Monroe Township Schools General Music Grade 6 July 2007 * For adoption by all regular education programs Board Approved: June 2008 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.
Table of Contents Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-9 Goals//Objectives/al Tools/Activities Pages 10-21 Benchmarks Page 22 2
MONROE TOWNSHIP SCHOOL DISTRICT ADMINISTRATION Dr. Ralph P. Ferrie, Superintendent Dr. Christopher H. Tienken, Assistant Superintendent Dr. Veronica Geyer, Assistant Superintendent BOARD OF EDUCATION Ms. Amy Antelis, President Mr. Lew Kaufman, Vice President Mr. Marvin Braverman Mr. Ken Chiarella Ms. Kathy Kolupanowich Mr. John Leary Ms. Kathy Leonard Mrs. Rita Ostrager Ms. Amy Speizer Mr. Ira Tessler JAMESBURG REPRESENTATIVE Ms. Patrice Faraone Student Board Members Ms. Melissa Bonamici Ms. Upsana Natarajan 3
Acknowledgments The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Jennifer Day Nina Schmetterer Lauren Vas Supervisor Name: Robert Mele, Supervisor of the Arts and Careers Technology Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debby Gialanella Geri Manfre Gail Nemeth 4
Monroe Township Schools Mission and Goals Mission The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society. Goals To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals. 5
INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS Philosophy Our philosophy is to provide children with many opportunities to experience a quality musical education. Music education provides a unique atmosphere where students learn critical thinking skills and can realize their contribution to the group, which enhances self-esteem, social development, and self-awareness. Through exposure to various historical, cultural, and contemporary styles of music, students learn to appreciate, critically listen, and analyze music. As with any language, musical literacy provides the tools necessary to express one s self. Through the music curriculum we hope to provide the tools with which students can become literate. This will enable students to artistically express themselves through composition, improvisation, and performance. Educational Goals The goals of the music department are as follows: 1. Students will sing alone and with others a varied repertoire of music. 2. Students will perform on instruments alone and with others a varied repertoire of music. 3. Students will improvise melodies, accompaniments, and variations. 4. Students will compose and arrange music within specific guidelines. 5. Students will read and notate music. 6. Students will listen to, analyze, and discuss music 7. Students will evaluate music and music performances. 8. Students will understand relationships between music, the other arts, and disciplines outside the arts. 9. Students will understand music in relation to history and culture. 6
New Jersey State Department of Education Core Curriculum Content Standards A note about Visual and Performing Arts Standards and. The New Jersey Core Curriculum Content Standards for Visual and Performing Arts were revised in 2004. The Cumulative Progress Indicators referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Visual and Performing Arts may also be found at: http://www.education.state.nj.us/cccs The Goals 2000 Educate America Act named the arts as a core, academic subject as important to education as literacy, science, mathematics, and history/social studies. The Consortium of National Arts Education Associations, U.S. Department of Education, National Endowment for the Arts, and National Endowment for the Humanities worked with members of the Music Task Force to draft the nine music standards that were accepted by Secretary of Education, Richard Riley and were passed by the 103 rd Congress in March 1994. The National Standards for Music were not intended to be a curriculum. Instead, curriculum is meant to be developed on the basis of the nine standards. The National Standards for Music are listed and described on the MENC website: http://www.menc.org/publication/books/standards.htm 7
General Music Grade 6 Scope and Sequence Big Idea: Pitch I. Major/Minor Quarter I Big Idea: Harmony l. Singing in Thirds Big Idea: Rhythm l. Syncopa Big Idea: Rhythm l. Triplet Quarter II Big Idea: Form l. Theme and Variation Big Idea: l. Dynamics 8
Big Idea: Rhythm l. Cut Time Quarter III Big Idea: Harmony l. Singing in Sixths Big Idea: Timbre l. Individual Instruments of the Orchestra a. characteristics of instruments within the family b. characteristics of sound Big Idea: Pitch l. Bass Clef Notation Quarter IV Big Idea: Style l. World Music a. melodic characteristics b. rhythmic characteristics c. instruments d. historical and cultural influences on music Big Idea: Rhythm l. Mixed Meter 9
