PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Curriculum Design Template Content Area: Music Course Title: HS Orchestra Grade Level: 9-12 Instrumental Technique Music Literacy Ensemble Technique During Marking period 2 and 4 (concert season) History Critical Listening Date Created: 1/11/12 Lisa Miller Board Approved on: January 30, 2012
PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Orchestra Unit Name: Instrumental Technique Grade Level 9-12 Content Statements Students will be taught how to become proficient musicians. Student will perform consistently with proper posture and bowing/left-hand technique Overarching Essential Questions How can I read and better interpret music at an advanced level? How do I improve my sound and my musicianship? Unit Essential Questions How do I practice correctly? How do I tune my instrument and play my instrument in tune? How do I know what to practice? Unit Rationale Students will gain the knowledge to be able to recognize the proper bowing and left hand technique. Students will strive for the best posture and playing technique based on their individual Cumulative Progress Indicators 1.3 Fingerings: Recognize and perform mordents and grace notes; introduce alternate fingerings in positions other than first. 1.2,1.3 Scales: Play all major scales up to three sharps and three flats in a minimum of two octaves; play minor scales up to two sharps and two flats in one octave (octave transpositions where appropriate to prevent shifting into thumb position). 1.2,1.3 Bowings /Articulations: Introduce and/or reinforce concepts learned in middle school; introduce advanced bowing. Overarching Enduring Understandings Ability to perform with correct posture and instrument hold Participating in an ensemble builds a sense of community Music is a team sport. Playing an instrument enables one to communicate without words. Music is everywhere. Music is not music until humans bring it to life. Unit Enduring Understandings Playing an instrument fosters responsibility. Playing an instrument is a way to express one s self. Unit Overview Students will be introduced to advanced instrumental technique and will reinforce concepts taught in middle school. ability. Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Participating in an ensemble builds a sense of community Playing an instrument fosters responsibility. Music is a team sport. Playing an instrument is a way to express one s self. Integration of 21 st Century Themes Global Perspectives Music is a universal language and music from different cultures will be studied ie. Russian and/or German composers.
Civic Literacy Students will understand how their performance is a part of the Pennsville community. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Students will understand what it takes to have proper instrumental technique: posture, bow technique, left-hand technique. (T,A) Use Systems Thinking Students will determine the skills they need to improve: intonation, posture, bowing technique and take steps to improve with personal practice. (T,A) Make Judgments and Decisions Students will evaluate their progress and ask for teacher assistance if needed. (E) Solve Problems Students will compare and contrast their personal performances. Students may compare their skills with others (peers, professionals) to strive for improvement. (T, A) Learning Targets/Scaffolding Students will use the music and/or rotate exercises and scales to improve their instrumental technique. Students will use a certain passage or set of notes to concentrate on the technique which needs improvement intonation, posture, bowing technique, and left hand technique. Evidence of Learning Summative Assessment Students will be assessed with individual and group playing tests. Equipment needed: instrument and music Teacher Resources: Teacher demonstration and recordings when needed Key Terms Intonation: the realization of pitch accuracy, or the pitch accuracy of a musical instrument. Intonation may be flat, sharp, or both. Pizzicato: plucking the string Articulation: The style in which the notes are played. Articulation effects are written with particular markings which modify the execution of notes and create relationships between them. Instructional Strategies 1. Posture and playing position 2. Bowing 1. Consistent pressure from frog to tip 2. Parallel bowing to bridge 3. Proportioned bow for advanced strokes 4. Regulating bow placement on string for tone and dynamics 5. Slurs 3. Left hand technique 1. Vibrato 2. Advanced fingerboard dexterity 3. Shifting beyond the first position 4. Pizzicato (Left hand (+) and Right hand (pizz.)
