ELMWOOD PARK PUBLIC SCHOOLS GENERAL MUSIC GRADE 7 STATEMENT OF PURPOSE

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1 STATEMENT OF PURPOSE Students will develop aesthetic awareness and provide a means for creativity and self-expression. Students will examine ways in which composers use sound and how they create music. The study of music provides a sense of history and cultural heritage. It clarifies the idea that music exists in history and changes as the world does. It also enhances the understanding of stylistic differences in periods of music. Course content is aligned with the National Core Art Standards

2 COURSE GOALS National Art Standards ( MU:Cr1.1.7 a MU:Pr4.1.7 a MU:Pr4.2.7 a/c MU:Re7.1.7 a MU:Cn a COURSE GOALS ALIGNED WITH CONTENT STANDARDS Students will be able to: a. Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent. a. Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and after discussion, identify expressive qualities, technical challenges, and reasons for choices. a. Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used. c. Identify how cultural and historical context inform performances and result in different music interpretations. a. Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. In addition to the National Art Standards ( the 21 st Century Life and Career Standards (9.1) and Technology Standards (8.1 and 8.2) will be implemented in this curriculum.

3 SCOPE AND SEQUENCE (Pacing Guide) Marking Period 1 Introduction to basic rhythmic notation. Students learn to read the notes of the treble clef and combine with rhythm to create simple melodies. Introduction to Ancient music, including development of musical instruments. Marking Period 2 Students continue rhythmic studies, performing via clapping, speaking, and simple percussion instruments. Introduction to the keyboard / piano. Transition from Ancient music into early Medieval music, including development of musical instruments, musical notation, and famous composers. Marking Period 3 Students begin to study instrument families of the modern orchestra (strings, brass, woodwind, percussion). Continue to study late Medieval music, including development of musical instruments, musical notation, and famous composers. Marking Period 4 Students continue to study instruments families of the modern orchestra. Compose a simple melody and perform it on the keyboard. Discuss the Renaissance period, including development of musical instruments and famous composers.

4 RESOURCES (Core Instructional Materials) 1. Piano / keyboard 2. CDs 3. MP3/Ipod players 4. Sheet music 5. Simple percussion instruments 6. DVDs 7. VCRs 8. Computers or computer access 9. Appropriate handouts 10. ipad/speakers

5 MEASUREMENT/ASSESSMENT (Benchmark Assessment) Teacher Observation Listening/Following Directions Written Tests & Quizzes Song composition Song performance Oral presentations Listening tests Listening journals

6 SAMPLE LESSON PLAN LISTENING & TRANSCRIBING Unit: Composition I. INTRODUCTION: In the next three lessons, students will develop skills which will aid them in transcribing and melody writing. Concepts of scales and chords will be included. II. III. OBJECTIVE: Students will learn what transcribing is and how to write a melody. They incorporate knowledge of scales and chords into the creative development of original melodies and compositions. PROCEDURES: Motivational Activities: 1. Teacher will present an original melody using on the notes of the scale. Learning Activities 1. Students will demonstrate understanding through transcription of melody. IV. MATERIALS: Printed Materials: Master Theory, Book 1 Elementary Harmony Non-Print Materials: Manuscript, Piano as needed V. CLOSURE: 1. Lesson Summary: Review the concepts of melody writing and transcription using notes of the scales and chords. Check for understanding through written examples. 2. Review/Assessment Activity: Have students write original melodies. Cross-Curricular/Differentiation:

7 CROSS-CURRICILUAR: Students will utilize their knowledge of other subject areas throughout their time in this course. Students will utilize their knowledge of history when researching artists/composers, genres, and cultures/eras. DIFFERENTIATION: Special Education: Modifications as dictated in IEP/504 Collaboration with Child Study Team and/or parent Collaborative grouping Simplified rhythms Ostinato patterns Limited pitch range ELL Cooperative Grouping Visual Referencing Simplified rhythms Ostinato patterns Limited pitch range Gifted & Talented Abstract and advanced higher level thinking Allowance for individual student interest Complex, in-depth assignments Variety in types of resources More complex rhythms Solo opportunities Group leadership positions At-Risk Students Parent Communication Cooperative Grouping Positive Reinforcement Prompts Simplified rhythms Ostinato patterns Limited pitch range