Big Idea: Pitch Topic: Major/Minor Goal 1: The student will be able to perform, read, notate, listen and identify songs in major and minor. Sing: sing songs in major and minor. 1.2, 1.3, 1.5 Play/Accompany: play melodies and accompaniments in major and minor on Orff instruments. 1.2, 1.3 Improvise: Compose/Arrange: compose melodic patterns that use major and minor. 1.1, 1.2, 1.3 Read/Notate: read and write melodic passages in major and minor. 1.3 to music in major and minor and compare/contrast the sound. Analyze the different color and mood of each. 1.1, 1.3, 1.4, 1.5 Describe the difference in tone color between major and minor. Why would a composer want to write a piece of music in major or minor? What would his/her argument be? Why does American music tend to be written in major? Why do you think other countries and cultures use minor? Is a pentatone major, minor, or neither? Support your answer. al Tools / Materials / Technology / The students will be asked to solfege a melody in both major (do) and minor (la). (Application) 1. Was the solfege performance consistent with the notes on the staff? 2. Are the students using their hand signs with the correct notes? Assessment Model 2: Students listen to several instrumental pieces and decide if they are in major or minor. Students briefly describe why they made their decisions. (Knowledge) 1. Did students accurately decide if the pieces were in major or minor? 2. Was students analysis s supportive of their answers? Materials: Erie Canal Johnny has Gone for a Soldier Ghost of Tom Raggle Taggle Gypsies The Water is Wide Home on the Range Clementine 10
Sing: sing songs using syncopa. 1.2, 1.3 Play/Accompany: play rhythmic patterns using syncopa on classroom instruments or body percussion. 1.2, 1.3 Improvise: rhythms using syncopa. 1.1, 1.2, 1.3 Compose/Arrange: compose rhythmic patterns that use syncopa. 1.2, 1.3, 1.4 Read/Notate: read and write rhythms containing syncopa. 1.3 to and analyze music using syncopa. 1.3, 1.4 Big Idea: Rhythm Topic: Syncopa Goal 2: The student will be able to perform, analyze, dictate, compose, and improvise rhythms containing syncopa. How does the pattern of syncopa change the sound or mood of a rhythm? Why do you think the pattern of syncopa is used so much in America and Africa, but less in Europe? How does syncopa change in 6/8? Why does it sound different? al Tools / Materials / Technology / The students will be asked to compose an 8 beat rhythmic pattern using syncopa and play their composition for the class. The students listen to each rhythm being performed and decide if theirs is the same or different. Separate the class into small groups of three or four. Students choose different instruments for each pattern and perform within their groups a poloyrhythmic ostinato for the class. Students listening evaluate the performance. (Synthesis) 1. Did the student write a complex pattern using syncopa and perform it accurately? 2. Were the students able to perform their rhythm pattern accurately in a group when two or three other rhythms were simultaneously being performed? 3. Did students choose a classroom instrument that made their pattern stand out in the group and that enhanced their rhythm pattern (ie. triangle for a pattern with sustained notes or claves for quick notes)? Materials: Weevily Wheat Alabama Gal Liza Jane Hill and Gully Rider Canoe Song 11
Big Idea: Harmony Topic: Singing in Thirds Goal 3: The student will be able to sing, read, and analyze harmony in thirds. Sing: sing songs in harmony using thirds. 1.2, 1.3 Play/Accompany: play in thirds on Orff instruments. 1.2, 1.3 Improvise: Compose/Arrange: Read/Notate: read music that harmonizes in thirds. 1.3 Which is harder to sing the upper or lower note in the third? Why? Where is it appropriate to use thirds as a harmony? Where might you use something else? Do rounds/canons, partner songs, ostinati, counter melodies use thirds often? Which? Why? al Tools / Materials / Technology / The students will learn a melody and a harmony in thirds separately. They will perform half the class on melody and harmony. Students will then perform duets or quartets to see if they can hold their own parts. Students not singing will evaluate each singer on a rubric chart at their seats. This is to be handed in to the teacher not to be shared outloud with the students. (Synthesis) 1. Were students able to hold their own parts? 2. Did students rubrics accurately assess the singers? to and analyze to music that harmonizes in thirds. 1.1, 1.4, 1.5 Materials: Abraham, Martin, and John Cantare, Cantaras Free at Last Ezekiel Saw the Wheel Suliram Now Let Me Fly 12
