Music Curriculum. Grade 8: Unit Three. 1 P a g e

Music Curriculum Grade 8: Unit Three 1 P a g e

Course Description The goal of Unit Three is to learn how performers interpret the directions of composers to create musical meaning for an audience. Music is sound organized to be expressive, and in Unit Three students explore how sounds can be made to be expressive of an idea, emotion, soundscape, etc.. In addition to learning how to interpret music vocally and with the guitar, the recorder, the piano, as well as pitched and non-pitched percussion instruments, students will learn the etiquette for performing in a variety of settings. 2 P a g e

Pacing Chart Unit 3 # Standards Student Learning Objective Focus 1 NJCCCS 1.3 Performance MU:Pr4 Select, analyze, and interpret artistic work for presentation. MU:Pr4.1 - Select - Select varied musical works to present based on interest, knowledge, technical skill, and context. 2 NJCCCS 1.3 Performance MU:Pr4 Select, analyze, and interpret artistic work for presentation. [Review from Unit 1] MU:Pr4.2 - Analyze - Analyze the structure and context of varied musical works and their implications for performance. 3 NJCCCS 1.3 Performance MU:Pr4 Select, analyze, and interpret artistic work for presentation. MU:Pr4.3 - Interpret - Develop personal interpretations that consider creators intent. Instruction: 8-9 weeks 4 NJCCCS 1.3 Performance MU:Pr5 Develop and refine artistic techniques and work for presentation. MU:Pr5.1 - Rehearse, Evaluate, and Refine - Evaluate and refine personal and ensemble performances, individually or in collaboration with others. 5 NJCCCS 1.3 Performance MU:Pr6 Convey meaning through the presentation of artistic work. MU:Pr6.1 - Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. 6 NJCCCS 1.2 - History of the Arts and Culture MU:Cn10 - Synthesize and relate knowledge and personal experiences to make art. MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. 3 P a g e

7 NJCCCS 1.2 - History of the Arts and Culture MU:Cn11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. MU:Cn11.1 - Connect Relate musical ideas and works with varied context to deepen understanding. 4 P a g e

Educational Technology Standards 8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1 Technology Operations and Concepts Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. Creativity and Innovation Synthesize and publish information about a local or global issue or event on a collaborative, web-based service. Communication and Collaboration Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions. Digital Citizenship Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Research and Information Literacy Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Critical Thinking, Problem Solving, Decision Making Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure. 5 P a g e

Career Ready Practices Standards: CRP1, CRP2, CRP4, CRP6, CRP8, CRP11, CRP12 CRP1 Act as a responsible and contributing citizen and employee. CRP2 Apply appropriate academic and technical skills. CRP4 Communicate clearly and effectively and with reason. CRP6 Demonstrate creativity and innovation. CRP8 Utilize critical thinking to make sense of problems and persevere in solving them. CRP11 Use technology to enhance productivity. CRP12 Work productively in teams while using cultural global competence. 6 P a g e

Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General Processing Comprehension Recall Extra time for assigned tasks Extra Response time Precise step-by-step directions Teacher-made checklist Adjust length of assignment Have students verbalize steps Short manageable tasks Use visual graphic organizers Timeline with due dates for reports and projects Communication system between home and school Provide lecture notes/outline Repeat, clarify or reword directions Mini-breaks between tasks Provide a warning for transitions Reading partners Brief and concrete directions Provide immediate feedback Small group instruction Emphasize multi-sensory learning Reference resources to promote independence Visual and verbal reminders Graphic organizers Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization Computer/whiteboard Tape recorder Spell-checker Extended time Study guides Shortened tests Consistent daily structured routine Simple and clear classroom rules Individual daily planner Display a written agenda Note-taking assistance Audio-taped books Read directions aloud Frequent feedback Color code materials 7 P a g e

Enrichment Accommodate Based on Students individual Needs: Strategies Adaption of Material and Requirements Evaluate Vocabulary Elevated Text Complexity Additional Projects Independent Student Options Projects completed individual or with Partners Self Selection of Research Tiered/Multilevel Activities Learning Centers Individual Response Board Open-ended activities Community/Subject expert mentorships 8 P a g e

