Music Appreciatin Grade: 4 Stage 1- Desired Results Established Gals: NJCCCS, 2009 STANDARD 1.1 The Creative Prcess: All Students will demnstrate an understanding f the elements and principles that gvern the creatin f wrks f art in dance, music, theatre, and visual art. B. Music 1.1.5. B.1: Identify the elements f music in respnse t aural prmpts and printed music ntatinal systems. 1.1.5. B.2: Demnstrate the basic cncepts f meter, rhythm, tnality, intervals, chrds, and meldic and harmnic prgressins, and differentiate basic structures. STANDARD 1.2 Histry f the Arts and Culture: All students will understand the rle, develpment, and influence f the arts thrughut histry and acrss cultures. A. Histry f the Arts and Culture 1.2.5. A.1: Recgnize wrks f dance, music, theatre, and visual art as a reflectin f scietal values and beliefs. 1.2.5. A.2: Relate cmmn artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.2.5. A.3: Determine the impact f significant cntributins f individual artists in dance, music, theatre, and visual art frm diverse cultures thrughut histry. STANDARD 1.3 Perfrmance: All students will synthesize thse skills, media, methds, and technlgies Music Page 1 10/1/2014
apprpriate t creating, perfrming, and/r presenting wrks f art in dance, music theatre, and visual art. B. Music 1.3.5. B.1: Sing r play music frm cmplex ntatin, using ntatin systems in treble and bass clef, mixed meter, and cmpund meter. 1.3.5. B.2: Sing meldic and harmnizing parts, independently and in grups, adjusting t the range and timbre f the develping vice. 1.3.5. B.3: Imprvise and scre simple meldies ver given harmnic structures using traditinal instruments and/r cmputer prgrams. 1.3.5. B.4: Decde hw the elements f music are used t achieve unity and variety, tensin and release, and balance in musical cmpsitins. STANDARD 1.4 Aesthetic Respnses & Critique Methdlgies: All students will demnstrate and apply an understanding f arts philsphies, judgment, and analysis t wrks f art in dance, music, theatre, and visual art. A. Aesthetic Respnses 1.4.5. A.1: Emply basic, discipline-specific arts terminlgy t categrize wrks f dance, music, theatre, and visual art accrding t established classificatins. 1.4.5. A.2: Make infrmed aesthetic respnses t artwrks based n structural arrangement and persnal, cultural, and histrical pints f view. 1.4.5. A.2: Demnstrate hw art cmmunicates ideas abut persnal and scial values and is inspired by an individual s imaginatin and frame f reference (e.g., persnal, scial, plitical, histrical cntext). B. Critique Methdlgies Music Page 2 10/1/2014
1.4.5. B.1: Assess the applicatin f the elements f art and principles f design in dance, music, theatre, and visual artwrks using bservable, bjective criteria. 1.4.5. B.2: Use evaluative tls, such as rubrics fr self-assessment and t appraise the bjectivity f critiques by peers. Enduring Understandings: At the end f the unit students will understand that Aesthetics fsters artistic appreciatin, interpretatin, imaginatin, significance and value. The pint f studying the arts is t fster meaning making, deeper emtinal respnse and mre inventive decisin making. Experts can and d disagree abut the value, pwer and surce f art. The arts serve multiple functins: enlightenment, educatin, and entertainment. Thugh the artist s imaginatin and intuitin drive the wrk, great art requires skills and discipline t turn ntins int a quality prduct. The artistic prcess can lead t unfreseen r unpredictable utcmes. Underlying structures in art can be fund via analysis and inference. Essential Questins: At the end f the unit students will be able t answer Why shuld I care abut the arts? What s the difference between a thughtful and a thughtless artistic judgment? Hw des creating and perfrming in the arts differ frm viewing the arts? T what extent des the viewer prperly affect and influence the art and the artist and t what extent is the art fr the artist? Hw d underlying structures uncnsciusly guide the creatin f art wrks? Des art have bundaries? Des art define culture r des culture define art? What is ld and what is new in any wrk f art? Hw imprtant is new in art? Breaking accepted nrms ften gives rise t new frms f artistic expressin. Cntent Knwledge: Students will knw Recgnize wrks f art and art elements designed t imitate systems in nature. Stylized characteristics can be bserved in music f varius cultures and time perids Wrks f music can cmmunicate significant cultural meanings. Cntent Understandings: Students will understand that Music cmmunicates ideas reflecting n the nature and meaning f art and beauty. Dmain-specific arts language can be used t cmmunicate persnal respnses t music. Wrks f music can cmmunicate Music Page 3 10/1/2014
