Alexander County Schools 2012-2013 Unit: Building with the Tools Books and Beyond (Independent Reading) Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Interpret the sound and symbol systems of music. Transfer: Students will be able to independently use their learning to... Interpret and sing a variety of music with consistent accuracy and expression using musical elements and fundamental techniques. Understandings: Students will understand that... -musicians interpret and apply expressive markings within the music to communicate certain musical ideas. -musicians use specific physical elements to sing with consistent accuracy and control alone and with others. how to transfer their knowledge of music notation and apply it to everyday practice. Students will know: dynamics, breath control, breath support, tempo, phrasing, rhythm, melody, and articulations. -rhythmic notation -melodic notation -repeated, stepwise, and leaps Read, comprehend, and apply standard music notation. Meaning Essential Question(s): What makes a quality performance? Do you understand the content you are reading? Acquisition Students will be skilled at: performing and understanding music using the musical elements. applying knowledge of music notation through music reading skills.
Essential Vocabulary: -legato / staccato and other articulations -dynamics -breath support, control, pacing -ensembleness -blend -solfege -meter 2/4, ¾, 4/4, 6/8, ⅜ alla breve meters -whole, half, quarter, eighth, sixteenth, dotted notes and rest durations -treble and bass clef -grand staff -ledger lines -intervals -major / minor keys IT Standards: IT Strategies:
Unit Title: Grade: Subject: STAGE 2 Understandings: Musicians interpret and apply expressive markings within the music to communicate certain musical ideas. Musicians use specific physical elements to sing with consistent accuracy and control alone and with others. How to transfer their knowledge of music notation and apply it to everyday practice. Essential Questions: What makes a quality performance? Do you understand the content you are reading? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Doorbusters Popcorn question and perform word wall games echo singing (interpret and demonstrate) flash cards Music games Evaluate students breathing, etc. through student demonstrations Doorbusters Flash cards Word wall game Treble Clef / Bass clef games Worksheets Note name baseball / basketball / relay games Call and response with rhythms and solfege Music symbol search within music we are working on Verbally interpreting / answering questions/ making decisions about the music and what the composer intends Summative Assessment Concert Quizzes Critique concert performance Concert Quizzes
Stage 3 Approximate number of days spent on unit: 45 Days W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano recording device YouTube videos word wall rhythms cards solfege posters solfege game pad treble clef game bass clef game piano sightsinging sheets doorbusters musictechteacher.net Strategies: Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo, diction, articulation, soft pallet, diaphragm, accent, repeat Concert performances Music Reading Skills through Solfege (melody) and Ta-ka-di-mi (rhythm), note names Vocabulary - whole, half, quarter, eighth, sixteenth, dotted note and rest duration, solfege syllables, meter, measures, bar line, 2/4, 3/4, 4/4, 6/8 meters, double bar line, repeat signs, treble clef, staff, bass clef, intervals (2nd, 3rd, 4th, 5th, 6th, 7th, octave, prime),stepwise, skips, leaps, major/minor keys, grand staff, certain key signatures Music Performance Adjudication
Alexander County Schools 2012-2013 8 th Grade 2 nd Nine Weeks Unit: Building with the Tools Q1 Q2 Q3 Q4 Books and Beyond (Independent Reading) I Got the Music in Me (Interpretation) Carolina on My Mind (NC connections to US) Common Core and/or Essential Standards: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Interpret the sound and symbol systems of music. Understand the interacting elements to respond to music and music performances. Understand global, interdisciplinary, and 21st century connections with music. Transfer: Students will be able to independently use their learning to interpret and sing a variety of music with consistent accuracy and expression using musical elements and fundamental techniques. read, comprehend, and apply standard music notation. understand, interpret, critique, and evaluate musical performances. identify and relate music to various areas and eras. Meaning
Understandings: Students will understand that -musicians interpret and apply expressive markings within the music to communicate certain musical ideas. -musicians use specific physical elements to sing with consistent accuracy and control alone and with others. how to transfer their knowledge of music notation and apply it to everyday practice. -music has many elements that students can interpret and respond to in a variety of ways. -conductors interpret music and students know how to respond to cues. Essential Question(s): What makes a quality performance? Do you understand the content you are reading? What is the music saying to you? What role does music from our community and the state of NC play in the history of the United States? music is a direct reflection of geography and historical time periods. Students will know: Acquisition Students will be skilled at: dynamics, breath control, breath support, tempo, phrasing, rhythm, melody, and articulations. -rhythmic notation -melodic notation -repeated, stepwise, and leaps performing and understanding music using the musical elements. applying knowledge of music notation through music reading skills. -listening and analyzing a performance of any given work. -performing any given work under conductor s leadership.
