades Research what social changes and prominent historical events took place from decade to decade beginning in the 1950 s Discuss how those events have directly influenced popular music through direct lyric references, emotional impact or expression of an artist s reaction to a particular event or social change Understand how social changes and historical events have affected popular music as a whole throughout the decades Technology Component Students will use their chromebooks to research both the historical background and the musical achievements of popular musicians from each decade beginning in the 1950 s. Students will listen to musical examples from each decade using their chromebooks and headphones and participate in class discussions based on the recording. Students will put together a Google Slides presentation on their chromebooks outlining the popular music of a particular decade. 6

8 Assessment: Unit 1 In class students will be assigned a decade to do a research project. They will research two artists/groups/bands that were influential in that decade. They will create a google slides presentation based on the information below to be presented in class on a scheduled day. The presentation music include the following: A brief historical outline of the decade: Explain what major world events and social changes occurred during your assigned decade, and how these changes affected music of that decade (1 2 slides minimum). Media and technological advances that helped influence the music of that decade. (1 slide) Choose a minimum of two artists/groups/bands from two different genres from the assigned decade. For each artist/group/band you must include: An explanation of their musical genre (1 slide per artist 2 slides minimum ) Their influence on music of the time period and their genre. (1 slide per artist 2 slides minimum) A brief history of the artist/band/group. (1 slide per artist 2 slides minimum ) At least two musical examples of each artist/band/group, one from the beginning of the decade and one from the end of the decade if applicable (use audio or video clips, if necessary, clean versions only). The presentation should be a minimum of 8 10 slides 7

9 Unit 2: Rhythmic & Melodic Reading/Performance Essential Questions : What are the tools/symbols needed to notate a rhythmic pattern? What do the numbers of a time signature indicate? What combination of numbers and syllables can we use to count/read rhythmic patterns? How can we use our bodies to perform a variety of rhythmic patterns? How can we layer several rhythmic patterns on top of each other successfully? Content Map/Calendar: Unit 2 Element Notation (Arts Standard 1) Meter/Counting (Arts Standard 1) Performance (Arts Standard 1 & 2) Goals Identify symbols used in rhythmic notation and differentiate note values and symbolic definitions Write out rhythmic patterns using appropriate symbols and proper notational practices using pencil and paper as well as music notation software Dictate simple rhythmic patterns performed in class Identify various time signatures and their rhythmic implications Identify the counting for given rhythmic patterns using the correct combination of numbers and syllables Perform rhythmic patterns accurately using body percussion while maintaining a steady beat Sight read rhythmic patterns accurately with and without the use of counting Perform rhythmic ostinatos independently while contrasting parts are performed against them 8

10 Technology Component : Students will use the Smart Board to label, dictate, and compose rhythmic patterns. Students will use their chromebooks to create/dictate rhythmic patterns through music notation software. Assessment: Unit 2 Rhythm Counting Assessment Section 1: Counting (30 points) Fill in the counting for the following measures: 9

11 Section 2: Rhythm Writing (30 points) Write out the rhythms for the following counts: 1 e + a e + a e + a 1 e + a e + a e + a Section 3: Composition (10 points) Compose your own complete rhythmic pattern in the measures below including notes and counts: 10

12 Section 4: Listening (20 points) Listen to the following rhythms and write the letter of the measure that matches that listening example: Listening Example #1: Listening Example #2: Listening Example #3: Listening Example #4: Section 5: Dictation (10 points) Write out the rhythms and counting for the two rhythmic examples played: Extra Credit: Fill in the Blanks (2 points each) When a measure has 3/4 in the beginning, that tells us that the measure has beats and that the note gets 1 beat. 11

13 Unit 3: Ensemble Drumming Essential Questions: What are the different parts of the Tubano drum head and how do they affect the sound of the drum? What are the parts of the percussion staff and how do they correspond to the parts of the Tubano drum head? What is the proper hand technique for playing the Tubano? Content Map/Calendar: Unit 3 Element Drum Technique (Arts Standard 1 & 2) Percussion Staff (Arts Standard 1) Drumming Ensemble Performance (Arts Standard 1 & 2) Goals Identify the parts of the Tubano drum head and differentiate the pitch of each part Perform using proper hand technique and clear projection of bass and tone drum parts Read and notate Tubano drum parts on the percussion staff accurately Differentiate the placement of notes on the percussion staff and relate them to the parts of the Tubano drum Perform Tubano drum ostinatos independently and accurately Layer ensemble parts successfully while maintaining a steady beat Maintain each part of a drumming ensemble accurately with a steady beat and clear projection of rhythmic patterns Technology Component 12