Wrks f music can cmmunicate significant emtins r feelings. Written musical scres can be explred. Musical cmpsitins have different basic structures. All fur arts dmains utilize basic arts terminlgy and arts elements. Wrks f music have recgnizable main subjects r themes. Music frm varius histrical perids and wrld cultures has general characteristics, which are identifiable. Music reflects scietal values and beliefs. Cntent Skills: Students will be able t Cmpse simple wrks f art in respnse t stylized characteristics bserved in music f varius cultures and time perids Cmmunicate ideas reflecting n the nature and meaning f art and beauty Apply basic dmain-specific arts language t cmmunicate persnal respnses t music. Cmpare and cntrast wrks f music that cmmunicate significant cultural meanings. Apply qualitative terms when respnding t wrks f music. Create an arts experience that cmmunicates a significant emtin r feeling. Clap, sing n pitch, r play frm prgressively cmplex ntatin while maintaining a steady temp Recgnize and vcalize the tnal triad (d, mi, sl) after being given the "hme tne." Sing r play simple meldies r rhythmic accmpaniments in AB and ABA frms independently and in grups, while blending bth unisn and/r harmnic parts and vcal and/r instrumental timbres, matching dynamic levels and respnding t cues f a cnductr. Explre musical elements thrugh verbal and written respnses t diverse aural prmpts and printed scres. Identify and categrize sund surces by cmmn traits. significant nn-verbal meanings. Sund surces can be identified and categrized by cmmn traits. Critiquing ne s wn wrk as well as the wrk f thers has value. Critique invlves frmulating psitive analysis f arts perfrmances by peers and self. Music resurces exist in cmmunities. The critical prcess f bserving, describing, analyzing, interpreting and evaluating leads t infrmed judgments regarding the relative merits f musical wrks. Culture affects self-expressin, whether we realize it r nt. Every musician has a style; every artistic perid has a style. Miscnceptins: Predictable miscnceptins t address are Music is the universal language with n differences frm culture t culture. Critique means t criticize, t find the negative. Music must have wrds t cmmunicate meaning. There is gd music and bad music. New, cntemprary music is better. All classical music is the same. Appreciating music means liking it. Nt everyne is capable f perfrming. Music is a passive experience. Music is purely fr the bserver, nt the perfrmer. Musical develpment happens independently f the envirnment frm which it cmes. Music appreciatin is pssible withut understanding the elements f music. Music Page 4 10/1/2014
Differentiate basic structures in music cmpsitin. Observe the basic arts elements in perfrmances and exhibitins. Frmulate psitive analysis f arts perfrmances by peers and respnd psitively t critique. Recgnize the main subject r theme in a wrk f music. Identify wrks f music frm varius histrical perids and diverse cultures. Describe the general characteristics f music frm varius histrical perids and wrld cultures. Examine music as a reflectin f scietal values and beliefs. Summative Assessments Traditinal Tasks: Vcabulary quiz Listen t each excerpt and circle which rchestral instrument is being played. Perfrm and recgnize steps, leaps, and repeated tnes Trace meldic cntur in the air while listening Read the rhythm patterns using rhythm syllables in the perfrmance f a sng Read and play meldic and instrumental stinats in a speech cann Cnsider balance, intelligibility, and pitch accuracy during the perfrmance f a sng Accurately sing rhythm patterns in a sng Frmative Assessments Stage 2- Assessment Evidence Summative Evidence Perfrmance Tasks: Music/cmpser reprt (GRASPS: Yur gal is t reprt n a musical style r cmpser. Yu are the reprter and yur audience is yur classmates and yur teacher wh needs t understand smething imprtant abut the cmpser r musical style yu chse t reprt abut. Yur reprt must be factual and interesting.) Cncert review (GRASPS: Yur gal is t review and critique a musical perfrmance. Yu are the reviewer and yur audience is yur classmates and teacher wh need t understand what it was like t hear the perfrmance. Yur review must be bjective and interesting.) Discussin/Cnversatin Discuss ways in which music, the visual arts, and petry use accent in expressin Explre China thrugh its music and related arts Discuss hw character traits, beliefs, and values are transmitted frm generatin t generatin Discuss civil rights and freedm Teacher Observatin Sing phrases expressively Play rhythms n classrm percussin instruments Clap and say rhythms in duple meter Sing using the dynamic inflectin t express meaning f the wrds Wrksheets/Activity Pages Create and ntate a rhythm cmpsitin Create an accmpaniment fr a pem Create new verses fr a sng Music Page 5 10/1/2014
