Grade Music Course Map 2012-2013 Course Title: Grade Music Duration: One year Frequency: Daily Year: 2012-2013 Text: Share the Music Grade edition McGraw Hill Publishers Other materials: Sight-Sing a Song, Sing With Me! Learn With Me!, One, Two, Three... Echo Me! Areas to be evaluated: Musical pitch, tempo, duration, dynamics, composers, vocal production, concerts Additional activities: Course goals: Music appreciation and development Course explanation: Class meets daily to develop and refine musical skills Unit 1: Musical pitch Unit 2: Tempo Unit 3: Musical note and rest duration Unit 4: Vocal music production Unit 5: Musical dynamics Unit 6: Musical composers Unit 7: Concerts Time frame: minimum of two per year - Student will demonstrate an ability to distinguish musical pitches - Students will match pitch through vocal production -describe musical tempos -distinguish between fast and slow music -identify and properly name note values and rests -combine various note values and rests to formulate a rhythm -demonstrate the ability to follow a given rhythm -identify note values and rests on a rhythm flash card or chart -demonstrate good singing posture -experiment with their singing voice -integrate learned principles for proper vocal music production -identify loud, medium and soft music -list and define basic dynamic markings -demonstrate dynamics with voice and instruments -name various composers -describe basic composers information -identify musical pieces by composer -apply musical knowledge to a performance situation -memorize a body of music -experience public performance -create a musical work of art for their audience -assess their performance
Grade Music Pitch Unit Map 2012-2013 GRADE LEVEL / DEPT.: Grade UNIT/TITLE: Pitch Unit goals: Student will demonstrate an ability to distinguish pitches and match pitch 1 Singing, alone and with others, a varied repertoire of music 1.1 1.1.1 1.1.2 Vocal: The student sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady tempo [beat]. The student independently uses a developmentally appropriate voice to sing diatonic songs of at least an octave while maintaining accurate pitch, correct posture, and precise articulation (Diction). The student demonstrates, with a steady tempo (steady beat), accurate duration of each pitch in simple meters. Primary means of instruction: Listening and voice discovery ary means of instruction: Activities that support instruction: Singing as a group or individual, instrument playing Level of Critical Thinking Skills (Bloom s Taxonomy): Comprehension, Application, Synthesis Practical Application: Students will be able to sing together on pitch --discover how their singing voice can be manipulated --listen as pitches are sung or played and echo with students own voice --match pitch with students own voice during a song --vocal feedback during class --correct identification of higher and lower pitch sequences --Group and individual singing enables students to integrate their skill in to actual song singing Primary: One, Two, Three... Echo Me! Publisher: Parker Publishing Co., Inc. ary: Share the Music grade edition Publisher: Macmillian, McGraw-Hill
Grade Tempo Unit Map 2012-2013 GRADE LEVEL / DEPT.: grade UNIT/TITLE: Tempo Unit goal: Students will identify different tempos 5 Reading and notating music 5.3 5.4 5.3.1 5.4.1 Reading and Notation: The student identifies symbols and traditional terms referring to dynamics, tempo, and articulation and interprets them correctly when performing. The student interprets traditional terms and symbols for dynamics, tempo, and articulation in performance. Reading and Notation: The student uses standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. The student notates using standard symbols, simple dictated patterns for meter, rhythm, pitch, and dynamics. Primary means of instruction: Musical examples ary means of instruction: Class discussion Activities that support instruction: Clapping, marching, and other movements to music Level of Critical Thinking Skills: Knowledge, comprehension Practical Application: Students will begin to understand and identify musical tempos --participation during musical movement --verbal feedback during class --visual assessment of student clapping, marching and other movements in tempo --Students will be able to move and sing in tempo Primary: Share the Music grade edition Publisher: Macmillian, McGraw-Hill ary: Various audio selections Publisher:
Grade Music Duration Unit Map 2012-2013 GRADE LEVEL / DEPT.: Grade UNIT/TITLE: Duration Unit goals: Student will comprehend note and rest values 5 Reading and notating music 5.1 5.2 5.1.1 Reading and Notation: The student reads whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. The student reads and notates whole, half, dotted half, quarter, and eighth notes and corresponding rests in 2/4, 3/4, and 4/4 meter. Reading and Notation: The student uses a system (that is, syllable, number, or letters) to read simple pitch notation in the treble clef in major keys. 5.2.1 The student reads and notates simple pitch notation using traditional notation. Primary means of instruction: Flash cards, overheads and whiteboard examples ary means of instruction: Student worksheets Activities that support instruction: Rhythm clapping, rhythm worksheets, instrument playing and rhythm games Level of Critical Thinking Skills: Knowledge, Application, Synthesis Practical Application: Students will be able to read notes and rests in musical compositions --note and rest identification with flash cards --rhythm clapping --instrument playing --teacher generated quizzes --verbal feedback during class --accurate rhythm clapping --correct identification on quizzes --Quizzes allow students to demonstrate knowledge Primary: Share the Music grade edition Publisher: Macmillian, McGraw-Hill ary: Making Each Minute Count Publisher: Hal Leonard
