Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and skills incrementally increasing in depth and rigor. Students will develop knowledge and skills related to the elements of music, the principles of performance, the connection of music to history and culture, as well as music's many interdisciplinary connections. Scope And Sequence Timeframe Unit Instructional Topics Course Rationale education encourages creative expression through performance, listening and composition. A well constructed district music program provides creative outlets scaffolding essential skills and knowledge. Our K-8 music program provides for the systematic development of musical skills and knowledge focused on the fundamental development of the learner as a creative thinker making it an essential component of a well rounded educational experience for Park Hill students. Key Resources Recorded music examples Classroom percussion instruments Flash cards and pictures Charts Books and stories Internet resources Textbooks Sheet music/musicals Board Approval Date May 27, 2010 Unit: Elements of Elements of Performance Skills History and Culture Interdisciplinary Connections 1. Rhythm 2. Melody 3. Harmony 4. Form 5. Expressive Qualities 6. Timbre 1. Vocal Performance Skills 2. Performance Etiquette 3. Instrumental Skills 4. Demonstrate individual skills 1. Composers, styles and time periods 2. World cultures 1. Relationship of music to other subject areas 2. Connections to the outside world 3. Connections to careers Course Details Duration: Page 1
Enduring Understandings Steady beat is the first step to understanding music. Some music has no beat. You learn notes to read music just like you learn letters to read a book. Rhythm made up of notes and rests make music more interesting. Time signatures group beats into measures to organize the music. A melody can contain a variety of notes that are part of the musical alphabet. A melody is made up of notes and is represented on a staff. A treble clef staff indicates high notes and gives each note its letter name. Repeat signs are used in music to tell a musician to repeat the section. First and second endings add avariety to the ending of a phrase or section of music. is made up of soft, medium, and loud sounds called dynamics, which express the mood of a piece of music. Crescendos and decrescendos are used to make gradual changes in dynamics (volume), which can help to express the mood of a piece of music. made up of fast and slow beats (called tempo) to express the mood of a piece of music. Instruments are organized according to how sound is made. Instruments make different sounds to add variety to a piece of music. The voice is an instrument. Essential Questions How can you show through movement whether music has a steady beat or no beat? How can a note/rest show you how many sounds/silences to make? How can notes and rests create a rhythm? What is the difference between steady beat and rhythm? What is the purpose of a time signature? How is a melody developed? How are notes represented on a staff? Why is it important that each line on a staff is given a name? How does a musician respond to a repeat sign? How does a musician respond to first and second endings? How do dynamics help express music? How does tempo help express music? How is sound produced on different instruments? Why is the voice an instrument? Example Assessment Items Rhythm Given a specific example of music or sounds, the student demonstrates a steady beat or no beat. Given specific notes or rests, the student performs/writes/reads/creates different rhythm patterns. Given an example of music with a time signature of 2/4, 3/4, or 4/4, the student locates the time signature and explains how many beats will be in each measure. Melody Given examples of music, the student identifies and responds to step, skip, leap, and repeated notes on a treble clef staff. Given examples of music on a treble clef staff, the student identifies the correct pitch. Form Given a musical example, the student identifies and correctly follows repeat signs. Given a musical example, the student identifies and correctly follows first and second endings. Expressive Qualities Given examples of music, the student identifies and responds to dynamics. Given examples of music, the student identifies and responds to tempo. Timbre Given examples of musical instruments, the student describes how sound is made. Given aural and visual examples of musical instruments, the student identifies the correct instrument. Topic: Rhythm Duration: 0 Day(s) The student will demonstrate accurate performance of rhythmic notations. The student will demonstrate syncopation. The student will identify and demonstrate sixteenth notes. The student will identify basic time signatures in two, three and four. Melody Page 2
The student will identify grand staff components: bass and treble clef. The student will identify ledger lines above/below staff. The student will identify standard pitch notation on treble staff. The student will recognize solfege. Harmony The student will identify and demonstrate ostinato, canon and partner songs, and two-part. Form The student will identify and apply rondo. The student will identify and apply the repeat sign / first and second ending. The student will identify and apply theme and variation. The student will identify D.S., D.C., Fine, Coda. Expressive Qualities The student will apply articulation (staccato, legato). The student will apply ritardando and accelerando. The student will identify and apply dynamics (p) (f) (mf) (mp) (pp) (ff) (Cresc.) (Decresc.). The student will identify and apply tempo. Timbre The student will identify how sound is made on various instruments, including voice. The student will identify instruments visually and aurally. Unit: Performance Skills Duration: Page 3
Enduring Understandings Sitting or standing tall and still, using a steady beat, matching pitch, clearly saying your words, and using the correct voice are important performance skills. Following the teacher's directions helps us work as a team to make good music. Being responsible for my performance behavior helps the group be successful. Sitting or standing tall and still, using a steady beat, playing correct pitch, and playing the instrument correctly are important performance skills. Essential Questions What does a good performer do when singing? How does following the teacher's directions help us make good music? What would good performance behavior look like? What does a good performer do when playing an instrument? Example Assessment Items Vocal During practice, the student uses correct posture, rhythm, steady beat, pitch, diction, and tone quality. Etiquette During practice and performance the student follows cues and uses appropriate behaviors. Instrumental During practice, the student uses correct posture, rhythm, steady beat, pitch, and tone quality. Topic: Vocal Performance Skills Duration: 0 Day(s) The student will match pitch. The student will use appropriate tone quality and diction. The student will use correct posture. The student will use correct rhythm and steady beat. Performance Etiquette The student will follow procedural expectations. The student will follow the conductor's cues. Instrumental Skills The student will use appropriate tone quality. The student will use correct posture. The student will use correct rhythm and steady beat. The student will use pitch. Demonstrate individual skills Description This topic is addressed throughout the curriculum but not formally assessed. The student will learn individual composition and/or improvisational skills. Unit: History and Culture Duration: Page 4
Unit Overview This unit is addressed throughout the curriculum but not formally assessed. Composers, styles and time periods The student will become aware of a variety of composer styles and time periods. World cultures The student will learn the connection between music and various world cultures. Unit: Interdisciplinary Connections Unit Overview This unit is addressed throughout the curriculum but not formally assessed. Duration: Relationship of music to other subject areas The student will become aware of music's relationship to other subject areas. Connections to the outside world The student will become aware of how music connects to the outside world. Connections to careers The student will become aware of music's connection to various careers. Page 5