Creative Process. Colorado 21 st Century Skills. Creation. Expression. Theory. Aesthetic Valuation
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1 Curriculum Development Course at a Glance Planning for 5 th Grade Music Content Area Music Grade Level 5 th Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code 1. Expression of Music 1. Perform using enhanced musical techniques MU09-GR.5-S.1-GLE.1 2. Perform more complex rhythmic, melodic, and harmonic patterns MU09-GR.5-S.1-GLE.2 3. Perform melodies using traditional notation MU09-GR.5-S.1-GLE.3 2. Creation of Music 1. Improvise question and answer and basic musical phrases MU09-GR.5-S.2-GLE.1 2. Notate simple compositions MU09-GR.5-S.2-GLE.2 3. Theory of Music 1. Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary MU09-GR.5-S.3-GLE.1 2. Analyze aurally and visually notation of form in music MU09-GR.5-S.3-GLE.2 3. Analyze more complex instrumental and vocal examples MU09-GR.5-S.3-GLE.3 4. Comprehension and application of melodic, rhythmic, and harmonic patterns MU09-GR.5-S.3-GLE.4 4. Aesthetic Valuation of Music 1. Explain and defend personal preferences for specific music MU09-GR.5-S.4-GLE.1 2. Articulate the meaning in music according to elements, aesthetic qualities, and human responses MU09-GR.5-S.4-GLE.2 Colorado 21 st Century Skills Creation Invention Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Expression Creative Process Aesthetic Valuation Theory The Colorado Academic Standards for Music are not intended to be taught in a linear (checklist of coverage) fashion, but rather should be implemented as a cyclical creative process. Each unit within this sample blueprint intentionally includes standards from all four music standards to illustrate this process-based philosophy. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence Feeling Blue Instructor s Choice Instructor s Choice Building a Song Instructor s Choice Instructor s Choice So You Wanna Be a Rock Star? Instructor s Choice Instructor s Choice 5 th Grade, Music Complete Sample Curriculum Posted: January 31, 2013 Page 1 of 7
2 Unit Title Feeling Blue Length of Unit Instructor choice Focusing Lens(es) Inquiry Questions (Engaging- Debatable): Origins, Patterns, Play/Exploration Standards and Grade Level Expectations Addressed in this Unit MU09-GR.5-S.1-GLE.2 MU09-GR.5-S.2-GLE.1 MU09-GR.5-S.3-GLE.2, MU09-GR.5-S.3-GLE.3, MU09-GR.5-S.3-GLE.4 MU09-GR.5-S.4-GLE.2 How does a culture s history impact its music? (MU09-GR.5-S.2-GLE.1) and (MU09-GR.5-S.3-GLE.2,3) and (MU09-GR.5-S.4-GLE.2-EO.b,c) How can emotions be expressed without words? How does improvisation use musical elements to express personal ideas? Unit Strands Concepts Expression, Creation, Theory, Aesthetic Valuation Improvisation, Style, Emotions, Form, Tradition, Expression, Culture Generalizations My students will Understand that Factual Guiding Questions Conceptual Influences and traditions shape musical style. (MU09- GR.5-S.3-GLE.3-EO.c) and (MU09-GR.5-S.4-GLE.2-EO.b,c) Form and emotions guide improvisation to allow for personal expression through music. (MU09-GR.5-S.1- GLE.2-EO.c) and (MU09-GR.5-S.2-GLE.1-EO.a,b) and (MU09-GR.5-S.3-GLE.2,4) and (MU09-GR.5-S.4-GLE.2- EO.c) Traditional cultural music structures govern the development of improvisation. (MU09-GR.5-S.1-GLE.1- EO.a) and (MU09-GR.5-S.2-GLE.1,2) and (MU09-GR.5-S.3- GLE.2,4) and (MU09-GR.5-S.4-GLE.2) What influences guided the development of the blues? What culture is most often identified with the blues? What chord progression is used for 12-bar blues? What notes (scale degree number, solfege, etc.) are in each I, IV, or V chord? What does it mean to improvise? What cultural music is known for improvisation? How does style develop? How does style develop In music? What is music s role in society? How can form organize ideas? How can emotions influence improvisation? What are the ways that musical elements can be used in improvisation? 5 th Grade, Music Complete Sample Curriculum Posted: January 31, 2013 Page 2 of 7
3 Critical Content: My students will Know Curriculum Development Overview Key Skills: My students will be able to (Do) The construction of I-IV-V chords (MU09-GR.5-S.1-GLE.2-EO.c) and (MU09-GR.5- S.2-GLE.1-EO.b) and (MU09-GR.5-S.3-GLE.4-EO.c) The 12-bar blues form (MU09-GR.5-S.2-GLE.1-EO.a,b) and (MU09-GR.5-S.3- GLE.2,4) The meaning of improvisation (MU09-GR.5-S.2-GLE.1-EO.a,b) The origin of the Blues (MU09-GR.5-S.3-GLE.3-EO.c) and (MU09-GR.5-S.4-GLE.2- EO.b,c) Lines and spaces of bass clef staff (MU09-GR.5-S.3-GLE.2-EO.a) Identify I-IV-V chords aurally and through written notation (MU09-GR.5-S.1-GLE.2- EO.c) and (MU09-GR.5-S.2-GLE.1-EO.b) and (MU09-GR.5-S.3-GLE.4-EO.c) Perform I-IV-V chords (MU09-GR.5-S.1-GLE.2-EO.c) and (MU09-GR.5-S.2-GLE.1- EO.b) and (MU09-GR.5-S.3-GLE.4-EO.c) Improvise completion of a phrase (MU09-GR.5-S.2-GLE.1-EO.a) Aurally identify 12-bar blues form (MU09-GR.5-S.3-GLE.2,4) Improvise in 12- bar blues form (MU09-GR.5-S.2-GLE.1-EO.a,b) Describe expression of emotion in the Blues (MU09-GR.5-S.4-GLE.2-EO.b,c ) Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: Mark Twain exposes the hypocrisy of slavery through the use of satire. A student in can demonstrate the ability to apply and comprehend critical language through the following statement(s): Historical and cultural influences led to the development of the 12-bar blues form. Academic Vocabulary: Improvise, cultural, historical, mood, phrase, origin, evoke, image, form, expression, emotions Technical Vocabulary: Chord progression, 12-bar blues, meter, bass clef staff, notation, blues 5 th Grade, Music Complete Sample Curriculum Posted: January 31, 2013 Page 3 of 7
4 Unit Title Building a Song Length of Unit Instructor choice Focusing Lens(es) Inquiry Questions (Engaging- Debatable): Unit Strands Structure and Function, Inspiration Standards and Grade Level Expectations Addressed in this Unit MU09-GR.5-S.1-GLE.2, MU09-GR.5-S.1-GLE.3 MU09-GR.5-S.2-GLE.2 MU09-GR.5-S.3-GLE.3, MU09-GR.5-S.3-GLE.4 MU09-GR.5-S.4-GLE.1, MU09-GR.5-S.4-GLE.2 Why do people compose music? (MU09-GR.5-S.1-GLE.2,3) and (MU09-GR.5-S.2-GLE.2-EO.a,b) and (MU09-GR.5-S.3-GLE.3) and (MU09-GR.5-S.4- GLE.1,2) How does culture influence creation? What tools do composers need to create an effective composition? Expression, Creation, Theory, Aesthetic Valuation Concepts Composition, Patterns, Rhythm, Order/Form, Rules, Expression, Melody Generalizations My students will Understand that Factual Guiding Questions Conceptual Rules structure musical composition into a means of communication. (MU09-GR.5-S.2-GLE.2-EOa,b) and (MU09-GR.5-S.3-GLE.1,4) and (MU09-GR.5-S.4-GLE.1,2) Rhythmic and melodic patterns create order and form in music (MU09-GR.5-S.1-GLE.2,3) and (MU09-GR.5-S.3- GLE.4) and (MU09-GR.5-S.4-GLE.2-EO.a) Music composition facilitates personal expression. (MU09-GR.5-S.1-GLE.2,3) and (MU09-GR.5-S.2-GLE.2) and (MU09-GR.5-S.3-GLE.4) and (MU09-GR.5-S.4-GLE.1,2) In the following time signatures, how many beats are in each measure (3/4,4/4, 2/4, etc.)