Assessments Suggested Formative/Summative Classroom Assessments Timelines, Maps, Charts, Graphic Organizers Unit Assessments, Chapter Assessments, Quizzes DBQ, Essays, Short Answer Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share Projects, Portfolio, Presentations, Prezi, Gallery Walks Homework Concept Mapping Primary and Secondary Source analysis Photo, Video, Political Cartoon, Radio, Song Analysis Create an Original Song, Film, or Poem Glogster to make Electronic Posters Tumblr to create a Blog 9 P a g e

Interdisciplinary Connections Although schools are set up with each discipline receiving separate instruction and, with the exception of some interdisciplinary approaches, there is very little collaboration between each discipline. However, there are numerous natural connections between each discipline as the skills and knowledge learned in one subject become tools to learn and develop skills in another discipline. Whenever possible these connections should be utilized and students should be made aware of this use. Language Arts This is perhaps one of the easiest connections music teachers can make. Gordon s whole approach is based on the connection between the development of language skills and the development of audiation. The Orff processes uses language for rhythm development and to teach form, as well as poems and stories as source materials for creations (you don t need to go out and find poems and stories to set to music, ask the language arts teacher what they re using and use that). One way to explore a culture s music is through the rhythmic cadence and pitch frequencies used in the language and what is also found in the music. The creative process is also the same. Paterson Public Schools uses the Writer s Workshop that teaches students to generate ideas, create a rough draft, edit and revise the work, and then publish it. Change publish to perform and you also have the process for writing music as well, which is probably why the students write in composition notebooks. Specific examples include (but are not limited to): Unit 3 Reading Literature & Informational Text; Narrative Writing - Analyze a piece of music and give examples to demonstrate they are correct as well as draw inferences about expressive options. Be able to identify the main theme of a piece of music. Interpret the meaning of song lyrics (poetry). Determine how the motive or theme fits into the overall composition. Write a story to go along with an instrumental piece. Mathematics 10 P a g e

Science 11 P a g e Mathematicians, Pythagoras being one of the earliest recorded contributors, have helped us understand what turns sounds into music. This is another subject with numerous natural connections to music, especially when it comes to pattern recognition, rhythm measured in fractions of a beat, the use of ratios for intervals, understanding the works of Arnold Schoenberg, etc.. Specific examples include (but are not limited to): Unit 3 Geometry: Pythagorean Theorem, Congruence, and Similarity Transformations Square roots and cubic roots, volume of a cone, cylinder, and sphere, Pythagorean Theorem, dilations, rotations, reflections, and/or translations of images on a plane Unfortunately, acoustics is not well covered in the science curriculum. However, by teaching acoustic principles we can compensate for this oversight as well as introduce students to a career they might otherwise overlook. With some creativity you can usually use the standards for the physical sciences to justify explorations in acoustics. However, most of our connections to the rest of the Science standards will be in the form of repertoire selections that incorporate the topic (such as songs about the seasons, particular animals, etc.). Specific examples include (but are not limited to): Unit 5 Selection and Adaptation Are Genetically Modified Organisms (GMO) safe to eat?; Crosscutting concepts of patterns and structure & function. Unit 6 Stability and Change on Earth Why aren t minerals and groundwater distributed evenly across the world?; Crosscutting concepts of patterns, cause & effect and stability & change. Social Studies The arts have always been influenced by political, social, and economic factors, so studying cultures through the lens of music can also help students better understand these three components of their own culture and cultures throughout the world.