Sing: sing songs and melodic passages containing triplets. 1.2, 1.3 Play/Accompany: play rhythmic patterns using triplets. 1.2, 1.3 Improvise: improvise rhythmic patterns using triplets. 1.1, 1.2, 1.3 Compose/Arrange: compose rhythmic patterns that use triplets. 1.1, 1.2, 1.3, 1.4 Big Idea: Rhythm Topic: Triplet Goal 4: The student will be able to perform, read, notate, compose, and improvise rhythmic passages containing a triplet. How is a triplet different from three eighth notes in 6/8 time? Why? What kind of effect does a triplet have on a musical piece? Describe and explain. al Tools / Materials / Technology / The students will listen to the teacher clap/perform a rhythm pattern containing triplets. The students will notate the correct rhythm and will perform the pattern on classroom instruments together. (Knowledge, Application) Materials: Arirang One Bottle of Pop Frog Music Read/Notate: read and write rhythmic patterns using triplets. 1.3 to and describe music using triplets. 1.4 13
Sing: sing songs used in themes and variations. 1.2, 1.3 Play/Accompany: play and accompany themes on Orff instruments. 1.2, 1.3 Improvise: Compose/Arrange: arrange a variation to accompany a theme. 1.1, 1.3, 1.4 Read/Notate: read themes and variations. 1.3 to themes and variations by major composers and analyze the differences in the variations. Critique the pieces. 1.1, 1.3, 1.4, 1.5 Big Idea: Form Topic: Theme and Variations Goal 5: The student will be able to perform, read, compose, listen to, describe, and analyze theme and variation. Can you think of a song from the radio that you would like to hear as a variation? Which song and what would you do to it? Why do you think composers use theme and variation as a form? Can you think of any other themes and variations in art, science. literature or in life? al Tools / Materials / Technology / The students will sing a theme given to them by the teacher. They will list on the board several ways to create a variation. Students will split into small groups of three or four to compose their own variation. Each group will perform their variation for the class while their peers critique. The groups will have the opportunity to fix or alter their variations before the class puts the theme and variation together. Students decide the correct order for the variations that lead to a smooth transition. The teacher may record the performance for a final critique or to show other classes in 6 th grade. (Synthesis) 1. Did students compose an appropriate variation and write it out in a way that could be understood? 2. Did groups perform their composition accurately? 3. Were students able to take criticism and fix their variations if necessary? 4. Did the class create a cohesive piece that worked together? Materials: Appalachian Spring/Shaker Theme Copland American Salute Gould Ah Je vous Direz Maman - Mozart 14
Big Idea: Dynamics Topic: Dynamics as an expressive tool Goal 6: The student will be able to read, notate, and perform dynamic markings accurately. Sing: sing songs using different and changing dynamic levels. 1.2, 1.3 Play/Accompany: play melodies and rhythms using different and changing dynamic levels on Orff or classroom instruments. 1.2, 1.3 Improvise: rhythmic or melodic patterns with changing dynamics. 1.1, 1.2 Compose/Arrange: compose changing dynamics as a tool for expression. 1.1, 1.2, 1.3, 1.4 What effect do dynamics have on music? What dynamic tends to pervade today s music? What style of music is softer/louder? Why? What musical periods make the most use of dynamics as an expressive tool? al Tools / Materials / Technology / The students will be given an octavo or piano score. They will listen to the piece of music and mark in the dynamics as they are played. Students write a paragraph defending the performer/composer dynamic choices or make suggestions for a different interpretation. (Synthesis) 1. Did the student accurately mark the music dynamically? 2. Did the student make a strong argument for his or her expressive choices? Read/Notate: read and write musical pieces that focus on dynamics. 1.3 to music of different and changing dynamics and compare/contrast the sound. Analyze the different expressions and moods of each. 1.1, 1.4, 1.5 15