-how to apply musical terminology and principals in order to respond to and evaluate music. -understanding and appreciating what basic role music plays in our society. -how to connect music with other areas and other periods of history. Essential Vocabulary: -legato / staccato and other articulations -dynamics -breath support, control, pacing -ensembleness -blend -solfege -meter 2/4, ¾, 4/4, 6/8, ⅜ alla breve meters -whole, half, quarter, eighth, sixteenth, dotted notes and rest durations -treble and bass clef -grand staff -ledger lines -intervals -major / minor keys -genre/style -melodies/harmonies -musical elements -ensemble(s) -form -texture -time periods
-music history -time periods / genres -music in our culture -concert etiquette IT Standards: IT Strategies:
Stage 2 Understandings: Musicians interpret and apply expressive markings within the music to communicate certain musical ideas. Musicians use specific physical elements to sing with consistent accuracy and control alone and with others. How to transfer their knowledge of music notation and apply it to everyday practice. Music has many elements that students can interpret and respond to in a variety of ways. Conductors interpret music and students know how to respond to cues. Music is a direct reflection of geography and historical time periods. Essential Questions: What makes a quality performance? Do you understand the content you are reading? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Doorbusters Popcorn question and perform word wall games echo singing (interpret and demonstrate) flash cards Music games Evaluate students breathing, etc. through student demonstrations Doorbusters Flash cards Word wall game Treble Clef / Bass clef games Worksheets Note name baseball / basketball / relay games Call and response with rhythms and solfege Music symbol search within music we are working on Verbally interpreting / answering questions/ making decisions about the music and what the composer intends Summative Assessment Concert Quizzes Critique concert performance Concert Quizzes Concert Written paper Quiz
What is the music saying to you? What role does music from our community and the state of NC play in the history of the United States? Evaluate students understanding by playing music and have them respond by answering questions, creating movements to music, or defending their thoughts about how they interpret different aspects of music Create rubrics to critique music Students can illustrate through artwork their interpretation of different Evaluate through class discussion and written work Doorbuster Listening games (different styles and time periods of music) Name that Tune
Approximate number of days spent on unit:180 Days W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? STAGE 3 Resources: Strategies: Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano recording device YouTube videos Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo, diction, articulation, soft pallet, diaphragm, accent, repeat Concert performances word wall rhythms cards solfege posters solfege game pad treble clef game bass clef game piano sightsinging sheets doorbusters musictechteacher.net Music Reading Skills through Solfege (melody) and Ta-ka-dimi (rhythm), note names Vocabulary - whole, half, quarter, eighth, sixteenth, dotted note and rest duration, solfege syllables, meter, measures, bar line, 2/4, 3/4, 4/4, 6/8 meters, double bar line, repeat signs, treble clef, staff, bass clef, intervals (2nd, 3rd, 4th, 5th, 6th, 7th, octave, prime),stepwise, skips, leaps, major/minor keys, grand staff, certain key signatures Music Performance Adjudication
conductor game (singing plates) word wall various music recordings recorder for singers stereo piano sheet music YouTube videos Listen to Music series books and CDs Evaluation sheets piano sheet music Music of the World info book YouTube video excerpts newspaper / magazine articles stereo recordings of songs from different countries 8th grade social studies curriculum Appalachian folk songs Doc Watson, James Taylor biographies Be able to listen and analyze a piece of music Be able to respond to conductor s cues Vocabulary - genre/style, musical elements, melody/harmony, critique, musical time periods (Midevil, Renaissance, Baroque, Classical, Romantic, 20th Century), styles of these periods, polyphonic, homophonic, mood Evaluate class performances and formal concerts Focus on connecting music with other areas and periods of history. Singing / listening to musical selections from various places and time periods and making connections. Vocabulary - time periods, global/world music terms, folk music, concert etiquette Concert Performances
Alexander County Schools 2012-2013 8 th Grade 3 rd Nine Weeks Unit: Building with the Tools Books and Beyond (Independent Reading) I Got the Music in Me (Interpretation) Carolina on My Mind (NC connections to US) Move Over, Beethoven! (Creating Music) Common Core and/or Essential Standards: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Interpret the sound and symbol systems of music. Understand the interacting elements to respond to music and music performances. Understand global, interdisciplinary, and 21st century connections with music. Create music using a variety of sound and notational sources. Q1 Q2 Q3 Q4 Transfer: Students will be able to independently use their learning to interpret and sing a variety of music with consistent accuracy and expression using musical elements and fundamental techniques. read, comprehend, and apply standard music notation. understand, interpret, critique, and evaluate musical performances. identify and relate music to various areas and eras. produce and construct rhythmic and melodic improvisations and short pieces within specific guidelines.