Formative Assessments Students will give performances, take playing tests, and Benchmarks to show their proficiency with the concepts taught. Student assessments will be taken either during class in front of peers or recorded on a digital recorder. Primary Interdisciplinary Connections 8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.B.2 Create and respond to a feedback loop when problem solving. 9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. Resources References http://www.state.nj.us/education/cccs/standards/1/index.html Collaboration Tools Orchestral repertoire Mueller-Rusch Essential Technique Harmonized Rhythms method books Digital Tools Smartboard technology Youtube Digital recorders Suggested Activities for Inclusion in Lesson Planning Unit Timeline Lesson Timeframe Lesson 1 Intonation Lesson 2 Posture Lesson 3 Bowing and Left-Hand Technique Sample Lesson Plan 1 Template Content Area: Music Lesson Title: Proper bowing technique Timeframe: Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: 21 st Century Skills Integration of Technology: Smartboard, Youtube Equipment needed: instrument and bow, music as needed
Goals/Objectives Students: Determine the proper bowing technique for a particular passage. How to have good Bowing technique: 1. Consistent pressure from frog to tip 2. Parallel bowing to bridge 3. Proportioned bow for advanced strokes 4. Regulating bow placement on string for tone and dynamics 5. Slurs Learning Activities/Instructional Strategies Lesson Sequence 1. Students will identify which part of the Bowing technique that needs to be fixed. 2. Students will work with a partner to correct their posture 3. Students will record or perform their improved music example Formative Assessment Tasks Digital recording Individual critique Student to student evaluation Differentiation - The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Each student will be challenged based on their individual learning style. Resources Provided Orchestra music Instrument Student evaluation sheet PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Orchestra Unt Name: Music Literacy Grade Level 9-12 Content Statements Students will be taught how to become proficient musicians. Students will identify written symbols and musical terms appropriate to their instrument and individual level. Overarching Essential Questions How can I read and better interpret music at an advanced level? Unit Essential Questions Why are scales important? How do you differentiate between various music symbols? Cumulative Progress Indicators 1.2,1.3 Rhythms Reinforce concepts learned in middle school 1.3 Music Symbols Begin developing the ability to interpret tempo markings appropriate to the literature in study 1.3 Greater understanding to detail to and application of key signatures, rhythmic and melodic modulations, enharmonic, accidentals, notation, symbols and terms, dynamics, sight reading and scales connected to literature being studied. Overarching Enduring Understandings Music is everywhere. Music is not music until humans bring it to life. Unit Enduring Understandings Playing an instrument fosters responsibility. Scales are learned because of how all music is structured.
Unit Rationale Music literacy is an important component of a well-rounded musician. Students who have at-level music literacy skills will have a high level of understanding. What do I need to do to improve my musicianship? Unit Overview Students will be introduced to music terms and symbols. Students will reinforce concepts taught in middle school. Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Playing an instrument is a way to express one s self. Integration of 21 st Century Themes Global Perspectives Music notation is standard throughout the Western world Civic Literacy Students will understand how their music study relates to the Pennsville community. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Students will differentiate between each term and symbol. (T,A) Use Systems Thinking Students will determine the term/symbol that needs to be reinforced. (T,A) Make Judgments and Decisions Students will evaluate their progress and ask for teacher assistance if needed. (E) Solve Problems Students will work towards mastery of the music terms and symbols appropriate to their skill level. (T, A, E) Learning Targets/Scaffolding Examples of High School Music Literacy: Tempo variations: Accelerando, Ritardando, Fermata, Grand pause Key Signatures (3#, 3b) Time Signature Musical forms: Rondo, ABA, Canon, etc. Dynamics: full range, Szforando, Descrescendo, Crescendo, etc. Evidence of Learning Summative Assessment Students will be assessed with written tests and teacher observations. Equipment needed: written tests, instrument, music Teacher Resources: Teacher demonstration and recordings when needed Key Terms Tempo: The speed at which music is or ought to be played, often indicated on written compositions by a descriptive or metronomic direction to the performer Key Signatures: The group of sharps or flats placed to the right of the clef on a staff to identify the key. Time Signature: A sign placed on a staff to indicate the meter, commonly a numerical fraction of which the numerator is the number of beats per measure and the denominator