Specific examples include (but are not limited to): Unit 3 The Constitution and the Bill of Rights How it was created, what it is, what it means Grade: 8 Unit: Three Topic: Sound as Expression New Jersey Core Curriculum Content Standards (NJCCCS) and Related National Core Arts Standards (NCAS): NJCCCS: 1.3 Performing; NCAS: MU.Pr4, MU.Pr5, MU.Pr6 NJCCCS: 1.2 History of the Arts and Culture; NCAS: MU.Cn10, MU.Cn.11 Enduring Understandings and Essential Questions NJCCC Standard 1.3 - Performing NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Pr4.1 Select Select varied musical works to present based on interest, knowledge, technical skill, and context. NCAS - Performers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. NCAS - How do performers select repertoire? 12 P a g e

New Jersey Core Curriculum Content Standard: 1.3 Performing Related National Core Arts Standard: MU.Pr4 - Select, analyze, and interpret artistic work for presentation. Student Learning Objective: MU:Pr4.1 - Select - Select varied musical works to present based on interest, knowledge, technical skill, and context. (Using Level 10 Vocabulary Overview) Modified Student Learning Objective: MU:Pr4.1 - Select - Select varied musical works to present based on interest, knowledge, technical skill, and context. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Pr4.1 - Select - Select varied musical works to present based on interest, knowledge, technical skill, and context. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT 11-18 MU:Pr4.1.8 - Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices. Have the class design a concert for their teacher by reviewing the repertoire that has been learned or created and justify why a particular piece should or should not be included on the program. Special Education Students Mid Group ESL WAPT 0-10 MU:Pr4.1.8 - [With limited guidance, ] apply personallydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical The teacher chooses ten pieces that the class has learned or created and have the students further cut that down to five pieces they would like to perform as a mini-concert for their teacher, include a discussion as to why those five pieces would be good to include on the program. 13 P a g e

challenges, and reasons for choices. Special Education Students Low Group MU:Pr4.1.8 - [With guidance, ] apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices. After the teacher chooses up to five pieces for a mini-concert for their teacher, discuss why particular pieces were chosen and others were not. 14 P a g e

Enduring Understandings and Essential Questions NJCCC Standard 1.3 - Performing NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Pr4.2 Analyze Analyze the structure and context of varied musical works and their implications for performance. NCAS - Analyzing creator s context and how they manipulate elements of music provides insight into their intent and informs performance. NJCCCS Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules. (e.g., CPI#: 1.1.8.B.2) NJCCCS Western, non-western, and avant-garde notation systems have distinctly different characteristics. (e.g., CPI#: 1.3.8.B.1) NJCCCS Understanding discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy. (e.g., CPI#: 1.3.8.B.3) NJCCCS Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts. (e.g., CPI#: 1.4.8.A.1) NCAS - How does understanding the structure and context of musical works inform performance? 15 P a g e

New Jersey Core Curriculum Content Standard: 1.3 Performing Related National Core Arts Standard: MU.Pr4 - [A]nalyze artistic work for presentation. Student Learning Objective: MU:Pr4.2 Analyze Analyze the structure and context of varied musical works and their implications for performance. (Using Level 10 Vocabulary Overview) Modified Student Learning Objective: MU:Pr4.2 Analyze Analyze the structure and context of varied musical works and their implications for performance. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Pr4.2 Analyze Analyze the structure and context of varied musical works and their implications for performance. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT 11-18 MU:Pr4.2.8a - Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. MU:Pr4.2.8b - When analyzing selected music, sight- read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation. MU:Pr4.2.8c - Identity how cultural and historical context inform performances and result in different musical effects. CPI#: 1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. o 8.1.1 - Explain how tempo is employed to identify dance music popular American music. o 8.1.2 - Identify and demonstrate specific rhythms utilized in American popular dance music o 8.1.4 - Describe how melody, harmony, and the ABA/CHORUS-VERSE form evolved through each style of Jazz (e.g., Swing, Be-Bop, Afro Cuban, Latin, Avant-Garde etc.). CPI#: 1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-western, and avant-garde notation. o 8.2.2 - Perform a 20th century instrumental or vocal music composition 16 P a g e

that incorporates avant-garde notation techniques. o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. CPI#: 1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. o 8.3.1 - Perform music (independently and in groups) using the appropriate expressive qualities of a particular style and rearrange it to conform to a new style. Apply theoretical understanding of expressive and dynamic musical qualities for expression in both styles (e.g., crescendo, diminuendo, pianissimo, forte, etc.). CPI#: 1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art. o 8.4.1 - Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art. Special Education Students Mid Group ESL WAPT 0-10 17 P a g e MU:Pr4.2.8a [With limited guidance,] compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. MU:Pr4.2.8b - [With limited guidance,] when analyzing selected CPI#: 1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. o 8.1.1 - Explain how tempo is employed to identify dance music popular American music. o 8.1.2 - Identify and demonstrate specific rhythms utilized in American popular dance music o 8.1.4 - Describe how melody, harmony, and the ABA/CHORUS-VERSE

