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1 Alexander County Schools Unit: Introduction to the Toolbox Learning to Read (Dick and Jane 1 st Primer) Common Core and/or Essential Standards: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 6ML.2 Interpret the sound and symbol systems of music. Q1 Q2 Q3 Q4 Transfer: Students will be able to independently use their learning to... will be able to independently use their learning to sing and play accurately and with expression using musical elements. read, comprehend, and demonstrate standard notation. Understandings: Students will understand that... Students will understand that musicians use specific physical elements to sing music accurately. Music is given expressive markings to communicate a new language. how to transfer their knowledge of music notation into everyday practice. Students will know: Dynamics / markings, breath support, tempo, rhythm, melody, and breath control. rhythmic notation, melodic notation, standard notation symbols (meter). Meaning Essential Question(s): What makes a quality performance? How is reading music like learning a new language? Acquisition Students will be skilled at: performing and understanding music using the musical elements. demonstrating knowledge of music notation through musical reading skills.

2 Essential Vocabulary: dynamics, melody, breath support, phrasing, tempo, pitch, posture/body alignment, color, rhythm, tone, vowels and consonant placement, articulation, mood, lyrics, text, and communication. whole, half, quarter, eighth, sixteenth, dotted note, and rest durations (ta, ta-di, too-oo, toh, etc.) -meter, 2/4,3/4,/4/4, measures, barlines, dbl. barline, repeat signs, coda, dal segno. IT Standards: IT Strategies:

3 Unit Title: Introduction to the Toolbox Learning to Read Grade: 6th Subject: Chorus STAGE 2 Understandings: 1. Musicians use specific musical elements to sing accurately. 2. Music is given expressive markings to communicate a new language. 1. Students will understand how to transfer their knowledge of music notation into everyday practice. Essential Questions: What makes a quality performance? How is reading music like learning a new language? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Doorbusters Popcorn question and perform word wall games echo singing (interpret and demonstrate) flash cards Music games Evaluate students breathing, etc. through student demonstrations Doorbusters Flash cards Word wall game Treble Clef / Bass clef games Worksheets Note name baseball / basketball / relay games Call and response with rhythms and solfege Music symbol search within music we are working on Verbally interpreting / answering questions/ making decisions about the music and what the composer intends. Summative Assessment Concert Quizzes Critique concert performance Concert Quizzes

4 Stage 3 Approximate number of days spent on unit: 45 days W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano In the Hall of the Mountain King recording recording device YouTube videos Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo Concert performances Strategies: Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo Concert performances Music Reading Skills through Solfege (melody) and Ta-ka-dimi (rhythm), note names Vocabulary - whole, half, quarter, eighth, sixteenth, dotted note and rest duration, solfege syllables, meter, measures, bar line, 2/4, 3/4, 4/4 measures, double bar line, repeat signs, treble clef, staff Fall Concert

5 Unit: Introduction to the Toolbox Learning to Read (Dick and Jane 1 st Primer) Are You Jiggy Wit It? (Interpretation) We Are the World Alexander County Schools th Grade 2 nd Nine Weeks Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 6ML.2 Interpret the sound and symbol systems of music. Understand the interacting elements to respond to music and music performances. Understand global interdisciplanary and 21st century connection with music. Understandings: Students will understand that Students will understand that musicians use specific physical elements to sing music accurately. Music is given expressive markings to communicate a new language. how to transfer their knowledge of music notation into everyday practice. music has layers (texture, balance, blend, etc.) and conductors interpret the music and students must be responsive. Music is a direct reflection of geography and historical time periods. Transfer: Students will be able to independently use their learning to will be able to independently use their learning to sing and play accurately and with expression using musical elements. read, comprehend, and demonstrate standard notation. understand, critique, and evaluate musical performances. Identify and relate music to various eras and areas. Meaning Essential Question(s): What makes a quality performance? How is reading music like learning a new language? How do we respond to music? What is the musical connection?

6 Students will know: Dynamics / markings, breath support, tempo, rhythm, melody, and breath control. rhythmic notation, melodic notation, standard notation symbols (meter). how to analyze with conceptual skills during a vocal performance. Music is a direct reflection of geography and historical time periods. Acquisition Students will be skilled at: performing and understanding music using the musical elements. demonstrating knowledge of music notation through musical reading skills. listening and analyzing a performance of any given work. Understand and appreciate what basic role music plays in society today and how it effected history and how it will effect the future. Essential Vocabulary: dynamics, melody, breath support, phrasing, tempo, pitch, posture/body alignment, color, rhythm, tone, vowels and consonant placement, articulation, mood, lyrics, text, and communication. whole, half, quarter, eighth, sixteenth, dotted note, and rest durations (ta, ta-di, too-oo, toh, etc.) -meter, 2/4,3/4,/4/4, measures,barlines, dbl. barline, repeat signs, coda, dal segno. -genre / style -melodies / harmonies -musical elements -ensembleness How to connect music with the areas and other periods of history. IT Standards: IT Strategies:

7 Understandings: Musicians use specific musical elements to sing accurately. Music is given expressive markings to communicate a new language. Students will understand how to transfer their knowledge of music notation into everyday practice. Students will understand that music has layers (texture, balance, blend, etc.) and conductors interpret the music and students must be responsive. Students will understand that music is a direct reflection of geography and historical time periods. Essential Questions: What makes a quality performance? How is reading music like learning a new language? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Doorbusters Popcorn question and perform word wall games echo singing (interpret and demonstrate) flash cards Music games Evaluate students breathing, etc. through student demonstrations Doorbusters Flash cards Word wall game Treble Clef / Bass clef games Worksheets Note name baseball / basketball / relay games Call and response with rhythms and solfege Music symbol search within music we are working on Verbally interpreting / answering questions/ making decisions about the music and what the composer intends. Summative Assessment Concert Quizzes Critique concert performance Concert Quizes Concert Written paper Quiz How do we respond to music? What is the musical connection? Evaluate students understanding by playing music and have them respond by answering

8 Approximate number of days spent on unit: 180 Days questions, creating movements to music, or defending their thoughts about how they interpret different aspects of music Create rubrics to critique music Students can illustrate through artwork their interpretation of different elements of music such as mood, rhythm, etc. through use of color and patterns Evaluate through class discussion and written work Doorbuster Listening games (different styles and time periods of music) Name that Tune STAGE 3

9 W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano In the Hall of the Mountain King recording recording device YouTube videos Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo Concert performances conductor game (singing plates) word wall various music recordings recorder for singers stereo piano sheet music YouTube videos Strategies: Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo Concert performances Music Reading Skills through Solfege (melody) and Ta-ka-di-mi (rhythm), note names Vocabulary - whole, half, quarter, eighth, sixteenth, dotted note and rest duration, solfege syllables, meter, measures, bar line, 2/4, 3/4, 4/4 measures, double bar line, repeat signs, treble clef, staff Fall Concert Be able to listen and analyze a piece of music Be able to respond to conductor s cues Vocabulary - genre/style, musical elements, melody Evaluate class performances and formal concerts Focus on connecting music with other areas and periods of history. Singing / listening to musical selections from various places and time periods and making connections. Vocabulary - time periods, global/world music terms, concert etiquette

10 Listen to Music series books and CDs Evaluation sheets Concert Performances piano sheet music Music of the World info book YouTube video excerpts newspaper / magazine articles stereo recordings of songs from different countries 6th grade social studies curriculum

11 Alexander County Schools th Grade 3rd Nine Weeks Unit: : Introduction to the Toolbox Learning to Read (Dick and Jane 1 st Primer) Are You Jiggy Wit It? (Interpretation) We Are the World You too, Can Write a Sonata Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 6ML.2 Interpret the sound and symbol systems of music. Understand the interacting elements to respond to music and music performances. Understand global interdisciplanary and 21st century connection with music. Create music using a variety of sound and notational sources. Transfer: Students will be able to independently use their learning to Will be able to independently use their learning to sing and play accurately and with expression using musical elements. Read, comprehend, and demonstrate standard notation. Understand, critique, and evaluate musical performances. Identify and relate music to various eras and areas. Improvise and construct simple melodies and rhythms.

12 Understandings: Students will understand that Students will understand that musicians use specific physical elements to sing music accurately. Music is given expressive markings to communicate a new language. how to transfer their knowledge of music notation into everyday practice. music has layers (texture, balance, blend, etc.) and conductors interpret the music and students must be responsive. Music is a direct reflection of geography and historical time periods. They can use musical notation and sounds to create/arrange short musical compositions. rhythmic notation, melodic notation, standard notation symbols (meter). how to analyze with conceptual skills during a vocal performance. Music is a direct reflection of geography and historical time periods. Meaning Essential Question(s): What makes a quality performance? How is reading music like learning a new language? How do we respond to music? What is the musical connection? Are you a composer? Acquisition Students will know: Students will be skilled at: Dynamics / markings, breath support, tempo, rhythm, melody, and breath control. Performing and understanding music using the musical elements. Demonstrating knowledge of music notation through musical reading skills. listening and analyzing a performance of any given work. Understand and appreciate what basic role music plays in society today and how it affected history and how it will effect the future. Creating short rhythmic and melodic phrases.

