Course Title: Fifth Grade Music Content Area: Music Grade Level(s): Fifth Course Description: This course develops the following skills: singing, listening, reading and writing music, and playing classroom instruments according to what is available. This course provides opportunities for growth in understanding the following musical elements: rhythm, melody, form, tempo, dynamics, timbre or tone color, harmony, expression, articulation, and style. This course also develops critical thinking and evaluating music that is heard or produced and encourages interest in music from diverse cultures and historical periods. Curriculum Writer(s): Justin Clymer and Emily Steeber Rossi Date Created: July 2018 Date Approved by Board of Education: September 2018 Pacing Guide Unit 1: Connecting Music to Everyday Life Unit 2: Classical Music and Composers Unit 3: Composing with Form and Tonality Unit 4: Performing Melodies One Marking Period One Marking Period One Marking Period One Marking Period Unit 1: Connecting Music to Everyday Life Unit Summary: In this unit, students will discover ways in which music affects everyday life and culture. In addition, students will explore how music can reflect life events and emotions aiding in self-expression. Students will create and perform music that reflects everyday life, engage in discussions regarding 1
the impact music can have on individuals and society, and make connections between what is being taught in the music room and what they experience in their daily lives. Interdisciplinary Connections/Content Area Integrations Including Technology: English Language Arts: Students utilize persuasive writing strategies to convey opinion. Technology: Students utilize audio and video equipment to record and refine their work, and students utilize tools such as Chrome Music Lab to create music. Visual Art: Students view and create artistic representations of music. NJSLS Number 1.2.5.A.1 1.4.5.A.2 1.4.5.A.3 1.4.5.B.1 NJSLS Content Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, and historical context). Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable objective criteria. Summative Assessments: Student-created rubrics for performance and/or composition Evaluate, refine, and document revisions to personal music applying teacher-provided and collaboratively-developed criteria and feedback and explain rationale for changes 2
Present the final version of personally created music to others that demonstrates craftsmanship and explain connection to expressive intent Formative Assessments: Kinesthetic symbols (such as thumbs up/thumbs down) Listening logs (SQUILT activities) Class discussion Composer logs (to be used when composing original works) Draw what you hear (create a story/cartoon with colors to reflect emotion of music) Exit tickets Enduring Understandings: Music can be used as a form of self-expression. Music can be used to tell a story. Music and culture reflect and affect each other. Understanding a composer s expressive intent helps us make meaningful connections to creating, performing, and responding. Essential Questions: Why do we choose to experience music? How does music affect culture? How does culture affect music? How do we discern the composer s expressive intent? How do musicians make meaningful connections to creating, performing, and responding? Instructional Outcomes: Students will be able to: Identify ways that music can affect culture. 3
Convey meaning through the presentation of performance and composition. Interpret and analyze music regarding expressive intent. Synthesize and relate knowledge and personal experiences to compose original music. Relate artistic ideas and works to societal, cultural, and historical context to deepen understanding. Suggested Learning Activities: We Didn t Start the Fire project: Students listen to and learn about Billy Joel s We Didn t Start the Fire. Working in groups, students create and perform their own verse with names of individuals or headline events that contributed to the culture of the year assigned. When completed, the entire class records their own version of We Didn t Start the Fire. Our musical world project: Students create a list of everywhere they hear or experience music during a typical day. Working in groups, students put their lists together and organize each song or sound by purpose or intent, genre, and place that it was experienced. Students should work to understand that music surrounds us in our everyday lives and contributes to society in a way that we sometimes do not even notice. Pictures at an Exhibition project: Without knowing the titles, students listen to various movements from Modest Mussorgsky s Pictures at an Exhibition and create an artistic representation (drawing, painting, etc.) of what they think the song represents. Additionally, students view watercolor paintings by Viktor Hartmann (from which Mussorgsky found his inspiration) and create a short melody using the