Grade Music Vocal Production Unit Map 2012-2013 GRADE LEVEL / DEPT.: Grade UNIT/TITLE: Vocal Music Production Unit goal: Student will apply proper technique to vocal music 1 Singing, alone and with others, a varied repertoire of music 1.1 1.1.1 1.1.2 Vocal: The student sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady tempo [beat]. The student independently uses a developmentally appropriate voice to sing diatonic songs of at least an octave while maintaining accurate pitch, correct posture, and precise articulation (Diction). The student demonstrates, with a steady tempo (steady beat), accurate duration of each pitch in simple meters. 1.2 Vocal: The student sings expressively, with appropriate dynamics, phrasing, and interpretation. 1.2.1 The student sings age appropriate songs using accurate dynamics and phrasing to communicate an interpretation of a given song. 1.4 Vocal: The student signs ostinati, partner songs, and rounds. 1.5 1.4.1 The student independently sings simple songs in harmony. Vocal: The student signs in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. 1.5.1 The student demonstrates appropriate timbre and dynamics while singing in an ensemble setting. 1.5.2 The student responds expressively to conductor's cues while singing in ensembles. Primary means of instruction: Teacher demonstration ary means of instruction: Posters Activities that support instruction: Vocal warm-ups, singing Level of Critical Thinking Skills: Comprehension, Application, Analysis, Synthesis Practical Application: Students will be able to sing with proper technique which will improve the quality of the sound produced and protect the singing voice -teacher feedback --vocal feedback during class --visual demonstration by students --response to verbal and nonverbal cues
Primary: Basics of Singing Publisher: Schirmer Books ary: Warm-Ups for Young Voices Publisher: Plank Road Publishing Grade Music Dynamics Unit Map 2012-2013 GRADE LEVEL / DEPT.: Grade UNIT/TITLE: Dynamics Unit goals: Students will demonstrate knowledge of dynamics 5 Reading and notating music 5.3 5.4 5.3.1 5.4.1 Reading and Notation: The student identifies symbols and traditional terms referring to dynamics, tempo, and articulation and interprets them correctly when performing. The student interprets traditional terms and symbols for dynamics, tempo, and articulation in performance. Reading and Notation: The student uses standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. The student notates using standard symbols, simple dictated patterns for meter, rhythm, pitch, and dynamics. Primary means of instruction: Listening to examples of loud, moderate and soft music ary means of instruction: White board instruction and student worksheets Activities that support instruction: Singing and playing instruments Level of Critical Thinking Skills: Knowledge, Application Practical Application: Students will be able to sing and play together expressing varied dynamics --identifying loud, moderate and soft musical pieces --teacher generated worksheets --verbal feedback during class --correct identification of basic dynamic markings on worksheets and quizzes --vocal singing and instrumental playing expressing correct dynamics --Students will sing and play together showing knowledge of dynamics
Primary: Share the Music grade edition Publisher: Macmillian, McGraw-Hill ary: Various musical selections sung and listened Publisher: to in the classroom Grade Music Composers Unit Map 2012-2013 GRADE LEVEL / DEPT.: grade UNIT/TITLE: Composers LENGTH OF UNIT: 2 year Unit goal: Student will identify various composers from history and understand their contributions to music 9 Understanding music in relation to history and culture 9.1 9.2 9.3 History and Culture: The student identifies by genre or style aural examples of music from various historical periods and cultures. 9.1.1 The student identifies by genre or style, aural examples of music from various historical periods. 9.1.2 The student identifies by genre or style, aural examples of music from various cultures. History and Culture: The student describes in simple terms how elements of music are used in music examples from various cultures of the world. 9.2.1 The student explains how elements of music are used in various cultures. History and Culture: The student identifies various uses of music in her/his daily experiences and describes characteristics that make certain music suitable for each use. 9.3.1 The student identifies and describes characteristics of music used in her/his daily life. Primary means of instruction: Teacher instruction and handouts ary means of instruction: Listening to works by specific composers Activities that support instruction: Listening maps, singing pieces by composers being studied Level of Critical Thinking Skills: Knowledge, Comprehension Practical Application: Students will begin to develop music appreciation -teacher generated worksheets and quizzes --vocal feedback during class --correct identification on quizzes --quizzes allow students to demonstrate knowledge
Primary: Classic Tunes and Tales Publisher: Parker Publishing Company ary: Hymns for a Kid s Heart editions I-IV Publisher: Crossway Books