COURSE OF STUDY UNIT PLANNING GUIDE INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS

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1 COURSE OF STUDY UNIT PLANNING GUIDE FOR: INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 PREPARED BY: MUSIC DEPARTMENT REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August 24, 2017

2 New Jersey Student Learning Standards: Visual and Performing Arts 1.1 The Creative Process All students will an understanding of the elements and principles that govern the creation of works of art in dance, music, theater, and visual art. Performance Indicators (Standards and Objectives)* (adapted to instrumental instruction). *for full text of The New Jersey Standards see DUMONT PUBLIC SCHOOLS GENERAL MUSIC CURRICULUM Grade K- 2 and 3-5. identify the basic parts of their instrument by name and proper care and assembly techniques. knowledge of basic music terms and symbols. sing and/or chant melodic and rhythmic patterns found in method books and elsewhere using solfège syllables, note names, rhythmic counting, fingerings, and positions. Areas of Focus N.B. Fourth grade beginning instrumental instruction is built upon knowledge and skills gained in general music instruction received in K thru 3 rd grade. Fifth grade instrumental instruction is built upon knowledge and skills gained in general music instruction received in K thru 3 rd grade and instrumental instruction received in 4 th grade. Assembly, disassembly, and care of instruments. Instrument anatomy. Establishment of good work habits. Problem solving. Foster earnest effort to participate fully. Essential Questions* * Some questions appearing below are derived from those covered in prior general music instruction. How and why is singing what is to be played helpful to instrumentalists? How do various instruments make their distinctive sounds? What part of an instrument, if any, vibrates to create its sound? How do various instruments change pitch? What is tone color or timbre? What is dynamics and in what ways can it be changed? What is articulation? What role does embouchure play in good sound production? What is a scale? 2 What is harmony? Activities Teacher demonstra- tions. Question and answer. Discussions. Using work sheets, flash cards, and other visual aids. Echo chanting and singing. Singing note names, solfège syllables, fingerings, slide positions, bow direction, and lyrics. Note reading. Playing by rote. Vocabulary* * This list includes some terms introduced in prior general music instruction. Staff. Clef. Lines/spaces. Bar, bar line, and measure. Note head, stem, beam, and flag. Reed, ligature, mouthpiece, valve, slide, positions, embouchure, fingerings, alternate fingerings, bell, tubing, water key, bow, fingerboard, tuning pegs, fine tuner. Register. Dynamics. Blend. Balance. Resources Hal Leonard s Rhythm Flash Cards. Hal Leonard s Melody Flash Cards. Standard Of Excellence, B. Pearson, 1993, Neil A. Kjos Music Co. New Directions for Strings, 2007, The FJH Music Co. Learning and performing additional develop- mentally appropriate compositions.

3 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. basic knowledge of the evolution of instruments and their use in cultures past and present. basic knowledge of representative composers and artists from various historical periods, styles, and cultures. aurally identify various styles of music composition. ability to read and use fingering and position charts used in band method books. Styles/genres. Composers Artists. Musical and historical eras. Music and story telling. Music and group identity. Functional vs. aesthetic music. Music s use in other creative disciplines. Music and culture. Advancements in technology What style elements of a musical work express context of time period or culture? How did technological advancements affect the evolution of various instruments? How has the orchestra evolved through the various style periods? Guided listening activities. Use of listening charts. Use of maps and photos of cultural locations. Examination of seminal works of music. Style/Genres. Instrumentati on. Arrangement /arranger. Culture. Patriotic. March. 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating performing, and/or presenting works of art in dance, music, theater, and visual art. proper sitting posture and embouchure specific to their instrument. proper fingerings. name notes based on their position on the staff. Embouchure. Posture. Tone quality. Reading notation. Read and count simple rhythmic and melodic patterns. Self, group, and peer assessment. What role does human anatomy play in breath support and motor dexterity? What is music notation and why is it important? What is the role of the staff in music notation and how does it represent the various ways melodies can 3 Echo chanting and singing. Memorizing lyrics. Rhythmic chanting. Singing. Using solfège syllables and Kodály hand signs for melodic instruction. Note reading Note head, stem, and beam. Step/skip/lea p. Octave. Scale. Arpeggio. Pentatonic. Time signature. Key Signature. 1 st /2 nd

