Department of Visual and Performing Arts Belleville Board of Education General Music Grade 7 and Grade 8 Belleville Board of Education 102 Passaic Avenue Belleville, NJ 07109 Submitted by: Amanda Taglairino Date: May 2013
Department of Visual and Performing Arts Instrumental Music Overview of Instrumental Music Curriculum Map Music educators are responsible for creating effective lessons designed to accommodate all learning levels for all students in our district while also addressing the Core Curriculum Standards for the State of New Jersey. Interdisciplinary connections are achieved and noted where applicable. The Bloom's Taxonomy Model generates the format to include all styles of mastery and learning preferences. Music history and cultural connections as well as workplace readiness skills are included in this map. New Jersey Core Curriculum Standards are included and noted. Areas of content include the elements of music: expression, rhythm, form, melody, tempo, harmony, dynamics, texture and timbre. A focus is also made on proper instrumental playing technique including posture, hand position, articulation. Elements of music theory including key signatures, scales, form and transpositions are also included. Music history and cultural connections as well as reading skills are documented in the written plans. New Jersey Core Curriculum Standards, which are applicable to each lesson, are noted in each monthly section. The purpose of this map is to present a sequential plan in the area of Instrumental Lessons. This performance-based curriculum includes lessons in creating; performing and critiquing band literature, as well as historical and cultural aspects of the performance genre. Each lesson is designed to allow students to experience skill building, personal expression and selfconfidence in all areas of performance. This curriculum map should be revised as specified to meet the standards and provide optimal educational opportunities. Modifications or adaptations can be utilized to promote differentiated learning for all students. This performing arts curriculum accommodates and empowers a multitude of learning styles and abilities. The sequential format of skill-building lessons will provide the basis for continuity, understanding and accomplishment in the area of performing arts. TEXT Ready to Read Music Handouts prepared by instructor Belwin s Guitar Rock Shop Sound Recording: The Life story of Technology (David L. Morton)
New Jersey Core Curriculum Content Standards for Visual and Performing Arts Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Descriptive Statement: Common, recognizable musical forms often have characteristics related to specific cultural traditions. Understanding nuanced stylistic differences among various genres of music is a component of musical fluency. Meter, rhythm, tonality, and harmonics are determining factors in the categorization of musical genres. Standard 1.2 History of the Arts and Culture: All students will understand the role of, development, and influence of the arts throughout history and across cultures. Descriptive Statement: Technological changes have and will continue to substantially influence the development and nature of the arts. Tracing the chronological history of dance, music, theatre, and visual art in world culture provides insight into lives of people and their values. The arts reflect cultural mores and personal aesthetics throughout the ages. Standard 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, theatre, and visual art. Descriptive Statement: Western, non-western, and avant-garde notation systems have distinctly different characteristics Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of dance, theatre, music, and visual art. Descriptive Statement: Contextual clues to artistic intent are imbedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts. Performance technique varies according to historical era and genre. Abstract ideas may be expressed in works of art using a genre s stylistic traits. Symbolism and metaphor are characteristics of art making. Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work s content and form. Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to arts assessments that exclude the artists. Universal principles of art and elements of design apply equally to culturally specific artwork.