music, sight- read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation. MU:Pr4.2.8c - [With limited guidance,] Identity how cultural and historical context inform performances and result in different musical effects. form evolved through each style of Jazz (e.g., Swing, Be-Bop, Afro Cuban, Latin, Avant-Garde etc.). CPI#: 1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-western, and avant-garde notation. o 8.2.2 - Perform a 20th century instrumental or vocal music composition that incorporates avant-garde notation techniques. o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. CPI#: 1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. o 8.3.1 - Perform music (independently and in groups) using the appropriate expressive qualities of a particular style and rearrange it to conform to a new style. Apply theoretical understanding of expressive and dynamic musical qualities for expression in both styles (e.g., crescendo, diminuendo, pianissimo, forte, etc.). CPI#: 1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art. o 8.4.1 - Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art. Special Education Students Low MU:Pr4.2.8a [With guidance,] compare the structure of CPI#: 1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of 18 P a g e

Group contrasting pieces of music selected for performance, explaining how the elements of music are used in each. MU:Pr4.2.8b - [With guidance,] when analyzing selected music, sight- read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation. MU:Pr4.2.8c - [With limited guidance,] Identity how cultural and historical context inform performances and result in different musical effects. musical compositions. o 8.1.1 - Explain how tempo is employed to identify dance music popular American music. o 8.1.2 - Identify and demonstrate specific rhythms utilized in American popular dance music o 8.1.4 - Describe how melody, harmony, and the ABA/CHORUS-VERSE form evolved through each style of Jazz (e.g., Swing, Be-Bop, Afro Cuban, Latin, Avant-Garde etc.). CPI#: 1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-western, and avant-garde notation. o 8.2.2 - Perform a 20th century instrumental or vocal music composition that incorporates avant-garde notation techniques. o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. CPI#: 1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. o 8.3.1 - Perform music (independently and in groups) using the appropriate expressive qualities of a particular style and rearrange it to conform to a new style. Apply theoretical understanding of expressive and dynamic musical qualities for expression in both styles (e.g., 19 P a g e

crescendo, diminuendo, pianissimo, forte, etc.). CPI#: 1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art. o 8.4.1 - Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art. 20 P a g e

Enduring Understandings and Essential Questions NJCCC Standard 1.3 - Performing NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Pr4.3 Interpret Develop personal interpretations that consider creators intent. NCAS - Performers make interpretive decisions based on their understanding of context and expressive intent. NJCCCS Stylistic considerations vary across genres, cultures, and historic eras. (e.g., CPI#: 1.3.8.B.2) NJCCCS Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a genre s stylistic traits. (e.g., CPI#: 1.4.8.A.4) NJCCCS Symbolism and metaphor are characteristics of art and art-making. (e.g., CPI#: 1.4.8.A.5) NCAS - How do performers interpret musical works? 21 P a g e

New Jersey Core Curriculum Content Standard: 1.3 Performing Related National Core Arts Standard: MU.Pr4 - Select, analyze, and interpret artistic work for presentation. Student Learning Objective: MU:Pr4.3 - Interpret - Develop personal interpretations that consider creators intent. (Using Level 10 Vocabulary Overview) Modified Student Learning Objective: MU:Pr4.3 - Interpret - Develop personal interpretations that consider creators intent. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Pr4.3 - Interpret - Develop personal interpretations that consider creators intent. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT 11-18 MU:Pr4.3.8 - Perform contrasting pieces of music, demonstrating as well as explaining how the music s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing). CPI#: 1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. o 8.2.1 - Perform a folk song in a variety of styles, employing the appropriate stylistic considerations of each style (e.g., Swing, Latin, Rock & Roll, etc.). o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. o 8.3.1 - Perform music (independently and in groups) using the appropriate expressive qualities of a particular style and rearrange it to conform to a new style. Apply theoretical understanding of expressive and dynamic musical qualities for expression in both styles (e.g., crescendo, diminuendo, pianissimo, forte, etc.). o 8.3.2 - Improvise an original composition and sing or play it independently and in a group, based on a tone row. Use the elements of 22 P a g e