Understandings: Students will understand that -musicians interpret and apply expressive markings within the music to communicate certain musical ideas. -musicians use specific physical elements to sing with consistent accuracy and control alone and with others. Meaning Essential Question(s): What makes a quality performance? Do you understand the content you are reading? how to transfer their knowledge of music notation and apply it to everyday practice. -music has many elements that students can interpret and respond to in a variety of ways. -conductors interpret music and students know how to respond to cues. What is the music saying to you? What role does music from our community and the state of NC play in the history of the United States? What inspires a composer to make music? music is a direct reflection of geography and historical time periods. they can understand and apply a variety of musical notation and sounds to create and arrange short musical compositions. Students will know: Acquisition Students will be skilled at: dynamics, breath control, breath support, tempo, phrasing, rhythm, melody, and articulations. performing and understanding music using the musical elements.
-rhythmic notation -melodic notation -repeated, stepwise, and leaps -how to apply musical terminology and principals in order to respond to and evaluate music. -how to connect music with other areas and other periods of history. -8.1 and 8.2 standards -transfer knowledge to staff paper Essential Vocabulary: applying knowledge of music notation through music reading skills. -listening and analyzing a performance of any given work. -performing any given work under conductor s leadership. -understanding and appreciating what basic role music plays in our society. -producing short melodic and rhythmic improvisations and short pieces of music. -legato / staccato and other articulations -dynamics -breath support, control, pacing -ensembleness -blend -solfege -meter 2/4, ¾, 4/4, 6/8, ⅜ alla breve meters -whole, half, quarter, eighth, sixteenth, dotted notes and rest durations -treble and bass clef -grand staff -ledger lines -intervals -major / minor keys
-genre/style -melodies/harmonies -musical elements -ensemble(s) -form -texture -time periods -music history -time periods / genres -music in our culture -concert etiquette -improvisation -arrangement -composition -pentatonic scale -major scale -form -texture -blues scale -standard music notation -composition / composer IT Standards: IT Strategies:
Understandings: Musicians interpret and apply expressive markings within the music to communicate certain musical ideas. Musicians use specific physical elements to sing with consistent accuracy and control alone and with others. How to transfer their knowledge of music notation and apply it to everyday practice. Music has many elements that students can interpret and respond to in a variety of ways. Conductors interpret music and students know how to respond to cues. Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Doorbusters Popcorn question and perform word wall games echo singing (interpret and demonstrate) flash cards Music games Evaluate students breathing, etc. through student demonstrations Doorbusters Flash cards Word wall game Treble Clef / Bass clef games Worksheets Note name baseball / basketball / relay games Call and response with rhythms and solfege Music symbol search within music we are working on Verbally interpreting / answering questions/ making decisions about the music and what the composer intends Summative Assessment Concert Quizzes Critique concert performance Concert Quizzes Concert Written paper Quiz Arrangement/Co mposition performance for grade using performance rubric Music is a direct reflection of geography and historical time periods. Evaluate students understanding by playing music and have them respond by answering questions, creating movements to music, or defending their thoughts about
They can understand and apply a variety of musical notation and sounds to create and arrange short musical compositions. Essential Questions: What makes a quality performance? Do you understand the content you are reading? What is the music saying to you? What role does music from our community and the state of NC play in the history of the United States? how they interpret different aspects of music Create rubrics to critique music Students can illustrate through artwork their interpretation of different Evaluate through class discussion and written work Doorbuster Listening games (different styles and time periods of music) Name that Tune Doorbuster Develop a short arrangement/composition as a class Ask students to experiment with different rhythms and sounds to create short melodies Create short arrangements/compositions of songs in small groups using found objects / classroom instruments Rubrics Ask students to distinguish between composer and arranger What inspires a composer to make music?