10 Month CCCS Map (year at a glance) SUBJECT: General Music GRADE LEVEL: 7 th and 8th Content Standards Covered (Include NJCCCS) September, February October, March November, April December, May January, June 1.1,1.2, 1.3, 1.4 1.1, 1.2,1.3, 1.4 1.1, 1.2, 1.3, 1.4 1.1, 1.2, 1.3, 1.4 1.1, 1.2, 1.3, 1.4 Skills/Benchmarks Describe the different instrument families, providing characteristics of each Identify the characteristics of a Broadway Musical Compare elements of Broadway musical to elements of literature Compare and Contrast Romeo and Juliet to West Side Story Learn a musical genre through listening and discussion. Learn the difference between opera and musicals. Identify the characteristics of Opera Learn elements of musical notation. Learn the elements of music notation, including reading and writing notes and note values Basic guitar technique and information. Basic piano technique and information Guitar performance through chords and finger picking basic folk songs Create and perform an original composition using elements of music Discuss and Identify characteristics of popular music, with an emphasis on the decades 1950 s- 2010 s and the Beatles and American Music Identify the History of Music Technology and sound recording Exploration of current music technology software and program applications Create a composition using techniques learned through technology Formative Assessments Used (describe them) Written critiques Class discussion. Question/answer. Compare/Contrast Formatting information. Class discussion. Notebook reviews. Practice the sayings for the notes on the staff. Question/answer Class discussion. Compare/contrast Question/answer Compare/contrast Class discussion Summative Assessments Used (describe them) Exit tickets Class performance (percussion instruments) Written class work/individual/ small group work Written assessments Projects Question/answer. Written class work/individual/ small group work Written assessments. Projects Creation of simple melody for class Class discussion. Question/answer Written class work/individual/sma ll group work Written assessments. Performance assessments. Written class work/individual/small group work Exit tickets Written assessments. Creation and performance of original composition Written class work/individual/small group work Technology use Exit tickets Written assessments. Oral reports. Creation of technology composition
performance Project Unit/Month Curriculum Map* Grade 7 and 8 General Music Month: September/February Essential Questions: What are the different instruments of the orchestra? What are related characteristics between instruments of different families? What is the basic structure of a Broadway musical? How do the elements of a musical compare the elements of literature? How does Romeo and Juliet compare to West Side Story? Content NJCCCS: 1.1, 1.2, 1.3, 1.4 Skills: Describe the different instrument families, providing characteristics of each Identify the characteristics of a Broadway Musical Compare elements of Broadway musical to elements of literature Compare and Contrast Romeo and Juliet to West Side Story Activities: -Students will explore the different instrument families of the orchestra by note taking, and instrument trial and error when applicable -Students will identify the similarities and differences between instrument families -Students will create a basic beat for the percussion instruments -Teacher will explain the basic parts of a Broadway musical, with a brief introduction of the history of Broadway -Students will explore the similarities and differences between the plot structure of a musical and other works of literature -Students will recall knowledge of Romeo and Juliet, and teacher will fill in as necessary -Students will view West Side Story to experience an example of a Broadway musical -After viewing the movie students will identify the different parts of the storyline, and compare to Romeo and Juliet Assessments - Students will demonstrate knowledge of instrument families through written assessment and question and answer techniques - Students will demonstrate knowledge of percussion instruments through performance and call and response techniques - Students will demonstrate knowledge of Broadway musicals through written exam - Students will demonstrate knowledge of Literature through compare and contrast essay - Exit tickets and group projects to assess learning of instrument families and Broadway Musical Resources - Instruments of the orchestra - West Side Story production - Smartboard for viewing videos of professional musicians - Teacher handouts
Unit/Month Curriculum Map* Grade 7 and 8 General Music Month: October/March Essential Questions: What is an opera? How does opera compare and contrast to a Broadway musical? What are the different elements of music? Why do I need to learn how to read and write music? Content NJCCCS: 1.1, 1.2, 1.3, 1.4 Skills: Learn a musical genre through listening and discussion. Learn the difference between opera and musicals. Identify the characteristics of Opera Learn elements of musical notation. Activities: -Teacher will introduce opera through notes and exploration -Students will compare and contrast opera and Broadway musicals -Students will view Carmen, listing and discussing different elements of music found in the production -Students will review their knowledge of basic musical elements learned in elementary school general music -Students will explore the different elements of music such as note values through worksheets and music composition -Students will review and learn the notes of the staff through worksheets and music composition -Students will create their own musical compositions in groups and as individuals and perform for the class -Teacher will relate the notes on the staff to notes on a guitar or piano (whichever is available) Assessments -Unit written exam on opera -Essay comparing and contrasting opera to Broadway -Exit tickets for daily information check -Group discussion -Creation of music for understanding of note values and note reading -Unit exam on written notation and note values Resources -Instruments -Smartboard for projection of opera related videos and Carmen production -Worksheets from Reading Music