Chrome Music Lab Song Maker to reflect the painting. In both portions of this project, students write a short paragraph explaining their work (either visual art or composition) and creative process. Quaver commercial project: Students choose a product, write an advertisement, create and perform live music, and present their commercial. Ballad study: Students select a ballad from any genre of music, label the form or patterns found in the lyrics, and give a brief analysis of the lyrics focusing on symbolism and storytelling. Suggested Differentiation: Tier 1 Learners: use consistent, simplified language; provide bilingual partner when appropriate; provide cooperative learning opportunities; use modeling; use visual aids and manipulatives; break information into smaller segments; additional time; small group instruction; and peer to peer partner learn and share. Tier 2 Learners: frequent check-ins by teacher; and vary performance options to allow for student choice. 4
Tier 3 Learners: provide many opportunities for enrichment; self-made rubrics for evaluation; and/or apply personal, peer, and teacher feedback during the creation process. Curriculum Development Resources: New Jersey Student Learning Standards: Visual and Performing Arts https://www.nj.gov/education/cccs/2014/arts/standards.pdf National Core Arts Standards http://www.nationalartsstandards.org/sites/default/files/music%20at%20a%20glance%20rev%203-5-15.pdf National Association for Music Education https://nafme.org/ Quaver s Marvelous World of Music https://www.quavermusic.com/info/ Manalapan-Englishtown Regional School District, New Jersey https://docs.google.com/document/d/1iyvxkp62czk1bljslv_f1d-kfylyenq7qsnqssuty3s/edit Matawan-Aberdeen Regional School District https://marsd-public.rubiconatlas.org/atlas/browse/view/map?backlink=12617&curriculummapid=135&yearid=2019&sourcesiteid= Notes/Comments: Unit 2: Classical Music and Composers Unit Summary: In this unit, students will explore the world of classical music including works from the Baroque, Classical, Romantic, and Twentieth Century eras. Through listening activities and performance, students will analyze and compare music from across eras and explore how music can reflect the 5
values, traditions, and customs of different time periods. Students will analyze and compare the differences of musical time periods throughout history and across cultures, research the lives and music of diverse composers and musicians, and listen to and evaluate a wide variety of music. Interdisciplinary Connections/Content Area Integrations Including Technology: English Language Arts: Students utilize research skills. Social Studies: Students study historical time periods. Technology: Students utilize the Google Sites platform to demonstrate their understanding of the Classical music era, and students utilize ipads to create movie trailers. NJSLS Number 1.2.5.A.1 1.2.5.A.2 1.2.5.A.3 1.4.5.A.1 1.4.5.A.2 1.4.5.A.3 NJSLS Content Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. Employ basic discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, and historical context). 6
Summative Assessments: Student-created rubrics for performance and/or composition Evaluate, refine, and document revisions to personal music applying teacher-provided and collaboratively-developed criteria and feedback and explain rationale for changes Written assessment checking understanding of characteristics from each era of classical music Formative Assessments: Kinesthetic symbols (such as thumbs up/thumbs down) Listening logs (SQUILT activities) Class discussion Games to check understanding Multiple choice questions about composers and eras Exit tickets Enduring Understandings: Individual composers and musicians can influence a generation of artists and signal the beginning of a new genre or era. Each era of classical music has elements and characteristics that are specific to the time period. Music and performances are a reflection of the time period and culture. Essential Questions: What allows musical works to maintain popularity or familiarity centuries after they were composed? How does the music of each Classical era reflect the time period and culture? Which elements of music assist in aurally identifying music from different eras? Instructional Outcomes: Students will be able to: 7