4 identify note values based on visual characteristics of notes heads, stems, and beams. recognize symbols of form. perform simple rhythmic patterns including combinations of whole, half, quarter, and eighth notes. perform developmentally appropriate songs. respond to basic conducting cues. a cooperative attitude with instructor, section mates, and band mates. move? What is the relationship between a pitch s sound and its position on the staff? How is music notation used to represent the essential elements of music such as rhythm, melody, harmony, tempo, form, and instrumentation? What do conductors communicate to music groups? How do conductors communicate to music groups? 4 and rote playing. Attending music specific field trips to hear live performances at venues in New Jersey and New York City. Performance practices reinforced during weekly small- and large- group rehearsals. Performance practices reinforced through participation in various performances throughout the school year. ending. D.C. D.S. al Coda. Fermata. Pitch. Breath mark. Tone. Intonation. Articulation. Tonguing. Slurring. Phrasing. Legato. Staccato. Accompani- ment. Bow Markings. Pizzicato. Arco. Sticking patterns. Grip, mallet height, force of impact, attack, rebound. Paradiddle, flam, 5- stoke and 9- stroke rolls. Turn- around. Street Beat. Tie. Unity. Repetition. AB, ABA forms. Intro. Outro. Coda. Moderato.

5 1.4 Aesthetic Responses (A) and Critique Methodologies (B) All students will and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theater, and visual art. be able to render accurate assessments of their own, and other s, performances based on musical elements and technical proficiency. be able to determine and discuss what is good about a performance and what can be improved. be able to express fact and opinion regarding a piece on music. be Discernment of unique characteristics of different styles, genre, eras, and ethnicities of music. Recognition of emotional affects conveyed by the music. Recognition of formal structures and form. Concert and performance etiquette. How do various styles of music differ from one another? What is the mood of a given musical style or selection? What musical elements are exhibited and to what effect in a given musical style or selection? What is the difference between good performance, an exceptional performance and one that could better? Why should one respect a musical selection even when one does not Guided listening activities. Use of listening charts. Use of maps and photos of cultural locations. Examination of seminal works of music. Attending music specific field trips to hear live, professional performances at venues in New Jersey and New York Adagio. Allegro. Ritardando. 1 st /2 nd ending. D.C. D.S. al Coda. Fermata. Major/minor. Harmony. Chords. Accompani- ment. Flat, sharp, natural. Bar/measure. Bar line. Pick- up. Unity. Repetition. Tension. Release. Mood. Major/minor. Intonation. Out- of- sync. In sync. In tune. Out of tune. 5

6 able to recognize unity and repetition in music and recognize formal structures. like the way it sounds? City. Curriculum Guide Addendum Content/Area Course: Music Grade Level: Instrumental 4-5 Pacing Guide MP1 Assembly / Care MP2 Tone Production / Tone Quality MP3 Fingering / Technique MP4 - Performance 6

7 Instructional Materials 1. See Resources in Curriculum Suggested strategies for English as a Second Language (ESL) student Consultation with ESL staff Vocabulary Lyric Study International Phonetic Alphabet Diction Suggested strategies for Special Education students Consultation with Special Education staff Provide Assessment of Student Ability to Spec. Ed. Staff Offer Extra- Help After School Inclusion of Interdisciplinary Connections - Areas of Focus Science of Sound - See Curriculum Guide for Additional Inclusion of 21 st century themes and skills Activities Performance in Small and Large Groups For information related to the 12 Career Ready Practices follow the link below. Personal Financial Literacy Career Awareness, Exploration, and Preparation 9.2 7

8 Career and Technical Education Educational Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming For NJ Technology Standards 8.1 and 8.2 follow the link below. 8

COURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL 3-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS

COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL 3-5 PREPARED BY: MUSIC DEPARTMENT TEACHERS REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August