Grade 7 and 8 General Music Month: November/April Essential Questions: How do notes and rest value differ? How does the piano connect to the guitar? What is tuning the guitar important? What is the History of the guitar? How do you play the guitar? How do you read guitar notation? Unit/Month Curriculum Map* Content NJCCCS: 1.1, 1.2, 1.3, 1.4 Skills: Learn the elements of music notation, including reading and writing notes and note values Basic guitar technique and information. Basic piano technique and information Activities: -Students will continue to learn about the basic elements of music and music theory -Students will create their own music, using a piano or pitched percussion instruments to synthesis learning -Teacher will introduce the guitar, focusing on guitar performance -Students will learn how to properly tune and hold a guitar -Students will learn how to play basic melodies and chords on the guitar -Students will read different guitar notation (tab, chords, individual notes) -Students will perform basic songs individually and as a class -Students will create their own music for public performance -Teacher will show students videos and recordings of famous guitarists to stimulate student interest Assessments -Students will demonstrate knowledge of basic reading and notes through guitar performance - Creation of music played on guitar -Guitar playing exams - Daily class participation to check for understanding of instruction -Recording of students performance to track growth throughout the course of the class Resources -Projector or smartboard to display images of music on the board -smartboard for projection of professional guitarists and playback of performances -technology to record student performance to track growth
-Belwin s Guitar Rock Shop Unit/Month Curriculum Map* Grade 7 and 8 General Music Month: December/May Essential Questions: How do I play a power chord? Why are the elements of music important to know if I play guitar? What is considered pop music? Who are the Beatles and how did they contribute to American Rock and pop music? Content NJCCCS: 1.1, 1.2, 1.3, 1.4 Skills: Guitar performance through chords and finger picking basic folk songs Create and perform an original composition using elements of music Discuss and Identify characteristics of popular music, with an emphasis on the decades 1950 s-2010 s and the Beatles and American Music Activities: -Students will continue learning different methods on guitar, including strumming patterns and finger picking techniques -Teacher will identify and demonstrate power chords -Students will perform power chords as used in current music -Students will research music to play using the chord patterns they already know -Teacher will identify different areas of pop music, starting in the 1950 s -Students will compare and contrast the various styles of music that were popular for the past 60 years -Students will discuss knowledge of the Beatles -Teacher will relate the Beatles to the American rock band craze, citing how the Beatles influenced modern day Rock groups -Students will discuss the Beatles in relation to American music Assessments -Students will write a compare and contrast essay discussing the evolution of pop music for the past 60 years -Students will perform playing test using different elements of music in their performance -Exit questions -Class performance of new material (elements of music, power chords, strumming patterns) -Class discussion about Pop music and the Beatles -Guided questions -Group work/projects Resources -Smartboard to project images and sound clips -Belwin s Guitar Rock Shop -Handouts and articles presented by students/teachers
Unit/Month Curriculum Map* Grade 7 and 8 General Music Month: January/June Essential Questions What is music technology? Why is it important to understand the history of recording devices? What music recording software exists for my use? How do I use Garage band to create my own composition? Content NJCCCS: 1.1, 1.2, 1.3, 1.4 Skills: Identify the History of Music Technology and sound recording Exploration of current music technology software and program applications Create a composition using techniques learned through technology Activities: -Students will discuss their definition of technology, focusing on music technology -Teacher will instruct students in the history of recording technology -Students will work in groups to research a certain area of technology assigned by the teacher -Students will teach the class about the area of technology they were assigned to research -Teacher will provide a mini lesson on the technology that is available for the class to use (Garage band) -Students will create a project using garage band and the skills learned about music technology -Students will present project to the class, and class will critique project Assessments: Public speaking will be assessed through class presentations and teachings Exit cards Class discussion Group projects Creation of piece in music technology Written assessment on the history of music recording technology Resources - Sound Recording: The Life story of Technology -computers for research -smartboard to project video and examples of how different pieces of technology work -Garageband or other music technology to create project