PERRY BROWNE 5/31/02 WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: MAIN/GENERAL TOPIC: WHEN THIS WAS TAUGHT: COMMENTS:
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1 1 SUB- Creating, Performing & Participating in the Arts Reads/performs non-melodic standard music notation with a rhythm instrument Recognizes notes as representing sounds and rests as representing silences standard quarter, half dotted half and whole values (e.g. notes/rests) in 4/4 time using the Gordon system and/or counting. standard 8 th values in 4/4 time using the Gordon system and/or counting ties with standard 8 th quarter, half, dotted half and whole values in 4/4 time using the Gordon system and/or counting standard 16 th values in 4/4 time using the Gordon system and/or counting standard dotted quarter/8 th values in 4/4 time using the Gordon system and/or counting standard 8 th /quarter/8 th values in 4/4 time using the Gordon system and/or counting Reads/identifies/ performs melodic music notation by either singing and/or playing a melodic instrument Can sing/sign a Kodaly solfege scale (Do, Re, Mi, Fa, Sol, La, Ti, Do) Can apply (sign/sign) oidaly solfege to a written piece which uses a treble staff, 4/4 quarter values, key of C and tessitura of G d1 Can correctly label each key s name on a piano keyboard
2 2 SUB- Can play a 1 octave C scale using correct fingerings (right hand only) Can correctly explain the musical alphabet Can correctly label the lines/spaces of a treble and/or bass and/or tenor clef Can sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs and harmonizing parts Can follow vocal or keyboard scores in listening which use simple standard notation (8 th quarter, half, dotted half and whole values) and 4/4 time Composes original music that demonstrates a knowledge of musical elements Can create/perform a written sound composition for vocal/body sounds (e.g. vocalizations and/or finger snaps, clapping, etc.) using original symbols Can create/perform a sequenced (e.g. computer/synthesizer) sound composition Can create/explain/perform sequenced sound composition that demonstrates dynamic changes Can create/explain/perform a sequenced sound composition that demonstrates tempo changes Can create/explain/perform a sequenced sound composition that demonstrates ABA form
3 3 SUB- Can create/explain/perform a standard notation composition for snare drum/bass drum/ride cymbal using Sibelius (or an acoustic instrument), 4/4 time and various combinations of 8 th, quarter, half, dotted half and whole values Can create/explain/perform a cohesive simple melody for a treble/bass or tenor clef instrument using Sibelius (or an acoustic instrument), 4/4 time and various combinations of 8 th, quarter, half, dotted half and whole values Can set an existing poem to an original cohesive melody for a treble/bass or tenor clef instrument using Sibelius, 4/4 time and various combinations of 8 th, quarter, half, dotted half and whole values Can create/explain/perform an original song (e.g. original lyrics and melody) using a sequencer (e.g. computer and synthesizer for all musical accompaniment Can create/explain/perform an original song (e.g. lyrics and melody) for treble clef instrument using Sibelius, 4/4 time and combinations of 8 th, quarter, half, dotted half and whole values Knowing and Using Music Materials & Resources Demonstrates appropriate audience behavior Pays close attention, raises hand, claps when appropriate and shows good effort
4 4 SUB- Uses current technology to manipulate sounds Demonstrates confidence and easy familiarity with running music room computer programs Constructs instruments from non-traditional materials Can name/describe the characteristics of the Family of Instruments Can create a musical instrument from household recycled materials ( Recycled Music ) Familiar with community opportunities and careers/ professions Can list and discuss music career opportunities Responding to & Analyzing Musical Works Familiar with standard musical terms. Can define tempo and distinguish between even/rushing/dragging Can define pitch and distinguish between higher/lower sounds Can use the terms sharp, flat and in tune appropriately Can define/identify a treble staff, bass staff, tenor staff, measure, bar line and time signature Uses the Italian dynamic expressions PP, P, MP, MF, F and FF appropriately
5 5 SUB- Can use the Italian tempo words largo, andante, allegro and presto appropriately as well as explain tempo numbers Can explain/correctly use the terms repeat dots, 1 st /2 nd endings, DS, DC, Coda, accents and fermata ( hold ) Can identify the form of a musical composition. Can place visual material into specified patterns Can identify performed aural patterns of blocks of sound Can identify AB aural patterns in folk and pop/country music Can recognize short motives as being same/different Can recognize short motives in various classical works Can identify the strengths/weaknesses of musical performances and/or works Can identify even/uneven passages Can identify pitch problems Can identify/explain inappropriate tempos Can identify/explain inappropriate dynamic Can identify/explain inappropriate melodies Understanding the Cultural Contributions of the Arts Identifies and performs folk songs from different cultures Can identify and perform (by memory) at least 30 folk songs by the end of 6 th grade
6 6 SUB- Performs, from memory, a variety of national/ international dances Can perform the Waltz, Irish Jig and Virginia Reel/American Square Dance by the end of 6 th Grade Identifies titles and composers of classical/blues/ jazz music Can identify (from a performance or recording) the titles and composers of wellknown examples of classical concert music and blues/jazz music selections Identifies cultural, geographical and historical settings of performed music Can identify/discuss the primary cultural, geographical and historical settings for music we perform
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