Big Idea: Rhythm Topic: Cut Time Goal 7: The student will be able to perform, read, notate, compose, and analyze music in cut time. Sing: sing songs in cut time. 1.2, 1.3 Play/Accompany: play melodies, rhythms, and accompaniments in cut time. 1.2, 1.3 Improvise: Why do you think a composer would choose to write in cut time instead of 4/4 or 2/4? What happens to the sound of a piece of music if the composer switched back and forth from common time to cut time? al Tools / Materials / Technology / The students will arrange a piece of music written in 2/4 time into cut time using the correct notation. (Synthesis) 1. Were students able to make the correct equations between notes to accurately arrange the song into cut time? Compose/Arrange: compose and/or arrange melodic and/or rhythmic patterns in cut time. 1.1, 1.2, 1.4 Read/Notate: read and write melodic or rhythmic passages in cut time. 1.3 to and analyze music in cut time. 1.4 Materials: The Water is Wide Suliram Swanee MTA Song Great Day Happy Days 16
Sing: Play/Accompany: Improvise: Compose/Arrange: Read/Notate: to music played by individual instruments and instrument families. Analyze the different sounds, Describe the similarities and differences between each instrument. 1.1, 1.5 Big Idea: Timbre Topic: Instruments Goal 8: The student will be able to listen to, describe the sound, structure, historical/cultural purpose of the different instruments of the orchestra. Why were instruments constructed the way they are to make a sound? Can you think of an instrument that spans more than one family? Which family would you place it in if you can only pick one? Why do you think instruments evolve? What characteristics between older and more modern instruments do you see that are similar/different? al Tools / Materials / Technology / The students will be asked to research an instrument, instrument family, or prominent instrumentalist. They will present their findings to the class or through a paper. (Knowledge) 1. Did students explain the musical, historical, and cultural significance of their instrument, instrument family, or performer? 2. Was it written or presented in a well thought-out and concise manner? 3. Did students find photographs, materials, or music to support their paper or presentation? 17
Big Idea: Harmony Topic: Singing in Sixths Goal 9: The student will be able to able to sing, read, and analyze harmony in sixths. Sing: sing songs in harmony using sixths. 1.2, 1.3 Play/Accompany: play in sixths on Orff instruments. 1.2, 1.3 Improvise: Compose/Arrange: Read/Notate: read music that harmonizes in sixths. 1.3 Which is harder to sing thirds or sixths? Why? Where is it appropriate to use sixths as a harmony? Where might you use something else? Do rounds/canons, partner songs, ostinati, counter melodies use sixths often? Which? Why? al Tools / Materials / Technology / The students will learn a melody and a harmony in sixths separately. They will perform half the class on melody and harmony. Students will then perform duets or quartets to see if they can hold their own parts. Students not singing will evaluate each singer on a rubric chart at their seats. This is to be handed in to the teacher not to be shared outloud with the students. (Knowledge, Analysis) 1. Were students able to hold their own parts? 2. Did students rubrics accurately assess the singers? to and analyze to music that harmonizes in sixths. 1.4, 1.5 Materials: Siyahamba Cantare, Cantaras Springtime La Primavera Vive L Amour Down the Ohio 18
Big Idea: Pitch Topic: Bass Clef Goal 10: The student will be able to read, notate, describe, and analyze music in the bass clef. Sing: Play/Accompany: Improvise: Compose/Arrange: compose melodic patterns in the bass clef. 1.1, 1.2, 1.4 What characteristics are typical of a bass instrument or voice? When does the bass have the melody? Should it get more time to play? al Tools / Materials / Technology / The students will analyze typical bass lines for instruments and voices as a group. Individually, they will compose a melody in treble clef and a harmony in bass clef. They will use the Orff instruments or piano keyboard to help them if needed. Students or teacher will play the piece on the piano. Peers will evaluate each other and will decide whether the harmony is appropriate. (Analysis, Application) Read/Notate: read and write melodic passages in bass clef. 1.3 to music written and played in the bass clef and compare/contrast the sound with treble. Analyze the different color and mood of each. 1.1, 1.4 1. Did the student notate the part properly in bass clef? 2. Did the treble and bass work together as melody and harmony? 3. Could the student describe and defend their use of bass harmony? 19