Identify ways that music can contribute to culture. Summarize the key aspects of each musical time period through discussion. Aurally identify music from different eras. Relate music from different time periods to their personal experiences. Compare and contrast the differences between musical time periods. Suggested Learning Activities: Composer research: Students compare and contrast different composers from various musical time periods. Students listen to musical examples from different time periods and present information gathered. Video trailer: Students use the ipads to create an imovie trailer about a composer from a specific time period. Composer Google Site: Students work collaboratively to research an era of classical music (music, composers, relevant historical moments, and other important innovations in the other art disciplines) and create a Google Site to be shared with their classmates. Composer songs: Students perform songs about composers from various eras from the Composer Songs by Sally K. Albrecht. The melodies were composed by the individual the song is about, and the lyrics reflect relevant biographical information. YouTube channel: Students curate a collection of musical pieces that represents a specific historical time period or composer. Students then create a custom YouTube playlist. Connecting music and dance: Students watch videos of different types of dance from the Baroque, Classical, and Romantic eras (bourree, gavotte, minuet, musette, waltz, etc.) and listen to the music that accompanies these dances separately. Students will determine which dance is accompanied by each piece of music using the elements of music that they hear (tempo, meter, etc.). Suggested Differentiation: Tier 1 Learners: use consistent, simplified language; provide bilingual partner when appropriate; provide cooperative learning opportunities; use modeling; use visual aids and manipulatives; break information into smaller segments; additional time; small group instruction; and peer to peer partner learn and share. Tier 2 Learners: frequent check-ins by teacher; and vary performance options to allow for student choice. Tier 3 Learners: provide many opportunities for enrichment; self-made rubrics for evaluation; and/or apply personal, peer, and teacher feedback 8
during the creation process. Curriculum Development Resources: New Jersey Student Learning Standards: Visual and Performing Arts https://www.nj.gov/education/cccs/2014/arts/standards.pdf National Core Arts Standards http://www.nationalartsstandards.org/sites/default/files/music%20at%20a%20glance%20rev%203-5-15.pdf National Association for Music Education https://nafme.org/ Quaver s Marvelous World of Music https://www.quavermusic.com/info/ Manalapan-Englishtown Regional School District, New Jersey https://docs.google.com/document/d/1iyvxkp62czk1bljslv_f1d-kfylyenq7qsnqssuty3s/edit Matawan-Aberdeen Regional School District https://marsd-public.rubiconatlas.org/atlas/browse/view/map?backlink=12617&curriculummapid=135&yearid=2019&sourcesiteid= Notes/Comments: Unit 3: Composing with Form and Tonality Unit Summary: In this unit, students will focus on creating original music and refining their work through composition. In addition, students will present or perform their completed work. Through composition, students will begin to explore major and minor tonalities and how tonality can impact the expressive intent of a piece. Students will show an understanding of musical form (binary, ternary, and rondo) through composition. 9
Interdisciplinary Connections/Content Area Integrations Including Technology: Technology: Students utilize tools such as Chrome Music Lab to create music, and students utilize SmartBoard tools to reinforce understanding of concepts. NJSLS Number 1.1.5.B.2 1.3.5.B.1 1.3.5.B.2 1.3.5.B.3 1.3.5.B.4 1.4.5.B.2 NJSLS Content Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions and differentiate basic structures. Sing or play music from complex notation using notation systems in treble and bass clef, mixed meter, and compound meter. Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Summative Assessments: Student-created rubrics for performance and/or composition Evaluate, refine, and document revisions to personal music applying teacher-provided and collaboratively-developed criteria and feedback and explain rationale for changes Written assessment checking the understanding of the differences between major and minor (with aural prompts) 10
Formative Assessments: Kinesthetic symbols (such as thumbs up/thumbs down) Listening logs (SQUILT activities) Class discussion Games to check understanding Group or solo performance in major and minor tonalities Exit tickets Enduring Understandings: Form is how musicians and composers identify structure and patterns in music. Tonality (major and minor) impacts what we hear and how we respond to music. Understanding the structure of music helps to create meaningful connections when performing, composing, and responding. Essential Questions: Why is it important to identify and understand form (the structure and patterns in music)? How do major and minor tonalities impact the expressive intent of a piece? How do the elements of music contribute to unity and variety, tension and release, and balance? Instructional Outcomes: Students will be able to: Aurally identify a variety of musical forms (binary, ternary, and rondo). Compare a variety of musical forms (binary, ternary, and rondo). Compose and perform using a variety of musical forms (binary, ternary, and rondo). Aurally identify scales, arpeggios, and chords in major and minor tonalities. Compose and perform using scales, arpeggios, and chords in major and minor tonalities. 11