music that are consistent with basic playing and/or singing techniques in that genre or style. CPI#: 1.4.8.A.4 Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values. o 8.4.4 - Analyze and discuss the audience reaction to the premier performance of Stravinsky's The Rite of Spring. CPI#: 1.4.8.A.5 Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. o 8.4.5 - Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. Special Education Students Mid Group ESL WAPT 0-10 MU:Pr4.3.8 [With limited guidance,] perform contrasting pieces of music, demonstrating as well as explaining how the music s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing). CPI#: 1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. o 8.2.1 - Perform a folk song in a variety of styles, employing the appropriate stylistic considerations of each style (e.g., Swing, Latin, Rock & Roll, etc.). o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. o 8.3.1 - Perform music (independently and in groups) using the appropriate expressive qualities of a particular style and rearrange it to conform to a new style. Apply theoretical understanding of expressive and dynamic musical qualities for expression in both styles (e.g., crescendo, diminuendo, pianissimo, forte, etc.). o 8.3.2 - Improvise an original composition and sing or play it independently and in a group, based on a tone row. Use the elements of music that are consistent with basic playing and/or singing techniques in that genre or style. 23 P a g e

CPI#: 1.4.8.A.4 Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values. o 8.4.4 - Analyze and discuss the audience reaction to the premier performance of Stravinsky's The Rite of Spring. CPI#: 1.4.8.A.5 Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. o 8.4.5 - Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. Special Education Students Low Group MU:Pr4.3.8 [With guidance,] perform contrasting pieces of music, demonstrating as well as explaining how the music s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing). CPI#: 1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. o 8.2.1 - Perform a folk song in a variety of styles, employing the appropriate stylistic considerations of each style (e.g., Swing, Latin, Rock & Roll, etc.). o 8.2.4 - Perform a music composition from complex notation that expresses moods or emotions considered negative. o 8.3.1 - Perform music (independently and in groups) using the appropriate expressive qualities of a particular style and rearrange it to conform to a new style. Apply theoretical understanding of expressive and dynamic musical qualities for expression in both styles (e.g., crescendo, diminuendo, pianissimo, forte, etc.). o 8.3.2 - Improvise an original composition and sing or play it independently and in a group, based on a tone row. Use the elements of music that are consistent with basic playing and/or singing techniques in that genre or style. CPI#: 1.4.8.A.4 Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or 24 P a g e

values. o 8.4.4 - Analyze and discuss the audience reaction to the premier performance of Stravinsky's The Rite of Spring. CPI#: 1.4.8.A.5 Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. o 8.4.5 - Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. 25 P a g e

Enduring Understandings and Essential Questions NJCCC Standard 1.3 - Performing NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Pr5.1 - Rehearse, Evaluate and Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. NCAS - To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. NJCCCS Performance technique in dance, music, theatre, and visual art varies according to historical era and genre. (e.g., CPI#: 1.4.8.A.3) NJCCCS Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality (e.g., CPI#: 1.4.8.A.6) NJCCCS Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality. (e.g., CPI#: 1.4.8.A.7) NJCCCS Universal elements of art and principles of design apply equally to artwork across cultures and historical eras. (.e.g., CPI#: 1.4.8.B.3) NCAS - How do musicians improve the quality of their performance? 26 P a g e