14 Assessment: Unit 3 Students will be assigned to a group of four to perform the following drum ensemble. Each group will begin with Part 1 and layer the remaining parts one at a time until all four parts are playing simultaneously. Ensemble #2 13

15 Drumming Ensemble Rubric 20 Points 15 Points 10 Points 5 Points Independence Students performed individual parts with total confidence, and showed complete ownership of their rhythm. Students were mostly confident in their individual parts, and showed moderate ownership of their rhythm. Students were not completely confident in their parts, and did not show ownership of their rhythm. Student was not confident in their individual part, and their rhythm was inaccurate. Rhythm Accuracy and Hand Technique Rhythms were performed with complete accuracy, and hand technique matched what was notated. Rhythms were mostly accurate, and/or hand technique mostly matched what was notated. Some rhythms were accurate, and/or some hand technique matched what was notated. Rhythms were not accurate, and hand technique was inaccurate and inconsistent. Steady Beat The group demonstrates ability to play with a steady beat and consistent group rhythms without guidance. The group usually played with a steady beat and/or group rhythms however, there were times that it was unclear/group needed guidance. The group sometimes maintained the steady beat and/or group rhythms, but was inconsistent/neede d limited guidance. The group had great difficulty maintaining the steady beat/group rhythms. Transitions As each new rhythm was introduced, group/individual transitions were smooth and consistent. As each new rhythm was introduced, group/individuals adjusted to the transitions fairly well. As new rhythms were introduced, group/individuals were eventually able to adjust to the newly added rhythms. As new rhythms were introduced, the group/individuals were not able to adjust to the newly added rhythms. Balance Students worked very well together, and individual parts were all balanced, so each part could be heard equally. Students worked moderately well together, and individual parts were mostly balanced so that most parts could be heard. Students did not work well together, and not all individual parts were balanced. Not all parts were heard. Students needed to be redirected throughout the project, and individual parts could not be differentiated. 14

16 Unit 4: Basic Piano Skills Essential Questions: How do you notate music for the right hand on the piano? What is proper hand technique for piano performance? What are the musical elements of a piano melody? What are all the ways sound can be altered using a piano? Content Map/Calendar: Unit 4 Element Piano Basics/ Hand Technique (Arts Standard 1 & 2) Staff Reading/Notation & Dictation (Arts Standard 1) Piano Performance/ Composition (Arts Standard 1 & 2) Goals Identify the keys of the piano by letter name and differentiate their pitch Understand how to affect musical dynamics and articulation while playing the piano Perform on the piano using proper hand and wrist positioning of the right hand Identify the parts of the staff including all symbols for melodic notation Differentiate the placement of notes on the treble clef and relate them to the keys of the piano Notate simple piano melodies on the treble clef accurately Dictate simple melodies on the treble clef accurately Perform simple melodies on the piano with accurate pitch and rhythm while maintaining a steady beat Compose basic melodies according to specific guidelines and perform them on piano Technology Component Students will use their chromebooks to compose melodic patterns for piano through music notation software. 15

17 Assessment: Unit 4 Students will label the appropriate finger numbers for the following melodies and perform them on the piano. They will be assessed based on the rubric below. 16

18 Piano Performance Rubric 10 / 5 8 / 4 6 / 3 4 / 2 2 / 1 Note Accuracy (10 pts) Notes were played with complete accuracy throughout the exercise. The majority of notes were played accurately throughout the exercise. Several notes were played accurately throughout the exercise. Some notes were played accurately throughout the exercise. Few notes were played accurately throughout the exercise. Rhythmic Accuracy (5 pts) Rhythms were played with complete accuracy throughout the exercise. The majority of the exercise was played with rhythmic accuracy. The exercise was played with relative rhythmic accuracy. Some of the exercise was played with rhythmic accuracy. The rhythms were performed inconsistently throughout the exercise. Posture/Hand Position (5 pts) Proper sitting posture and hand position were used throughout the exercise. Sitting posture and hand position were satisfactory throughout the exercise. Sitting posture and hand position were fair with a few improvements needed in either area. Sitting posture and hand position were both in need of several improvements. Sitting posture and hand position were both in need of many improvements. Written Assessment of Piano Skills Section 1 : Notes of the Treble Clef (30 points) 17

19 Section 2 : Piano Keys (18 points)

20 Section 3 : Piano Finger Numbers (22 points)

21 Section 4: Listening (10 Points) ***Starting Note is C*** 1. C 2. C 3. C 4. C 5. C 20

Music Curriculum Kindergarten

Music Curriculum Kindergarten Wisconsin Model Standards for Music A: Singing Echo short melodic patterns appropriate to grade level Sing kindergarten repertoire with appropriate posture and breathing Maintain