ELMWOOD PARK PUBLIC SCHOOLS GENERAL MUSIC GRADE 6 STATEMENT OF PURPOSE

Transcription

1 STATEMENT OF PURPOSE Students will develop aesthetic awareness of the elements of music. Students will examine ways in which composers utilize harmonic structure in the creation or arrangement of notable pieces of music. The study of music provides a medium in which students can be creative and expressive. Students will be exposed to the periods of classical music and acquire greater knowledge of famous classical composers and compositions. Additionally, students will develop their knowledge of the basic elements of music: rhythm, melody, and harmony. Course content is aligned with the National Core Art Standards

2 COURSE GOALS National Art Standards ( COURSE GOALS ALIGNED WITH CONTENT STANDARDS Students will be able to: MU:Cr1.1.6 a a. Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent. MU:Pr4.2.6 a/c MU:Re7.1.6 a MU:Re7.2.6 a/b MU:Cn a a. Explain how understanding the structure and the elements of music are used in music selected for performance. c. Identify how cultural and historical context inform performances. a. Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose. a. Describe how the elements of music and expressive qualities relate to the structure of the pieces. b. Identify the context of music from a variety of genres, cultures, and historical periods. a. Demonstrate how interest, 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 Review basic rhythmic notation and develop knowledge of complex rhythms. Students will practice treble clef note reading and learn bass clef, as well as existence of other clefs. Introduction to Classical music, beginning with Baroque Era. Marking Period 2 Students continue rhythmic studies, performing via clapping, speaking, and simple percussion instruments. Students will compose melodies with simple chordal accompaniment. Transition from Baroque Era into Classical Era, including development of musical instruments, musical notation, and famous composers. Marking Period 3 Students further study instrument families of the modern orchestra (strings, brass, woodwind, percussion), as well as contemporary instrumentation. Continue to study Classical Era, including development of musical instruments, musical notation, and famous composers. Transition into Romantic Era of music. Marking Period 4 Students continue to study instruments families of the modern orchestra. Compose a complex melody with simple choral accompaniment and perform it on keyboard. Discuss the Romantic Era in greater detail and transition to early 20th Century music, 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. ipads/speakers

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

6 SAMPLE LESSON PLAN BAROQUE BASICS I. INTRODUCTION: In the next three lessons, students will obtain knowledge of the characteristics of the Baroque Era of music, as well as significant composers and works. II. OBJECTIVE: Students will learn the basic characteristics of Baroque music including forms (fugue and oratorio), ornamentation, and the juxtaposition of freedom within a rigid tempo. III. PROCEDURES: Motivational Activities: 1. Teacher will play a piece of Baroque music (ie, the Brandenburg Concertos). Learning Activities 1. Students will examine and discuss what they hear in terms of tonality, tempo, dynamics, and style. 2. Teacher will facilitate discussion and direct students to proper vocabulary for specific styles and elements. IV. MATERIALS: Printed Materials: Master Theory, Book 1 Elementary Harmony Non-Print Materials: Manuscript, Piano as needed Ipod, CD, or MP3 player Recordings of Baroque Era music V. CLOSURE: 1. Lesson Summary: Review the elements of the Baroque Era and discuss what kind of developments have been made since earlier (Medieval and Renaissance) music. 2. Review/Assessment Activity: Have students write a paragraph on how Baroque music is similar to and/or difference from modern music.

7 Cross-Curricular/Differentiation: 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