Verbal respnses Student Participatin While listening t music, mve t indicate legat and staccat articulatin Respnd thrugh mvement t the dynamics in a sng Infrmal written assignment: Music jurnal entry t describe a piece using the elements f music. Cmpare meldies with a Venn diagram Cmpare and cntrast tw sngs after listening Identify a perfrming grup and tell what a sng is abut Activities: Warm up singing Practice gd psture by fcusing n different parts f the bdy Perfrm dynamics using stinats Sing using the dynamic inflectin t express meaning f the wrds Music ntatin wrksheets Create a dynamics chart Draw listening maps t indicate heard temp changes Fllw a listening map and identify accented ntes Create and ntate a rhythm cmpsitin Cmpser wrksheets G t www.yutube.cm fr listening examples Musical styles wrksheets aurally identify music frm diverse genres, styles, perids, and cultures Singing patritic sngs Gd Bless America The Star Spangled Banner My Cuntry Tis f Thee This Land is Yur Land Gd Bless the USA Interdisciplinary Cnnectins: Stage 3- Learning Plan Strategies: Active Listening Think abut what yu re hearing D nt talk Discuss after Perfrmance Skills: Psture Breath supprt Preparatin/Practice Fingering charts Research Skills Dcument yur surces Use mre than ne surce _X_ Art- histrical perids, e.g. Barque, Rmantic, etc. Music Physical Educatin _X_ Wrld Language Health _X_ Science _X_ Scial Studies cultural differences and similarities in music, histrical differences and similarities in music. Mathematics _X_ Language Arts Music Page 6 10/1/2014
Technlgy Cnnectin: Websites fr research Recrdings f varius music Smart bard presentatins YuTube Resurces: The Music Cnnectin Assrted CD s Assrted DVD s/vhs Printed Wrksheets Music Tgether Music K-8 Sheet Music Magazine Recrder Karate Kdaly Methd f Rhythm by Zltan Kdaly Music Page 7 10/1/2014
Music Thery Grade: 4 Stage 1- Desired Results Established Gals: NJCCCS, 2009 STANDARD 1.1 The Creative Prcess: All Students will demnstrate an understanding f the elements and principles that gvern the creatin f wrks f art in dance, music, theatre, and visual art. B. Music 1.1.5. B.1: Identify the elements f music in respnse t aural prmpts and printed music ntatinal systems. 1.1.5. B.2: Demnstrate the basic cncepts f meter, rhythm, tnality, intervals, chrds, and meldic and harmnic prgressins, and differentiate basic structures. STANDARD 1.2 Histry f the Arts and Culture: All students will understand the rle, develpment, and influence f the arts thrughut histry and acrss cultures. A. Histry f the Arts and Culture 1.2.5. A.2: Relate cmmn artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.2.5. A.3: Determine the impact f significant cntributins f individual artists in dance, music, theatre, and visual art frm diverse cultures thrughut histry. STANDARD 1.3 Perfrmance: All students will synthesize thse skills, media, methds, and technlgies apprpriate t creating, perfrming, and/r presenting wrks f art in dance, music theatre, and visual art. B. Music Music Page 1 10/1/2014
1.3.5. B.1: Sing r play music frm cmplex ntatin, using ntatin systems in treble and bass clef, mixed meter, and cmpund meter. 1.3.5. B.2: Sing meldic and harmnizing parts, independently and in grups, adjusting t the range and timbre f the develping vice. 1.3.5. B.3: Imprvise and scre simple meldies ver given harmnic structures using traditinal instruments and/r cmputer prgrams. STANDARD 1.4 Aesthetic Respnses & Critique Methdlgies: All students will demnstrate and apply an understanding f arts philsphies, judgment, and analysis t wrks f art in dance, music, theatre, and visual art. A. Aesthetic Respnses 1.4.5. A.2: Make infrmed aesthetic respnses t artwrks based n structural arrangement and persnal, cultural, and histrical pints f view. 1.4.5. A.3: Demnstrate hw arts cmmunicate ideas abut persnal and scial values and is inspired by an individual s imaginatin and frame f reference (e.g., persnal, scial, plitical, histrical cntext). B. Critique Methdlgies 1.4.5. B.3: Use discipline-specific arts terminlgy t evaluate the strengths and weaknesses f wrks f dance, music, theatre, and visual art. 1.4.5. B.4: Define technical prficiency, using the elements f the arts and principles f design. Enduring Understandings: At the end f the unit students will understand that The arts serve multiple functins: Essential Questins: At the end f the unit students will be able t answer Hw des creating and perfrming in the Music Page 2 10/1/2014