Suggested Learning Activities: Aural dictation: Students decipher the form of a piece by aurally identifying similar and contrasting sections in musical pieces. Form composition (percussion): Using known rhythms and treble clef notes, students compose an original piece using pitched and unpitched percussion instruments utilizing a specific form (binary, ternary, and rondo). Rondo form with Spring : Students listen to the first movement of Spring by Antonio Vivaldi and arrange cards representing the main themes of the song (a royal walk, singing birds, murmuring stream, and thunderstorm). Students discuss the pattern created, which is introduced as rondo form. To complete the project, students create a five measure composition in 4/4 beat in rondo form using the Chrome Music Lab Melody Maker with their music reflecting spring. Compositions will be presented to the class and evaluated using a rubric. Tonality composition: Students select a familiar song ( Hot Cross Buns, Happy Birthday, etc.) and notate the melody in the appropriate major key. Students notate the same melody again; however, it should be transposed to the relative minor key. Each arrangement of the melody will be performed with voice or instruments; students will discuss which tonality they preferred and why. SmartBoard games: Students play games on the SmartBoard to reinforce the differences between major and minor tonalities. Suggested Differentiation: Tier 1 Learners: use consistent, simplified language; provide bilingual partner when appropriate; provide cooperative learning opportunities; use modeling; use visual aids and manipulatives; break information into smaller segments; additional time; small group instruction; and peer to peer partner learn and share. Tier 2 Learners: frequent check-ins by teacher; and vary performance options to allow for student choice. Tier 3 Learners: provide many opportunities for enrichment; self-made rubrics for evaluation; and/or apply personal, peer, and teacher feedback during the creation process. Curriculum Development Resources: New Jersey Student Learning Standards: Visual and Performing Arts https://www.nj.gov/education/cccs/2014/arts/standards.pdf National Core Arts Standards http://www.nationalartsstandards.org/sites/default/files/music%20at%20a%20glance%20rev%203-5-15.pdf 12
National Association for Music Education https://nafme.org/ Quaver s Marvelous World of Music https://www.quavermusic.com/info/ Manalapan-Englishtown Regional School District, New Jersey https://docs.google.com/document/d/1iyvxkp62czk1bljslv_f1d-kfylyenq7qsnqssuty3s/edit Matawan-Aberdeen Regional School District https://marsd-public.rubiconatlas.org/atlas/browse/view/map?backlink=12617&curriculummapid=135&yearid=2019&sourcesiteid= Essential Elements for Ukulele, Book 1 by Marty Gross Essential Elements for Guitar, Book 1 by Bob Morris and Will Schmid Notes/Comments: Students may use a variety of instruments throughout this unit including (but not limited to) keyboards, guitars, and ukuleles. This will depend on the instrument availability by school. Unit 4: Performing Melodies Unit Summary: In this unit, students will apply their knowledge and understanding of the elements of music to rehearse and perform melodies with voices and instruments. Elements of music that will be addressed include the following: rhythm (sixteenth notes/rests, syncopation, and dotted rhythms), melody (reading pitch in standard notation on the grand staff), time signatures (4/4, 3/4, and 2/4), and tempo (largo, andante, moderato, allegro, and presto). While preparing for performances and assessments, students will take an active role in the rehearsal process. Following performances, students will use evaluative tools to assess their own performances as well as performances from their peers. Interdisciplinary Connections/Content Area Integrations Including Technology: 13
Technology: Students utilize Google Apps for Education suite to develop assessment rubrics, and students utilize recording tools such as ipads to record and assess their own performances. NJSLS Number 1.1.5.B.1 1.1.5.B.2 1.3.5.B.1 1.3.5.B.2 1.4.5.B.1 1.4.5.B.2 1.4.5.B.3 1.4.5.B.4 1.4.5.B.5 NJSLS Content Identify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions and differentiate basic structures. Sing or play music from complex notation using notation systems in treble and bass clef, mixed meter, and compound meter. Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable objective criteria. Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. Define technical proficiency using the elements of the arts and principles of design. Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art. 14