? What pattern is used to create a major scale? What is a musical phrase? What musical elements do composers use to create music? What are ways that composers can notate ideas to communicate to performers? How do rules guide composition? What effect does meter and rhythm have on composition? Why does music use repetition and contrast? Do composers need to use all musical elements to create music? How do musical elements interact to create personal expression? 5 th Grade, Music Complete Sample Curriculum Posted: January 31, 2013 Page 4 of 7
5 Critical Content: My students will Know Curriculum Development Overview Key Skills: My students will be able to (Do) Rhythms including sixteenth/sixteen-eighth, eight-sixteenth/sixteenth, eighthquarter-eighth and ties (MU09-GR.5-S.1-GLE.2) and MU09-GR.5-S.3-GLE.4-EO.a,b) The pitches of major scale, whole and half steps, accidentals (MU09-GR.5-S.1- GLE.2,3) and (MU09-GR.5-S.2-GLE.2-EO.a,b) and (MU09-GR.5- S.3-GLE.4-EO.b,d,e) Examples of world instruments by sight and sound (MU09-GR.5-S.3-GLE.3-EO.a) and (MU09-GR.5-S.4-GLE.2-EO.c) Reproduce, create, and perform eight measure melodies on treble staff (MU09- GR.5-S.1-GLE.2-EO.a,b) and (MU09-GR.5-S.2-GLE.2-EO.a,b) Play and sing melodies (MU09-GR.5-S.1-GLE.2,3) Verbally express and differentiate between personal preferences and quality works (MU09-GR.5-S.3-GLE.1-EO.a) and (MU09-GR.5-S.4-GLE-1,2) Evaluate works and performances using appropriate music terminology (MU09- GR.5-S.3-GLE.1,3) and (MU09-GR.5-S.4-GLE.2-EOa,c,d,e) Identify various world instruments and their affect upon musical works (MU09- GR.5-S.3-GLE.3-EO.a,c) and (MU09-GR.5-S.4-GLE.1,2) Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: Mark Twain exposes the hypocrisy of slavery through the use of satire. A student in can demonstrate the ability to apply and comprehend critical language through the following statement(s): A composer combines historical, cultural and musical elements to create a musical composition. Academic Vocabulary: Compose, patterns, laws, rules, culture, criteria, preferences, expression, style, quality, repetition, contrast Technical Vocabulary: Musical elements (Sixteenth notes, accidentals, sharp, flat, natural, pitch, rhythm) stage presence, composition 5 th Grade, Music Complete Sample Curriculum Posted: January 31, 2013 Page 5 of 7
6 Unit Title So You Wanna Be a Rock Star? Length of Unit Instructor choice Focusing Lens(es) Choices, Change/Transition Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands MU09-GR.5-S.1-GLE.1, MU09-GR.5-S.1-GLE.3 MU09-GR.5-S.2-GLE.1, MU09-GR.5-S.2-GLE.2 MU09-GR.5-S.3-GLE.1, MU09-GR.5-S.3-GLE.2, MU09-GR.5-S.3-GLE.3 MU09-GR.5-S.4-GLE.1, MU09-GR.5-S.4-GLE.2, MU09-GR.5-S.4-GLE.3, MU09-GR.5-S.4-GLE.4 What defines a good performance? (MU09-GR.5-S.1-GLE.1,3) and (MU09-GR.5-S.2-GLE.1-EO.b,c) and (MU09-GR.5-S.3-GLE.1,2,3) and (MU09-GR.5-S.4- GLE.2,4) What knowledge is needed to read and perform music? How will evaluative listening improve performance skills? Expression, Creation, Theory, Aesthetic Valuation Concepts Musical Elements (rhythm, timbre, form, pitch, dynamics), Technique, Emotion, Symbols Generalizations My students will Understand that Factual Guiding Questions Conceptual Musical elements communicate emotion, which may facilitate personal connections in performance. (MU09- GR.5-S.3-GLE.1-EO.a,b) and (MU09-GR.5-S.4-GLE.1,2) Symbols communicate musical elements to ensure accuracy in performance. (MU09-GR.5-S.1-GLE.3-EO.b) and (MU09-GR.5-S.2-GLE.2-EO.a) and (MU09-GR.5-S.3- GLE-1-EOa,b) Implementation of musical elements builds technique in performance. (MU09-GR.5-S.1-GLE.1-EO.a,b) and (MU09- GR.5-S.3-GLE.1-EO.a,b) and (MU09-GR.5-S.4-GLE.2- EO.a,e) How would one list these tempos in order from slowest to fastest: Largo, Andante, Moderato, Allegro, Presto? What are the symbols used to show dynamics? Tempos? Articulation? What effect does a diminuendo (or another expressive element) have? How does music stimulate feelings and perceptions? How do symbols convey messages? How do expressive elements enhance musical performance? 5 th Grade, Music Complete Sample Curriculum Posted: January 31, 2013 Page 6 of 7
7 Critical Content: My students will Know Key Skills: My students will be able to (Do) Proper care of voice and instruments (MU09-GR.5-S.1-GLE.1-EO.c) Perform four-part rounds (MU09-GR.5-S.1-GLE.1-EO.a,b) Expressive markings guide performance (tempo and dynamics including largo, moderato, diminuendo and slur) (MU09-GR.5-S.3-GLE.1-EO.a,b) and (MU09-GR.5- S.4-GLE.2-EO.a) Respond to conductor for phrasing and dynamics (MU09-GR.5-S.1-GLE.1-EO.b) Describe and demonstrate expressive elements (MU09-GR.5-S.3-GLE.1-EO.a,b) and (MU09-GR.5-S.4-GLE.2-EO.a) Types of voices (Soprano, alto, tenor and bass voices) (MU09-GR.5-S.3-GLE.2,3) Symbols and modalities used for notation and performance (Treble clef, bass clef, major, minor) (MU09-GR.5-S.1-GLE.3-EO.b) and (MU09-GR.5-S.2-GLE.2-EO.b) Play, sing, and reproduce simple melodic notation (MU09-GR.5-S.1-GLE.3-EO.b) and (MU09-GR.5-S.2-GLE.2-EO.b) Notate on bass clef staff (MU09-GR.5-S.3-GLE.3-EO.b) Express and differentiate between personal preferences and quality works (MU09- GR.5-S.4-GLE.1,2) Analyze differences in tempo and dynamics (MU09-GR.5-S.3-GLE.1-EO.a,b) and (MU09-GR.5-S.4-GLE.2-EO.a) Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: Mark Twain exposes the hypocrisy of slavery through the use of satire. A student in can demonstrate the ability to apply and comprehend critical language through the following statement(s): A strong performance depends on proper care of voice and/or instrument along with accurate use of musical elements. Academic Vocabulary: Preferences, tempo, expression, voice, instrument, performance, interpretation Technical Vocabulary: Voice (soprano, alto, tenor, bass), treble clef, bass clef, major, minor, musical elements (tempo, dynamics, largo, moderato, diminuendo, slur, phrase) 5 th Grade, Music Complete Sample Curriculum Posted: January 31, 2013 Page 7 of 7
Creative Process. Colorado 21 st Century Skills. Creation. Expression. Theory. Aesthetic Valuation
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