enlightenment, educatin, and entertainment. Thugh the artist s imaginatin and intuitin drive the wrk, great art requires skills and discipline t turn ntins int a quality prduct. The artistic prcess can lead t unfreseen r unpredictable utcmes. Underlying structures in art can be fund via analysis and inference. arts differ frm viewing the arts? T what extent des the viewer prperly affect and influence the art and the artist and t what extent is the art fr the artist? Hw d underlying structures uncnsciusly guide the creatin f art wrks? Des art have bundaries? Breaking accepted nrms ften gives rise t new frms f artistic expressin. Cntent Knwledge: Students will knw Basic ntatin, including pitch, rhythm duratin, dynamics & temp. Basic structure in music, including AB and ABA frms Basic music terminlgy relating t and including rhythm, beat, phrasing, temp, meter, meldy, harmny, frm and tne clr. Cntent Skills: Students will be able t Clap, sing n pitch, r play frm prgressively cmplex ntatin while maintaining a steady temp Recgnize and vcalize the tnal triad (d, mi, sl) after being given the "hme tne." Sing r play simple meldies r rhythmic accmpaniments in AB, ABA, Call/Respnse and Rnd frms independently and in grups, while blending bth unisn and/r harmnic parts and vcal and/r instrumental timbres, matching dynamic levels and respnding t cues f a cnductr. Mdify elements f music within a piece t create different expressive ideas. Explre musical elements thrugh verbal and written respnses t diverse aural prmpts and printed scres. Identify and categrize sund surces by cmmn traits. Differentiate basic structures in music cmpsitin: AB, ABA, Call/Respnse, Rnd, Verse, Refrain and Cda Cntent Understandings: Students will understand that... Music has basic terminlgy. Elements f music can be mdified within a piece t create different expressive ideas. Sund surces have different traits, which can be used fr identificatin and categrizatin. Music is based arund a tnal center. Musical instruments are categrized based n hw they prduce sund. Miscnceptins: Predictable miscnceptins t address are Key signatures are nt imprtant Psture makes n difference when playing an instrument r singing. Reading music is a difficult skill t master Singing high ntes is hard Singing ludly means shuting Perfrmance quality is easily attainable withut practice Faster rhythms indicate faster temp Playing instruments des nt require crdinatin A piece f music is nt rganized int specific parts by a cmpser; there is n real plan r rganizatin in a piece Music Page 3 10/1/2014
Utilize basic arts terminlgy and arts elements in music. Summative Assessments Traditinal Tasks: Basic Music terminlgy quiz Write a pem and speak it with dynamics Ntatin quiz Interpret graphic ntatin Stage 2- Assessment Evidence Tap and say the rhythm with rhythm syllables and identify nte values Vcabulary quiz Flipchart drills n rhythm Reading music Identify varius dynamic levels while fllwing the text Decide n the frm f a piece f music withut hearing it Listening Identify differences between Frmative Assessments sngs in their frm Identify varius temps in music While listening t music, mve t indicate legat and staccat articulatin Listen t a sng and describe the character f the lyrics Summative Evidence Perfrmance Tasks: Grup Prject: Create an riginal sng r rap in a specific frm t present t classmates fllwing a rubric Discussin Discuss ways in which music, the visual arts, and petry use accent in expressin Music ntatin wrksheets Fllw a listening map and identify music symbls in the map Determine repeated tnes, steps, and skips; determine aurally hw a meldy mves Music ntatin games Imprvise and play eight-beat stinats Observatin Mve t shw temp Mve in relatin t the phrasing f a meldy Play a cuntermeldy Experiment with temp changes when reading petry Play rhythms n classrm percussin instruments Music dictatin Ntate simple rhythms Ntate pitch Perfrming Perfrm dynamics using stinats Play accmpaniment parts n percussin instruments Represent stepwise mvement and skips in meldy with apprpriate mvements and gestures Music Page 4 10/1/2014
Activities: Warm up singing ech singing Use ascending and descending vcal patterns t practice singing in tune Music ntatin wrksheets Create a vcal sund piece Determine repeated tnes, steps, and skips; determine aurally hw a meldy mves Music terminlgy wrksheets Listen t music and create "temp and dynamic maps" t shw temp and dynamic changes Time Value f ntes and rests in music ntatin Write and play rhythms using cmbinatins f rhythmic ntatin Interdisciplinary Cnnectins: Stage 3- Learning Plan Strategies: Perfrmance Skills: Psture Breath supprt Preparatin/Practice Fingering charts Active Listening Think abut what yu re hearing D nt talk Discuss after STAR (reading skills) Signatures (time, key) Temp Accidentals Rad-Map _X_ Art- Music X Physical Educatin Breath cntrl & psture, skeletal & muscular systems X Wrld Language temp & dynamic markings in Italian Health _X_ Science _X_ Scial Studies _X_ Mathematics _X_ Language Arts Technlgy Cnnectin: Websites fr research Recrdings f varius music Smart bard presentatins YuTube Resurces: The Music Cnnectin Assrted CD s Assrted DVD s/vhs Printed Wrksheets Music Tgether Music K-8 Sheet Music Magazine Recrder Karate Kdaly Methd f Rhythm by Zltan Kdaly Music Page 5 10/1/2014
Music Page 6 10/1/2014