represents the kind of note getting one beat. Musical form: The overall structure or plan of a piece of music, and it describes the layout of a composition as divided into sections. Dynamics: The volume of a sound or note, but can also refer to every aspect of the execution of a given piece, either stylistic (staccato, legato etc.) or functional (velocity). The term is also applied to the written or printed musical notation used to indicate dynamics. Dynamics do not indicate specific volume levels. Instructional Strategies Students will use the music to identify and reinforce the definition and concept of music literacy. Customizing Learning/Differentiation Students will be assessed on an individual basis. Students will have the opportunity for after school help. Formative Assessments Students will give performances, take playing tests, and Benchmarks to show their proficiency with the concepts taught. Student written assessments will be taken during class. Primary Interdisciplinary Connections 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12.B.2 Create and respond to a feedback loop when problem solving. Resources References http://www.state.nj.us/education/cccs/standards/1/index.html www.wikipedia.com Collaboration Tools Orchestral repertoire Mueller-Rusch Essential Technique Harmonized Rhythms method books Digital Tools Smartboard technology Youtube Digital recorders Suggested Activities for Inclusion in Lesson Planning Unit Timeline Lesson Timeframe Lesson 1 Dynamics Lesson 2 Time and Key Signatures Lesson 3 Music Notation Sample Lesson Plan 1 Template Content Area: Music Lesson Title: Music Articulations Timeframe: 2-3 days Lesson Components
21 st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy X Civic Literacy 21 st Century Skills X Creativity and X Critical Thinking and X Communication Innovation Problem Solving and Collaboration Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: 21 st Century Skills Integration of Technology: Youtube Equipment needed: music, instrument (for performance) Health Literacy Information Literacy Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Demonstrate 4 examples of music articulations Compare and contrast 2 of the 4 articulations Lesson Sequence 1. Students will form small groups and choose 4 music articulations to master and demonstrate to the class. 2. Students may use selections from the current orchestral repertoire or create a piece of their own. 3. Students will compare and contrast two chosen articulations. Students have 4 different articulations Students properly demonstrate each articulation Students compare and contrast 2 articulations in a written and playing demonstration Differentiation - The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Each student will be challenged at their individual learning style Resources Provided Orchestral music Staff and lined paper PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Orchestra Unit Name: Ensemble Technique Grade Level 9-12 Content Statements Students will be taught how to become proficient musicians. Students will improve their ability to rehearse and perform in an ensemble. Overarching Essential Questions What do I need to do to improve my sound and my musicianship? Cumulative Progress Indicators 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. 1.3.12.B.2 Analyze how the elements of music are manipulated in original or prepared musical scores. Overarching Enduring Understandings Participating in an ensemble builds a sense of community
How can I play my best? Unit Essential Questions Reflecting on my concerts and performances, what did I do well and what can I do better? How do I know if I am playing at the correct volume within my ensemble? How do I behave within the ensemble of my classmates? Unit Rationale Students will follow conductor s non-verbal and verbal directions: Cues, Entrances, Cutoffs, Dynamics, and Basic beat patterns. Students will learn to and work towards Playing an instrument fosters responsibility Music is a team sport. Unit Enduring Understandings There are certain learned behaviors needed when rehearsing and performing in an ensemble. Students should always strive to improve their performance on a personal and group level. Unit Overview Students will address the behaviors and expectations needed to put on a proper performance. being leaders in their section. Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Create a virtual orchestra concert. The Pennsville Memorial High School Orchestra will be online and/or Skype. Decide which group you want to perform for: This group can be a large audience or a music ensemble from another school or a famous performing group. Decide the concert program for both groups. Identify logistical issues and come up with solutions. Develop a set of questions for the Q & A session after the performance. Integration of 21 st Century Themes Global Perspectives Music is the universal language that makes musicians from different culture able to perform together without verbal communication. Civic Literacy Ensembles work together as a unit to perform and each member has its own role to making the performance happen. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Students will judge themselves on their behavior and performance etiquette. (T, A) Use Systems Thinking Students will pay attention to those around them to fit in with bowings, dynamics, articulations found in the music. (T, A, E) Make Judgments and Decisions Students will decide what is the best volume for individuals and sections to have the proper balance so that the melody can be heard. (T, A) Solve Problems Students will strive to self-evaluate and critique their individual performance and how it fits in with the larger ensemble. (T, A, E) Learning Targets/Scaffolding Explain what is proper and improper in performance etiquette. Individuals working together towards a common goal.