New Jersey Core Curriculum Content Standard: 1.3 Performing Related National Core Arts Standard: MU.Pr5 - Develop and refine artistic techniques and work for presentation. Student Learning Objective: MU:Pr5.1 - Rehearse, Evaluate and Refine - Evaluate and refine personal and ensemble performances, individually or in collaboration with others. (Using Level 10 Vocabulary Overview) Modified Student Learning Objective: MU:Pr5.1 - Rehearse, Evaluate and Refine - Evaluate and refine personal and ensemble performances, individually or in collaboration with others. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Pr5.1 - Rehearse, Evaluate and Refine - Evaluate and refine personal and ensemble performances, individually or in collaboration with others. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT 11-18 MU:Pr5.1.8 - Identify and apply personally- developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform. CPI#: 1.4.8.A.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. o 8.4.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. CPI#: 1.4.8.A.6 - Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. o 8.4.6 - Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. CPI#: 1.4.8.A.7 - Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. o 8.4.7 - Analyze the form, function, craftsmanship and originality of 27 P a g e

various styles of Jazz (e.g., swing, be-bop, free form). CPI#: 1.4.8.B.3 - Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays. o 8.4.10 - Compare and contrast examples of archetypal subject matter in art from diverse cultural contexts and historical eras by writing critical essays. Special Education Students Mid Group ESL WAPT 0-10 MU:Pr5.1.8 [With limited guidance,] identify and apply personally- developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform. CPI#: 1.4.8.A.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. o 8.4.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. CPI#: 1.4.8.A.6 - Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. o 8.4.6 - Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. CPI#: 1.4.8.A.7 - Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. o 8.4.7 - Analyze the form, function, craftsmanship and originality of various styles of Jazz (e.g., swing, be-bop, free form). CPI#: 1.4.8.B.3 - Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays. o 8.4.10 - Compare and contrast examples of archetypal subject matter in art from diverse cultural contexts and historical eras by writing critical 28 P a g e

essays. Special Education Students Low Group MU:Pr5.1.8 [With guidance,] identify and apply personallydeveloped criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform. CPI#: 1.4.8.A.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. o 8.4.3 - Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. CPI#: 1.4.8.A.6 - Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. o 8.4.6 - Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. CPI#: 1.4.8.A.7 - Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. o 8.4.7 - Analyze the form, function, craftsmanship and originality of various styles of Jazz (e.g., swing, be-bop, free form). CPI#: 1.4.8.B.3 - Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays. o 8.4.10 - Compare and contrast examples of archetypal subject matter in art from diverse cultural contexts and historical eras by writing critical essays. 29 P a g e

Enduring Understandings and Essential Questions NJCCC Standard 1.3 - Performing NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Pr6.1 Present Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. NCAS - Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. NCAS - When is a performance judged ready to present? NCAS - How do context and the manner in which musical work is presented influence audience response? 30 P a g e

New Jersey Core Curriculum Content Standard: 1.3 Performing Related National Core Arts Standard: MU.Pr6 - Convey meaning through the presentation of artistic work. Student Learning Objective: MU:Pr6.1 - Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. (Using Level 10 Vocabulary Overview) Modified Student Learning Objective: MU:Pr6.1 - Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Pr6.1 - Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT 11-18 MU:Pr6.1.8a - Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator s intent. Perform alone and with others in a variety of locations (classroom, hallway, auditorium, etc.). Perform for peers, other classes, teachers, parents, etc.. MU:Pr6.1.8b - Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style. Special Education Students Mid Group 31 P a g e MU:Pr6.1.8a [With limited guidance,] perform the music with technical accuracy, stylistic Perform alone and with others in a variety of locations (classroom, hallway, auditorium, etc.).

ESL WAPT 0-10 expression, and culturally authentic practices in music to convey the creator s intent. MU:Pr6.1.8b [With limited guidance,] demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style. Perform for peers, other classes, teachers, parents, etc.. Special Education Students Low Group MU:Pr6.1.8a [With guidance,] perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator s intent. Perform alone and with others in a variety of locations (classroom, hallway, auditorium, etc.). Perform for peers, other classes, teachers, parents, etc.. MU:Pr6.1.8b [With guidance,] demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style. 32 P a g e

Enduring Understandings and Essential Questions NJCCC Standard 1.2 - History of the Arts and Culture NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. NCAS - Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. NCAS - How do musicians make meaningful connections to creating, performing, and responding? 33 P a g e