Summative Assessments: Student-created rubrics for performance and/or composition Evaluate, refine, and document revisions to personal music applying teacher-provided and collaboratively-developed criteria and feedback and explain rationale for changes Written assessment checking the understanding of the elements of music (pitch, rhythm, time signature, tempo, etc.) Formative Assessments: Kinesthetic symbols (such as thumbs up/thumbs down) Listening logs (SQUILT activities) Class discussion Games to check understanding Group or solo performance on a variety of instruments Exit tickets Enduring Understandings: Reading basic music notation contributes to musical fluency and literacy. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions all of which contribute to musical literacy. Identifying criteria for evaluating performances results in deeper understanding of art and art-making. Understanding the structure of music helps to create meaningful connections when performing, composing, and responding. Essential Questions: How do musicians improve the quality of their performance? When is a performance deemed ready to present? How do we judge the quality of musical works and performances? Why is it important to be able to read music in standard notation? 15
How do the elements of music contribute to unity and variety, tension and release, and balance? Instructional Outcomes: Students will be able to: Identify the elements of music as applicable to performance (rhythm, pitch and clef, time signature, and tempo). Perform solo or with a group using voices or instruments. Synthesize and apply the basic elements of music in order to independently perform original compositions. Critique and self-assess performances using evaluative tools. Create a rehearsal plan to be used when rehearsing and refining for performance. Suggested Learning Activities: Rehearsal journal: While rehearsing in small groups, students discuss what they liked or disliked about a performance (in rehearsal) and ways that they can improve their performance. Each group keeps track of what is said during discussion, and students reflect on their critique prior to the next performance (in rehearsal). Students discuss what has changed, what the class can work on in the future, and other areas that can be refined. Self-reflection: Students complete a music performance self-evaluation after their own performance and share their feedback with the class for discussion. Providing feedback: Students complete a music performance critique experiencing a performance as an audience member and share their positive and fact-based feedback with the performer for discussion. Create a rubric: Students discuss what makes a good performance, a fair performance, and a poor performance in order to create a class performance rubric. This rubric takes the following elements of performance into account: performance posture, singing/playing, expression, and stage presence. Students use this rubric to evaluate performances as an audience member to provide feedback during the rehearsal process. In-class performances: Students perform using voices or instruments. All selected class repertoire should reflect the elements of music pertinent to the grade level: rhythm (sixteenth notes, syncopation, and dotted rhythms), melody (reading pitch in standard notation on the grand staff), time signatures (4/4, 3/4, and 2/4), and tempo (largo, andante, moderato, allegro, and presto). 16
Suggested Differentiation: Tier 1 Learners: use consistent, simplified language; provide bilingual partner when appropriate; provide cooperative learning opportunities; use modeling; use visual aids and manipulatives; break information into smaller segments; additional time; small group instruction; and peer to peer partner learn and share. Tier 2 Learners: frequent check-ins by teacher; and vary performance options to allow for student choice. Tier 3 Learners: provide many opportunities for enrichment; self-made rubrics for evaluation; and/or apply personal, peer, and teacher feedback during the creation process. Curriculum Development Resources: New Jersey Student Learning Standards: Visual and Performing Arts https://www.nj.gov/education/cccs/2014/arts/standards.pdf National Core Arts Standards http://www.nationalartsstandards.org/sites/default/files/music%20at%20a%20glance%20rev%203-5-15.pdf National Association for Music Education https://nafme.org/ Quaver s Marvelous World of Music https://www.quavermusic.com/info/ Manalapan-Englishtown Regional School District, New Jersey https://docs.google.com/document/d/1iyvxkp62czk1bljslv_f1d-kfylyenq7qsnqssuty3s/edit Matawan-Aberdeen Regional School District https://marsd-public.rubiconatlas.org/atlas/browse/view/map?backlink=12617&curriculummapid=135&yearid=2019&sourcesiteid= Essential Elements for Ukulele, Book 1 by Marty Gross Essential Elements for Guitar, Book 1 by Bob Morris and Will Schmid Notes/Comments: 17
Students may use a variety of instruments throughout this unit including (but not limited to) keyboards, guitars, and ukuleles. This will depend on the instrument availability by school. 18