Evidence of Learning Summative Assessment () Students will be evaluated daily and will be evaluated on the day of the concert. Equipment needed: instrument, music Teacher Resources: Teacher demonstration, Smartboard, Youtube Key Terms Ensemble: a group of instrumental or vocal musicians, or dancers performing music together. Tempo: the speed of music Instructional Strategies Give different tempos or dynamics cue to see if the ensemble is following the conductor Several student conductors work with the ensemble Customizing Learning/Differentiation Students will have the opportunity to rehearsal after school with the conductor to practice cues. Formative Assessments Student performances Small group performances Primary Interdisciplinary Connections 9.1.12.A.1- Apply critical thinking and problem-solving strategies during structured learning experiences 9.1.12.F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. 9-12.9.1.12.2 - Critical thinking and problem solving in the 21st century are enhanced by the ability to work in cross-cultural teams in face-to-face and virtual environments. Resources References http://www.state.nj.us/education/cccs/standards/1/index.html Collaboration Tools Orchestral repertoire Mueller-Rusch Essential Technique Harmonized Rhythms Digital Tools Smartboard Youtube Digital recorder Suggested Activities for Inclusion in Lesson Planning Lesson Lesson 1 Student conductor Lesson 2 Ensemble practice Unit Timeline Timeframe 4 days (as needed for amount of students)
Sample Lesson Plan 1 Template Content Area: Music Lesson Title: Practice Ensemble Technique (also with Student conducting volunteers) Timeframe: as needed for number of students Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy X Civic Literacy Health Literacy 21 st Century Skills X Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration Information Literacy Media Literacy ICT Literacy X Life and Career Skills Interdisciplinary Connections: 21 st Century Skills Integration of Technology: Digital recorder Equipment needed: instruments, orchestral music, baton Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Will become leaders in directing the ensemble Will learn to follow different conducting styles Will learn to listen to each other in the ensemble Lesson Sequence 1. Teacher will conduct the orchestra and change particular aspects of music (tempo, dynamics) to test the quality of the ensemble staying together 2. All students will be instructed on the basic 4 beat pattern in conducting 3. Students will volunteer to lead the orchestra and change speed or dynamics Ensemble recordings: Do the tempo or dynamics changes affect the ensemble from staying together? Music will be recorded to compare the ensemble s technique Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Each student will be challenged at their individual learning style Resources Provided Orchestral music Baton Digital recorder PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Orchestra Unit Name: History Grade Level 9-12 Content Statements Students will be taught how to become proficient musicians. Music is not music until humans bring it to life. Cultural and historical events impact artmaking as well as how audiences respond to Cumulative Progress Indicators 1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 1.3.12.B.1 Analyze compositions from different
works of art. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. Overarching Essential Questions How is music used to tell a story? How does culture affect music? How do music and history influence each other? Unit Essential Questions What is the life of a musician? How has music evolved and why does it change? Unit Rationale Music is an important element of the historical and cultural record of humankind. Students will make connections between music history and culture. Students will study and recognize various music examples from different genres/time periods. world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Overarching Enduring Understandings Music is a universal language. Playing an instrument is a way to express one s self. Music is not music until humans bring it to life. Unit Enduring Understandings The visual arts serve as a record of history and culture. Artists often challenge established conventions. Great works of art transcend time and place (music history: Baroque, Classical era works are still studied today Bach, Mozart, Beethoven are examples) Unit Overview Students will determine how music is prevalent in today s culture. Students will make the connections between music of today to music of the past (Baroque, Classical, Romantic, Modern, Contemporary composers). Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) You are a music editor/writer during a chosen musical era (Baroque, Classical, Romantic, Modern, Contemporary). Your assignment is to review a particular work (student choice of composer and piece). Discuss the music structure, emotional quality, and the impact of the composer s work on their career and the society in which they live. Integration of 21 st Century Themes Global Perspectives Music is the universal language that makes musicians from different culture able to perform together without verbal communication. Civic Literacy Students will use their role in the Pennsville community to expose audiences to music from different culture and historical time periods. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Students will differentiate between the different musical eras. Use Systems Thinking Students will use various bowing and fingerings techniques for different music eras and styles (bowing technique for Baroque hold the bow above the frog, on the grip; fingerings