New Jersey Core Curriculum Content Standard: 1.2 History of the Arts and Culture Related National Core Arts Standard: MU.Cn10 - Synthesize and relate knowledge and personal experiences to make art. Student Learning Objective: MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. (Using Level 10 Vocabulary Overview) Modified Student Learning Objective: MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Cn10.1 Connect Synthesize and relate knowledge and personal experiences to make music. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT 11-18 MU:Cn10.1.8 - Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Fill out a self-evaluation for composition projects. Special Education Students Mid Group ESL WAPT 0-10 MU:Cn10.1.8 [With limited guidance,] demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Fill out a self-evaluation for composition projects. Special Education MU:Cn10.1.8 [With Fill out a self-evaluation for composition projects. 34 P a g e

Students Low Group guidance,] demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. 35 P a g e

Enduring Understandings and Essential Questions NJCCC Standard 1.2 - History of the Arts and Culture NCAS Process Component Enduring Understanding(s) Essential Question(s) MU:Cn11.1 Connect Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 36 P a g e NCAS - Understanding connections to varied contexts and daily life enhances musicians creating, performing, and responding. NJCCCS Common, recognizable musical forms often have characteristics related to specific cultural traditions. (e.g., CPI#: 1.1.8.B.1) NJCCCS Technological changes have and will continue to substantially influence the development and nature of the arts. (e.g., CPI#: 1.2.8.A.1) NJCCCS Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values. (e.g., CPI#: 1.2.8.A.2) NJCCCS The arts reflect cultural morays and personal aesthetics throughout the ages. (e.g., CPI#: 1.2.8.A.3) NJCCCS Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts. (e.g., CPI#: 1.4.8.A.1) NJCCCS Art may be used for utilitarian and non-utilitarian NCAS - How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

37 P a g e purposes. (e.g., CPI#: 1.4.8.A.2)

New Jersey Core Curriculum Content Standard: 1.2 History of the Arts and Culture Related NCAS: MU.Cn11 - Relate artistic ideas and woks with societal, cultural, and historical context to deepen understanding. Student Learning Objective: MU:Cn11.1 - Connect Relate musical ideas and works with varied context to deepen understanding. (Using Level 10 Vocabulary Overview) Modified Student Learning Objective: MU:Cn11.1 - Connect Relate musical ideas and works with varied context to deepen understanding. (Using concepts at the appropriate level) ESL Student Learning Objective: MU:Cn11.1 - Connect Relate musical ideas and works with varied context to deepen understanding. (Using concepts at the appropriate level) Student Population Skills, Strategies, & Concepts Sample Activities/ Lesson Starters General Education Special Education Students High Group ESL WAPT 11-18 MU:Cn11.1.8 - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. CPI#: 1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-western musical works from different historical eras using active listening and by reading and interpreting written scores. o 8.1.1 - Explain how tempo is employed to identify dance music popular American music. o 8.1.2 - Identify and demonstrate specific rhythms utilized in American popular dance music o 8.1.3 - Identify specific compositional forms in various styles of music (e.g., ABA, Rondo, Theme and Variations). o 8.1.4 - Describe how melody, harmony, and the ABA/CHORUS-VERSE form evolved through each style of Jazz (e.g., Swing, Be-Bop, Afro Cuban, Latin, Avant-Garde etc.). o 8.1.5 - Describe, identify and demonstrate how simple chord 38 P a g e

progressions are utilized in various styles of music. o 8.1.6 - Describe the compositional elements utilized serial music. o 8.1.7 - Analyze how harmony evolved from the late Romantic Period (e.g., Strauss, Mahler) to the Second Viennese School (the group of composers comprised Arnold Schoenberg and his pupils) to early 20th century music (e.g., Stravinsky). CPI#: 1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. o 8.5.1 - Compare and contrast the impact of technology on two listening examples of a student recording presented with and without the application of autotune". o 8.5.2 - Create an original piece of music in the style of Musique Concrète using appropriate digital audio software. Compare and contrast the process and final product to Musique Concrete created in the 1940's to created using today's computer technologies. CPI#: 1.2.8.A.2 Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. o 8.5.3 - Research, listen, write and discuss major historic and cultural events that influenced and inspired American music in the last 50 years (e.g., Civil Rights Movement, Vietnam War, Moon Landing, etc.). CPI#: 1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. o 8.5.3 - Research, listen, write and discuss major historic and cultural events that influenced and inspired American music in the last 50 years (e.g., Civil Rights Movement, Vietnam War, Moon Landing, etc.). CPI#: 1.4.8.A.1 Generate observational and emotional responses to 39 P a g e