STAGE 3 Approximate number of days spent on unit: 9 weeks W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano recording device YouTube videos word wall rhythms cards solfege posters solfege game pad treble clef game bass clef game piano sightsinging sheets doorbusters Strategies: Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo, diction, articulation, soft pallet, diaphragm, accent, repeat Concert performances Music Reading Skills through Solfege (melody) and Ta-ka-dimi (rhythm), note names Vocabulary - whole, half, quarter, eighth, sixteenth, dotted note and rest duration, solfege syllables, meter, measures, bar line, 2/4, 3/4, 4/4, 6/8 meters, double bar line, repeat signs, treble clef, staff, bass clef, intervals (2nd, 3rd, 4th, 5th, 6th, 7th, octave, prime),stepwise, skips, leaps, major/minor keys, grand staff, certain key signatures
musictechteacher.net Music Performance Adjudication conductor game (singing plates) word wall various music recordings recorder for singers stereo piano sheet music YouTube videos Listen to Music series books and CDs Evaluation sheets piano sheet music Music of the World info book YouTube video excerpts newspaper / magazine articles stereo recordings of songs from different countries 8th grade social studies curriculum Appalachian folk songs Doc Watson, James Taylor biographies Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano recording device YouTube videos Be able to listen and analyze a piece of music Be able to respond to conductor s cues Vocabulary - genre/style, musical elements, melody/harmony, critique, musical time periods (Midevil, Renaissance, Baroque, Classical, Romantic, 20th Century), styles of these periods, polyphonic, homophonic, mood Evaluate class performances and formal concerts Focus on connecting music with other areas and periods of history. Singing / listening to musical selections from various places and time periods and making connections. Vocabulary - time periods, global/world music terms, folk music, concert etiquette Concert Performances Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo, diction, articulation, soft pallet, diaphragm, accent, repeat Concert performances
Alexander County Schools 2012-2013 Unit: Building with the Tools Books and Beyond (Independent Reading) I Got the Music in Me (Interpretation) Carolina on My Mind (NC connections to US) Move Over, Beethoven! (Creating Music) Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Interpret the sound and symbol systems of music. Understand the interacting elements to respond to music and music performances. Understand global, interdisciplinary, and 21st century connections with music. Create music using a variety of sound and notational sources. Understandings: Students will understand that -musicians interpret and apply expressive markings within the music to communicate certain musical ideas. -musicians use specific physical elements to sing with consistent accuracy and control alone and with others. how to transfer their knowledge of music notation and apply it to everyday practice. -music has many elements that students can interpret and respond to in a variety of ways. -conductors interpret music and students know how to respond to cues. music is a direct reflection of geography and historical time periods. they can understand and apply a variety of musical notation and Transfer: Students will be able to independently use their learning to interpret and sing a variety of music with consistent accuracy and expression using musical elements and fundamental techniques. read, comprehend, and apply standard music notation. understand, interpret, critique, and evaluate musical performances. identify and relate music to various areas and eras. produce and construct rhythmic and melodic improvisations and short pieces within specific guidelines. Meaning Essential Question(s): What makes a quality performance? Do you understand the content you are reading? What is the music saying to you? What role does music from our community and the state of NC play in the history of the United States? What inspires a composer to make music?