technique use less open strings whereas certain Baroque composers (Vivaldi) warrant more open strings) Make Judgments and Decisions Students will decide which pieces need different bowing style or fingerings. Solve Problems Students will self-evaluate their individual performance and how it fits in with the larger ensemble. Learning Targets/Scaffolding Discuss different music eras with examples of composers. Compare and contrast music eras. Individuals working together towards a common goal. Evidence of Learning Summative Assessment () Students will be tested on the musical examples and composers in written tests and benchmarks. Equipment needed: music, recordings and videos of orchestral works Teacher Resources: Teacher demonstration, Smartboard, Youtube Key Terms Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history. Competency: A level of achievement that indicates a student meets or exceeds the K-8 arts standards. Competency is attained when a student can: 1. Respond to artworks with developing understanding, calling upon acquaintance with works of art from a variety of cultures and historical periods. 2. Perceive artworks from structural, historical, cultural, and aesthetic perspectives. 3. Perform in a chosen area of the arts with developing technical ability, as well as the ability to recognize and conceive solutions to artistic problems. 4. Understand how various types of arts knowledge and skills are related within and across the arts disciplines. Instructional Strategies Discussions about the culture of different music eras (Baroque, Classical, Romantic, Modern, Contemporary) Study of particular work structure (representing the time period), background of the composition, the composer s message told or purpose of the work, and history of the time period the work was written Compare and contrast different works to find similarities/differences Customizing Learning/Differentiation The information will be shown in written and visual form Working in groups as needed for compare and contrast study Formative Assessments Student compare and contrast project Written tests Primary Interdisciplinary Connections 9.1.12.A.1- Apply critical thinking and problem-solving strategies during structured learning experiences 9.1.12.B.2 Create and respond to a feedback loop when problem solving. 9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads
to successful completion of a challenging task or project. 9.1.12.F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Resources References http://www.state.nj.us/education/cccs/standards/1/index.html Collaboration Tools Digital Tools Smartboard Power Point software Youtube Digital recorder Suggested Activities for Inclusion in Lesson Planning Unit Timeline Lesson Lesson 1 Music Study Composer and history behind the orchestral repertoire studied Lesson 2 Composer comparison Timeframe Ongoing 4 days research 3 days presenting Content Area: Music Lesson Title: Music History of Orchestral Works Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy X Civic Literacy 21 st Century Skills X Creativity and X Critical Thinking and X Communication Innovation Problem Solving and Collaboration Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: 21 st Century Skills Integration of Technology: Power Point software, Recordings CD or Youtube Equipment needed: computer/lcd projector, instruments, orchestral music Timeframe: 2-3 days (discussion/lecture during ensemble rehearsal time) Health Literacy X Information Literacy Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Will study selected example(s) included in the repertoire of the Winter/Spring concert Will learn about the history and culture that occurred during Lesson Sequence 1. Teacher will guide the students through the structure behind the composition. 2. Teacher will present information about the culture, history, and composer background relating to the composition. 3. Students will compare and contrast two different compositions Points to Discuss: Written: Match composer with work Written: Identify time period and Compare/ Contrast two works in essay form
the time of the composition Will learn about the composer s life, influence, and reason behind writing the composition. a. Structure b. Time period c. Culture d. Composer intent Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Each student will be challenged at their individual learning style Resources Provided Orchestral music Power Point software CD Recordings Youtube PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Orchestra Unit Name: Critical Listening Grade Level 9-12 Content Statements Students will be taught how to become proficient musicians. Music is not music until humans bring it to life. Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. Overarching Essential Questions How is music used to tell a story? What are the benefits of creating a focused listening environment? Cumulative Progress Indicators 1.4.12.A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. 1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras. 1.4.12.B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Overarching Enduring Understandings Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. The cohesiveness of a work of art and its ability to communicate a theme or narrative
Unit Essential Questions What makes a significant and meaningful performance? How do I properly critique music? How do I develop critical listening skills? How can listening build musical understanding and performance skills? How do musical analytical skills enhance the listener s appreciation for music? How does describing a musical work affect the way one listens to music? Unit Rationale Critical listening skills are important in music education in order for students to better appreciate their craft. can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is performed or shown. Unit Enduring Understandings An individual s skill in making informed opinions promotes their response to, analysis of, and ability to put into words a description of music in daily experiences. Critical listening and thinking skills learned through music are essential to a successful, comprehensive educational experience. Unit Overview Students will learn/review proper listening skills and Students will understand the importance of the audience's role in a listening situation. There is an interactive relationship between audience and speaker, each affecting the other. Teachers can outline the following considerations to students: 1. Students have to be physically prepared for listening. They need to see and hear the speaker. If notes are to be taken, they should have paper and pencil at hand. 2. Students need to be attentive. In many cultures, though not all, it is expected that the listener look directly at the speaker and indicate attention and interest by body language. The listener should never talk when a speaker is talking. Listeners should put distractions and problems aside. 3. "Listen to others as you would have them listen to you." Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Students will watch a video of a live orchestra and critique the performance using the evaluation sheet. Students will collaborate and form groups of those who have similar critique. This will show the commonalities and differences in student thinking. Integration of 21 st Century Themes Global Perspectives Music is a universal language so that the way it is read and critiqued is the same. The difference lies in the evaluation. Civic Literacy Students can read music review online to see what is going on in the music around New Jersey, the country, and the world.