diverse culturally and historically specific works of dance, music, theatre, and visual art. o 8.4.1 - Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art. CPI#: 1.4.8.A.2 Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. o 8.4.2 - Identify music which was originally written for utilitarian purposes and was later used for non- utilitarian, such as movies, commercials. Special Education Students Mid Group ESL WAPT 0-10 MU:Cn11.1.8 [With limited guidance] demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. CPI#: 1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-western musical works from different historical eras using active listening and by reading and interpreting written scores. o 8.1.1 - Explain how tempo is employed to identify dance music popular American music. o 8.1.2 - Identify and demonstrate specific rhythms utilized in American popular dance music o 8.1.3 - Identify specific compositional forms in various styles of music (e.g., ABA, Rondo, Theme and Variations). o 8.1.4 - Describe how melody, harmony, and the ABA/CHORUS-VERSE form evolved through each style of Jazz (e.g., Swing, Be-Bop, Afro Cuban, Latin, Avant-Garde etc.). o 8.1.5 - Describe, identify and demonstrate how simple chord progressions are utilized in various styles of music. o 8.1.6 - Describe the compositional elements utilized serial music. o 8.1.7 - Analyze how harmony evolved from the late Romantic Period 40 P a g e

(e.g., Strauss, Mahler) to the Second Viennese School (the group of composers comprised Arnold Schoenberg and his pupils) to early 20th century music (e.g., Stravinsky). CPI#: 1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. o 8.5.1 - Compare and contrast the impact of technology on two listening examples of a student recording presented with and without the application of autotune". o 8.5.2 - Create an original piece of music in the style of Musique Concrète using appropriate digital audio software. Compare and contrast the process and final product to Musique Concrete created in the 1940's to created using today's computer technologies. CPI#: 1.2.8.A.2 Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. o 8.5.3 - Research, listen, write and discuss major historic and cultural events that influenced and inspired American music in the last 50 years (e.g., Civil Rights Movement, Vietnam War, Moon Landing, etc.). CPI#: 1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. o 8.5.3 - Research, listen, write and discuss major historic and cultural events that influenced and inspired American music in the last 50 years (e.g., Civil Rights Movement, Vietnam War, Moon Landing, etc.). CPI#: 1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art. o 8.4.1 - Generate observational and emotional responses to diverse 41 P a g e

culturally and historically specific works of dance, music, theatre, and visual art. CPI#: 1.4.8.A.2 Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. o 8.4.2 - Identify music which was originally written for utilitarian purposes and was later used for non- utilitarian, such as movies, commercials. Special Education Students Low Group MU:Cn11.1.8 [With guidance] demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. CPI#: 1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-western musical works from different historical eras using active listening and by reading and interpreting written scores. o 8.1.1 - Explain how tempo is employed to identify dance music popular American music. o 8.1.2 - Identify and demonstrate specific rhythms utilized in American popular dance music o 8.1.3 - Identify specific compositional forms in various styles of music (e.g., ABA, Rondo, Theme and Variations). o 8.1.4 - Describe how melody, harmony, and the ABA/CHORUS-VERSE form evolved through each style of Jazz (e.g., Swing, Be-Bop, Afro Cuban, Latin, Avant-Garde etc.). o 8.1.5 - Describe, identify and demonstrate how simple chord progressions are utilized in various styles of music. o 8.1.6 - Describe the compositional elements utilized serial music. o 8.1.7 - Analyze how harmony evolved from the late Romantic Period (e.g., Strauss, Mahler) to the Second Viennese School (the group of composers comprised Arnold Schoenberg and his pupils) to early 20th century music (e.g., Stravinsky). 42 P a g e