sounds to create and arrange short musical compositions. Students will know: dynamics, breath control, breath support, tempo, phrasing, rhythm, melody, and articulations. -rhythmic notation -repeated, stepwise, and leaps -melodic notation -how to apply musical terminology and principals in order to respond to and evaluate music. -how to connect music with other areas and other periods of history. -8.1 and 8.2 standards -transfer knowledge to staff paper Essential Vocabulary: -legato / staccato and other articulations -dynamics -breath support, control, pacing -ensembleness -blend -solfege -meter 2/4, ¾, 4/4, 6/8, ⅜ alla breve meters -whole, half, quarter, eighth, sixteenth, dotted notes and rest durations -treble and bass clef -grand staff -ledger lines -intervals -major / minor keys Acquisition -genre/style -melodies/harmonies -musical elements -ensemble(s) -form -texture -time periods Students will be skilled at: performing and understanding music using the musical elements. applying knowledge of music notation through music reading skills. -listening and analyzing a performance of any given work. -performing any given work under conductor s leadership. -understanding and appreciating what basic role music plays in our society. -producing short melodic and rhythmic improvisations and short pieces of music. -music history -time periods / genres -music in our culture -concert etiquette -improvisation -form -arrangement -texture -composition -blues scale -pentatonic scale -standard music notation -major scale -composition / composer IT Standards: IT Strategies:
Unit Title:,,,, Grade: 8th Subject: Chorus Understandings: Musicians interpret and apply expressive markings within the music to communicate certain musical ideas. Musicians use specific physical elements to sing with consistent accuracy and control alone and with others. How to transfer their knowledge of music notation and apply it to everyday practice. Music has many elements that students can interpret and respond to in a variety of ways. Conductors interpret music and students know how to respond to cues. Music is a direct reflection of geography and historical time periods. They can understand and apply a variety of musical notation and sounds to create and arrange short musical compositions. Essential Questions: What makes a quality performance? Do you understand the content you are reading? What is the music saying to you? What role does music from our community and the state of NC play in the history of the United States? What inspires a composer to make music? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Doorbusters Popcorn question and perform word wall games echo singing (interpret and demonstrate) flash cards Music games Evaluate students breathing, etc. through student demonstrations Doorbusters Flash cards Word wall game Treble Clef / Bass clef games Worksheets Note name baseball / basketball / relay games Call and response with rhythms and solfege Music symbol search within music we are working on Verbally interpreting / answering questions/ making decisions about the music and what the composer intends Evaluate students understanding by playing music and have them respond by answering questions, creating movements to music, or defending their thoughts Summative Assessment Concert Quizzes Critique concert performance Concert Quizzes Concert Written paper Quiz Arrangement/Compositi on performance for grade using performance rubric
about how they interpret different aspects of music Create rubrics to critique music Students can illustrate through artwork their interpretation of different Evaluate through class discussion and written work Doorbuster Listening games (different styles and time periods of music) Name that Tune Doorbuster Develop a short arrangement/composition as a class Ask students to experiment with different rhythms and sounds to create short melodies Create short arrangements/compositions of songs in small groups using found objects / classroom instruments Rubrics Ask students to distinguish between composer and arranger
STAGE 3 Approximate number of days spent on unit: 9 weeks W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano recording device YouTube videos word wall rhythms cards solfege posters solfege game pad treble clef game bass clef game piano sightsinging sheets doorbusters musictechteacher.net conductor game (singing plates) word wall various music recordings recorder for singers stereo piano Strategies: Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo, diction, articulation, soft pallet, diaphragm, accent, repeat Concert performances Music Reading Skills through Solfege (melody) and Ta-ka-di-mi (rhythm), note names Vocabulary - whole, half, quarter, eighth, sixteenth, dotted note and rest duration, solfege syllables, meter, measures, bar line, 2/4, 3/4, 4/4, 6/8 meters, double bar line, repeat signs, treble clef, staff, bass clef, intervals (2nd, 3rd, 4th, 5th, 6th, 7th, octave, prime),stepwise, skips, leaps, major/minor keys, grand staff, certain key signatures Music Performance Adjudication Be able to listen and analyze a piece of music Be able to respond to conductor s cues Vocabulary - genre/style, musical elements, melody/harmony, critique, musical time periods (Midevil, Renaissance, Baroque, Classical, Romantic, 20th Century), styles of these periods, polyphonic, homophonic, mood Evaluate class performances and formal concerts
sheet music YouTube videos Listen to Music series books and CDs Evaluation sheets piano sheet music Music of the World info book YouTube video excerpts newspaper / magazine articles stereo recordings of songs from different countries 8th grade social studies curriculum Appalachian folk songs Doc Watson, James Taylor biographies Geometric Sphere breath ball Word wall Dynamics card for rainstorm game piano recording device YouTube videos Focus on connecting music with other areas and periods of history. Singing / listening to musical selections from various places and time periods and making connections. Vocabulary - time periods, global/world music terms, folk music, concert etiquette Concert Performances Breath control/support, correct body alignment for singing Teach how to make a supported, rounded tone Vocabulary- rhythm, melody, tone, phrasing, vowel and consonant placement, dynamics, pitch, tempo, diction, articulation, soft pallet, diaphragm, accent, repeat Concert performances