Sing: sing songs from other countries and in other languages. 1.2, 1.3, 1.5 Play/Accompany: play melodies and accompaniments on classroom instruments in the style of or to accompany world music. 1.2, 1.3, 1.5 Improvise: improvise in the style of a certain culture. 1.1, 1.2, 1.5 Compose/Arrange: compose melodic or rhythmic patterns in the style of a world culture. 1.1, 1.2, 1.3, 1.4, 1.5 Read/Notate: to and analyze music from other countries. Describe the music in terms of timbre, rhythm, mood, expression, cultural, and historical componants. 1.1, 1.4, 1.5 Big Idea: Style Topic: World Music Goal 11: The student will be able to perform, compose, and analyze the historical/cultural significance of multicultural music within society. How do the cultures and traditions of different cultures affect music? Does history and experience change music or does music create changes in history? Explain. What kind of instrumentation do different cultures use and why do they use them? Some cultures believe instruments are sinful. What do you think? al Tools / Materials / Technology / The students will listen to music from different parts of the world and will decide from where the music originated. They will support their answers using instrumentation, language, style, rhythms, and melodic scale. (Knowledge) 1. Did the students accurately describe the music they heard in the proper region or support their answers with well thought-out answers? Materials: Erev She Shoshanim Evening of Roses Hevenu Shalom Aleichem We Come to Greet You in Peace Kokoleoko Banuwa Mi Caballo Blanco My White Horse Al Citron Arirang Feng Yang Song 20
Big Idea: Rhythm Topic: Mixed Meter Goal 12: The student will be able to perform, read, notate, and analyze music in mixed meter. Sing: sing songs using mixed meters. 1.2, 1.3 Play/Accompany: accompany melodies in mixed meter on classroom or Orff instruments. 1.2, 1.3 Why would composers change the meters in the middle of a song? Is it possible to take a mixed meter song and still have it sound as if it were in 4/4? How? al Tools / Materials / Technology / The students will compose a piece using mixed meters and will arrange it for classroom instrumentation. They will teach their piece to a small group of students who will then perform it for the class. Students will assess the performances of each group including their own. (Synthesis) Improvise: improvise rhythmic patterns in mixed meter. 1.1, 1.2, 1.3 Compose/Arrange: compose rhythmic patterns that use mixed meters. 1.2, 1.3, 1.4 1. Did the student make good use of mixed meter and present a rhythmically interesting composition? 2. Did the group perform the composition well? 3. Were the assessment reflections valid and well thought-out? Read/Notate: read and write musical passages in mixed meters. 1.3 to music in mixed meters and describe the sound. Analyze the different accented patterns. 1.1, 1.3, 1.4 Materials: Coffee Grows on White Oak Trees So Long (It s Been Good to Know Ya) America from West Side Story Tanz Carmina Burana 21
General Music Grade 6 COURSE BENCHMARKS 1. The student will be able to perform, read, notate, listen and identify songs in major and minor. 2. The student will be able to perform, analyze, dictate, compose, and improvise rhythms containing syncopa. 3. The student will be able to sing, read, and analyze harmony in thirds. 4. The student will be able to perform, read, notate, compose, and improvise rhythmic passages containing a triplet. 5. The student will be able to perform, read, compose, listen to, describe, and analyze theme and variation. 6. The student will be able to read, notate, and perform dynamic markings accurately. 7. The student will be able to perform, read, notate, compose, and analyze music in cut time. 8. The student will be able to listen to, describe the sound, structure, historical/cultural purpose of the different instruments of the orchestra. 9. The student will be able to able to sing, read, and analyze harmony in sixths. 10. The student will be able to read, notate, describe, and analyze music in the bass clef. 11. The student will be able to perform, compose, and analyze the historical/cultural significance of multicultural music within society. 12. The student will be able to perform, read, notate, and analyze music in mixed meter. 22