13 previous standards, Essential Vocabulary: dynamics, melody, breath support, phrasing, tempo, pitch, posture/body alignment, color, rhythm, tone, vowels and consonant placement, articulation, mood, lyrics, text, and communication. whole, half, quarter, eighth, sixteenth, dotted note, and rest durations (ta, ta-di, too-oo, toh, etc.) -meter, 2/4,3/4,/4/4, measures,barlines, dbl. barline, repeat signs, coda, dal segno. -genre / style -melodies / harmonies -musical elements -ensembleness How to connect music with the areas and other periods of history. improvise,arrange, notation (melodic and rhythmic) texture, composer author, form. IT Standards: IT Strategies:

14 Understandings: Musicians use specific musical elements to sing accurately. Music is given expressive markings to communicate a new language. Students will understand how to transfer their knowledge of music notation into everyday practice. Students will understand that music has layers (texture, balance, blend, etc.) and conductors interpret the music and students must be responsive. Students will understand that music is a direct reflection of geography and historical time periods. Students will understand that they can use musical notation and sounds to create/arrange short musical compositions. Essential Questions: What makes a quality performance? How is reading music like learning a new language? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Doorbusters Popcorn question and perform word wall games echo singing (interpret and demonstrate) flash cards Music games Evaluate students breathing, etc. through student demonstrations Doorbusters Flash cards Word wall game Treble Clef / Bass clef games Worksheets Note name baseball / basketball / relay games Call and response with rhythms and solfege Music symbol search within music we are working on Verbally interpreting / answering questions/ making decisions about the music and what the composer intends. Summative Assessment Concert Quizzes Critique concert performance Concert Quizzes Concert Written paper Quiz Arrangement/Com position performance for grade using performance rubric How do we respond to music? Evaluate students understanding by playing

15 What is the musical connection? Are you a composer? music and have them respond by answering questions, creating movements to music, or defending their thoughts about how they interpret different aspects of music Create rubrics to critique music Students can illustrate through artwork their interpretation of different elements of music such as mood, rhythm, etc. through use of color and patterns Evaluate through class discussion and written work Doorbuster Listening games (different styles and time periods of music) Name that Tune Doorbuster Develop a short arrangement/compositio n as a class Ask students to experiment with different rhythms and sounds to create short melodies Create short arrangements/compositi ons of songs in small groups using found

16 objects / classroom instruments Rubrics Ask students to distinguish between composer and arranger

17 Approximate number of days spent on unit: W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano In the Hall of the Mountain King recording recording device YouTube videos Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo Concert performances conductor game (singing plates) word wall various music recordings recorder for singers stereo piano sheet music YouTube videos Listen to Music series books and CDs Strategies: Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo Concert performances Music Reading Skills through Solfege (melody) and Ta-ka-di-mi (rhythm), note names Vocabulary - whole, half, quarter, eighth, sixteenth, dotted note and rest duration, solfege syllables, meter, measures, bar line, 2/4, 3/4, 4/4 measures, double bar line, repeat signs, treble clef, staff Fall Concert Be able to listen and analyze a piece of music Be able to respond to conductor s cues Vocabulary - genre/style, musical elements, melody Evaluate class performances and formal concerts Focus on connecting music with other areas and periods of history. Singing / listening to musical selections from various places and time periods and making connections. Vocabulary - time periods, global/world music terms, concert etiquette

18 Evaluation sheets Concert Performances piano sheet music Music of the World info book YouTube video excerpts newspaper / magazine articles stereo recordings of songs from different countries 6th grade social studies curriculum Create a short arrangement / accompaniment of a piece pf music using Essential Standards learned in ML.1 and ML.2 Vocabulary - improvisation, arrangement, composer, form (call and response, AB), texture, unison, harmony, cannon Classroom performance examples of compositions / arrangements recordings of accompaniments and jazz solos (improvisation) found instruments and traditional classroom instruments white boards, expo markers, erasers composition project examples and materials rubric

19 Unit: : Introduction to the Toolbox Learning to Read (Dick and Jane 1 st Primer) Are You Jiggy Wit It? (Interpretation) We Are the World You too, Can Write a Sonata Alexander County Schools th Grade 4th Nine Weeks Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 6ML.2 Interpret the sound and symbol systems of music. Understand the interacting elements to respond to music and music performances. Understand global interdisciplinary and 21st century connection with music. Create music using a variety of sound and notational sources. Transfer: Students will be able to independently use their learning to will be able to independently use their learning to sing and play accurately and with expression using musical elements. read, comprehend, and demonstrate standard notation. understand, critique, and evaluate musical performances. Identify and relate music to various eras and areas. improvise and construct simple melodies and rhythms. Meaning Understandings: Students will understand that Essential Question(s): Students will understand that musicians use specific physical What makes a quality performance? elements to sing music accurately. Music is given expressive markings How is reading music like learning a new language? to communicate a new language. How do we respond to music? What is the musical connection? How to transfer their knowledge of music notation into everyday Are you a composer?