21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Students will making judgments and analyze the music. Use Systems Thinking Students will critique and evaluate the music. Make Judgments and Decisions Students will categorize their opinions and observations using the Music Evaluation Sheet. Solve Problems Students will compare their findings with their classmates. Learning Targets/Scaffolding Evaluate music Analyze music Evidence of Learning Summative Assessment () Students will evaluate their own performance as well as the performance on community and professional groups and soloist. Equipment needed: recordings and videos of orchestral works, Music Evaluation Sheet Teacher Resources: Teacher demonstration, various CD recordings, Youtube Key Terms Discipline-specific arts terminology: Language used to talk about art that is specific to the arts discipline (dance, music, theatre, or visual art) in which it was created. Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history. Competency: A level of achievement that indicates a student meets or exceeds the K-8 arts standards. Competency is attained when a student can: 1. Respond to artworks with developing understanding, calling upon acquaintance with works of art from a variety of cultures and historical periods. 2. Perceive artworks from structural, historical, cultural, and aesthetic perspectives. 3. Perform in a chosen area of the arts with developing technical ability, as well as the ability to recognize and conceive solutions to artistic problems. 4. Understand how various types of arts knowledge and skills are related within and across the arts disciplines.
Instructional Strategies Discussions about the culture of different music eras (Baroque, Classical, Romantic, Modern, Contemporary) Student Music Evaluation Sheet: Your concert review should be designed so that it could be printed in a newspaper as a music or concert critique. All of the below questions should be answered, but responses should be in paragraph, rather than numbered format. 1. Introduction: Tell the reader about the performance. Include both visual and audio clues for the reader. Be descriptive about how the setting of the space (or the uniforms, or the programs) helped the audience understand what was about to be performed. a. The performers and the space: What type of performance did you attend? What was the name of the group (if any)? Give a brief description about the group: size, instrumentation, professionals/amateurs, purpose of the performance. 2. Development: Tell the reader about the music. Include descriptive words that allow the reader to know what you thought about the performance without exactly stating your opinion. For example: The second piece on the program was Bach chorale that contrasted well with the first piece of music. However, the minimal use of dynamics and lack of passion from the performers resulted in a lackluster performance. a. The music: What type of music did they perform? How did the performers act? (Did they appear nervous or confident? Did they seem to know what to do? How did they interact with each other? How did they interact with the audience?) 3. Your Critique: What did you like? Why did you like it? If it was an amateur group, did the group play up to their ability or above/below it? a. What you liked/disliked: Give a brief description of what you liked about the performance. List 2-3 things specifically that you would want the reader to know. 4. Your Conclusion: Give the reader some final thoughts about what you enjoyed about the piece of music and how you thought the performance went. Would you buy the CD? Go to another concert? Recommend it to a friend? Customizing Learning/Differentiation The information is being presented in a variety of ways and students have ample time to finish their evaluations. Formative Assessments Student written evaluations Primary Interdisciplinary Connections 9.1.12.A.1- Apply critical thinking and problem-solving strategies during structured learning experiences 9.1.12.F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Resources References http://www.state.nj.us/education/cccs/standards/1/index.html Collaboration Tools Digital Tools Smartboard Power Point software Youtube Digital recorder Suggested Activities for Inclusion in Lesson Planning
Lesson Lesson 1 Critical Listening Lesson 2 Performance Evaluations Unit Timeline Timeframe Sample Lesson Plan 1 Template Content Area: Music Lesson Title: Performance Evaluations Timeframe: 3-4 days (listening, analyzing, note taking, evaluating, presenting) Lesson Components 21 st Century Themes X Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy X Civic Literacy Health Literacy 21 st Century Skills X Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration X Information Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: 21 st Century Skills Integration of Technology: Power Point software, Recordings CD or Youtube Equipment needed: computer/lcd projector, orchestral music (if needed), Music Evaluation Sheet Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence Written: notes and Music Will listen to example of orchestral music Will taking notes on 1. Teacher will play a recording or video of a selected live performance of an orchestra/music ensemble. Evaluation Sheet Aural: Student reactions and voice individual and what was heard Will analyze the 2. Students will take notes on the performance as needed. group opinion performance 3. Students will analyze the performance. Will evaluate the 4. Students will evaluate the performance performance using the Music Evaluation Sheet. 5. Students will share their opinions with the class Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Each student will be challenged at their individual learning style Resources Provided Orchestral music CD Recordings Youtube