20 practice. Music has layers (texture, balance, blend, etc.) and conductors interpret the music and students must be responsive. Music is a direct reflection of geography and historical time periods. They can use musical notation and sounds to create/arrange short musical compositions. Acquisition Students will know: Students will be skilled at: Dynamics / markings, breath support, tempo, rhythm, melody, and breath control. Performing and understanding music using the musical elements. Rhythmic notation, melodic notation, standard notation symbols (meter). How to analyze with conceptual skills during a vocal performance. Music is a direct reflection of geography and historical time periods. Demonstrating knowledge of music notation through musical reading skills. listening and analyzing a performance of any given work. Understand and appreciate what basic role music plays in society today and how it affected history and how it will effect the future. previous standards, Creating short rhythmic and melodic phrases. Essential Vocabulary: dynamics, melody, breath support, phrasing, tempo, pitch, posture/body alignment, color, rhythm, tone, vowels and consonant placement, articulation, mood, lyrics, text, and communication. whole, half, quarter, eighth, sixteenth, dotted note, and rest durations (ta, ta-di, too-oo, toh, etc.)

21 -meter, 2/4,3/4,/4/4, measures,barlines, dbl. barline, repeat signs, coda, dal segno. -genre / style -melodies / harmonies -musical elements -ensembleness How to connect music with the areas and other periods of history. improvise,arrange, notation (melodic and rhythmic) texture, composer author, form. IT Standards: IT Strategies: Unit Title: Introduction to the Toolbox Learning to Read Are You Jiggy Wit It? (Interpretation) We Are the World You too, Can Write a Sonata (Writing simple melodies and rhythms)

22 Grade: 6th Subject: Chorus Understandings: Musicians use specific musical elements to sing accurately. Music is given expressive markings to communicate a new language. Students will understand how to transfer their knowledge of music notation into everyday practice. Students will understand that music has layers (texture, balance, blend, etc.) and conductors interpret the music and students must be responsive. Students will understand that music is a direct reflection of geography and historical time periods. Students will understand that they can use musical notation and sounds to create/arrange short musical compositions. Essential Questions: What makes a quality performance? How is reading music like learning a new language? How do we respond to music? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Doorbusters Popcorn question and perform word wall games echo singing (interpret and demonstrate) flash cards Music games Evaluate students breathing, etc. through student demonstrations Doorbusters Flash cards Word wall game Treble Clef / Bass clef games Worksheets Note name baseball / basketball / relay games Call and response with rhythms and solfege Music symbol search within music we are working on Verbally interpreting / answering questions/ making decisions about the music and what the composer intends. Summative Assessment Concert Quizzes Critique concert performance Concert Quizzes Concert Written paper Quiz Arrangement/Com position performance for grade using performance rubric

23 What is the musical connection? Are you a composer? Evaluate students understanding by playing music and have them respond by answering questions, creating movements to music, or defending their thoughts about how they interpret different aspects of music Create rubrics to critique music Students can illustrate through artwork their interpretation of different elements of music such as mood, rhythm, etc. through use of color and patterns Evaluate through class discussion and written work Doorbuster Listening games (different styles and time periods of music) Name that Tune Doorbuster Develop a short arrangement/composition as a class Ask students to experiment with different rhythms and sounds to create short melodies Create short arrangements/compositions of songs in small groups using found objects / classroom instruments Rubrics

24 Ask students to distinguish between composer and arranger

25 Approximate number of days spent on unit: W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Geometric Sphere breath ball Word wall Dynamics card for rainstorm game Piano In the Hall of the Mountain King recording recording device YouTube videos Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo Concert performances conductor game (singing plates) word wall various music recordings recorder for singers stereo piano sheet music YouTube videos Strategies: Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo Concert performances Music Reading Skills through Solfege (melody) and Ta-ka-dimi (rhythm), note names Vocabulary - whole, half, quarter, eighth, sixteenth, dotted note and rest duration, solfege syllables, meter, measures, bar line, 2/4, 3/4, 4/4 measures, double bar line, repeat signs, treble clef, staff Fall Concert Be able to listen and analyze a piece of music Be able to respond to conductor s cues Vocabulary - genre/style, musical elements, melody Evaluate class performances and formal concerts Focus on connecting music with other areas and periods of history.

26 Listen to Music series books and CDs Evaluation sheets piano sheet music Music of the World info book YouTube video excerpts newspaper / magazine articles stereo recordings of songs from different countries 6th grade social studies curriculum examples of compositions / arrangements recordings of accompaniments and jazz solos (improvisation) found instruments and traditional classroom instruments white boards, expo markers, erasers composition project examples and materials rubric Singing / listening to musical selections from various places and time periods and making connections. Vocabulary - time periods, global/world music terms, concert etiquette Concert Performances Create a short arrangement / accompaniment of a piece pf music using Essential Standards learned in ML.1 and ML.2 Vocabulary - improvisation, arrangement, composer, form (call and response, AB), texture, unison, harmony, cannon Classroom performance

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