Woodlynne School District Curriculum Guide General Music Grades 3-4 1
Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration 4 Weeks Unit 2: Pitch 6 Weeks Unit 3: Expressive Qualities 6 Weeks Unit 4: Form/ Design 6 Weeks Unit 5: Tone Color/ Timbre 6 Weeks Unit 6: Culture/ History 8 Weeks 2
*Because of the structure of the General Music in the elementary schools. The length of these units will vary. These units scaffold throughout the year. Skills are assessed continuously, as the music being studied and performed in class changes. Board Approved on: 3
Content Area Performing Arts Unit Title Duration Target Course/Grade Level General Music: Grades 3-4 Unit 1 Unit Summary/Rationale During this unit, students will discuss how Duration is one of the basic elements of music. An ability to decode rhythmic notation, create and perform rhythm patterns, differentiate between beat and no beat, and an understanding of meter are skills that are essential for basic music literacy. During this unit students will create, perform, listen to, and move to rhythms comprised of long and short sounds. Interdisciplinary Connections Math, Language Arts, Science, Technology Integration CDs, SmartMusic, Smart board, Projector, Computer, Audacity music recording software, microphone. 21 st Century Themes Global Awareness 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration Learning Targets Standard(s) 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Strand B. Music 1. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. 2. 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. 1.1.5.B.1: Identify the elements of music in response to aural prompts and printed music notational systems. 1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. 4
Standard(s) - 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. Strand(s) - A. History of the Arts and Culture 1. Art and culture reflect and affect each other. 2. Characteristic approaches to content, form, style, and design define art genres 1.2.5.A.1: Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 1.2.5.A.2: Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Standard(s) - 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Strand(s) B. Music 1. Complex scores may include compound meters and the grand staff. 2. Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. 1.3.5.B.1: Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. 1.3.5.B.4: Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. 5
Unit Essential Questions How is sound organized to make music? How do we symbolize length of sound? How are beat and rhythm related? Unit Enduring Understandings Rhythm is one of four ways that sound is organized Notes are musical symbols that represent length of sounds. Rhythm is often, but not always built around a steady pulse /beat. Terminology: Rhythm, Rest, Syncopation, Whole note/ rest, Half note/ rest, 16 th note/ rest, dotted 1/ 2 note, dotted ¼ note, beat, meter, meter signature, time signature. Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Decode, perform, and create, rhythm patterns containing 1/4, ½, 8 th, 16 th, notes and rests., and dotted half and quarter notes. Students will move to and perform music in duple and triple meter. Identify various time signatures. Compose and Perform rhythm patterns- using body percussion, and various classroom instruments, individually and in groups. Perform rhythms using rhythm syllables. Audibly notate rhythms (rhythmic dictation) Sing songs with rhythmic accompaniment on pitched and non-pitched percussion instruments. Explore how the music of different cultures uses rhythms in their music. Rhythmic dictation Written student rhythm composition. Teacher observation of accuracy of performed musical tasks informally and by using assessment rubrics. Smart Music assessment software. Record student performances for teacher and student evaluation purposes. Rhythm worksheets. 6
Differentiate between beat and rhythm. Perform folk dances with focus on beat and rhythm awareness. Move to show beat and rhythm. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources- Smartmusic Assessment software, pitched and non-pitched percussion instruments. 7
Content Area Performing Arts Unit Title Pitch Target Course/Grade Level General Music: Grades 3-4 Unit 2 Unit Summary/Rationale During this unit, students will discuss how Pitch is one of the basic elements of music. Stringing pitches together creates melody and harmony. An understanding of pitch, melody, harmony, and music notation as it relates to pitch are essential to basic music literacy. Students will explore melody by singing, performing on instruments, improvising and composing melodies, and melodic accompaniments. Interdisciplinary Connections Science, Language Arts, Math, Social Studies, World Languages, Geography. Technology Integration CD, DVD, Computer, Smart Board, Projector, Smart Music assessment software. 21 st Century Themes Global Awareness, Civic Literacy, Life and Career Skills. 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Learning Targets Standard(s) 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Strand B. Music 1. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. 2. 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. 1.1.5.B.1: Identify the elements of music in response to aural prompts and printed music notational systems. 1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. 8
Standard(s) - 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. Strand(s) - A. History of the Arts and Culture 3. Art and culture reflect and affect each other. 4. Characteristic approaches to content, form, style, and design define art genres 1.2.5.A.1: Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 1.2.5.A.2: Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Standard(s) - 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Strand(s) B. Music 3. Complex scores may include compound meters and the grand staff. 4. Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. 1.3.5.B.1: Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. 1.3.5.B.4: Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. 9
Standard(s) 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Strand(s) B. Critique Methodologies 1. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion. 1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Unit Essential Questions Why do melodies with similar pitches sound different? Why is a standard system of music notation important? Unit Enduring Understandings A series of pitches creates a Melody. Melody is one of the four ways to organize sounds to make music Standard music notation allows composers and performers around the world a system for visually representing, pitch, rhythm, and expressive qualities, so that music can be performed and remembered over long periods of time. Terminology: Pitch, Contour, Melody, Harmony, Staff/ Staves, Space, Line, Treble Clef, Measure, bar line, Steps, Skips (Leaps), Repeats, ascending, descending, do, re, mi, fa, so, la, ti. 10
Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Sing melodies with Pitch accuracy, in unison and in two part harmony from written scores. Perform melodies and ostinatos on instruments with pitch accuracy from written scores. Identify skips, steps, and repeated pitches in a melody. Identify contour or shape of melody as going upward, downward, or staying the same. Identify pitches on the lines and spaces of the treble clef. Perform the pitches G, A, B, C, D on the recorder using proper fingerings from written notation. Sing songs from various cultures in various languages, in unison and two part harmony. Perform melodic and harmonic accompaniments on classroom instruments Perform melodies from written notation on the recorder Compose/ improvise melodies on classroom instruments/ recorder/ or vocally. Identify and follow major melodic motives when they occur in listening examples. Write music notation given the pitch names, and or write pitch names given music notation. Compose melodies on the music staff and perform them accurately on classroom instruments or vocally. Identify major melodies (themes, motifs) in larger pieces of music. Teacher observation of accuracy of musical tasks being performed, either informally or using performance rubrics. SmartMusic music assessment software. Recording of student performances for teacher and student critique. Written assessments (worksheets, tests, quizzes). Sing melodies using Solfege Syllables, and 11
hand signs in do major and la minor. Define home tone. Identify major vs. minor tonality (Do Vs. La tonic) Identify major melodies when they recur in major pieces of music. Compose/ short melodies for classroom instruments Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Folk songs from various cultures, Recorder method books, Smart music assessment software, worksheets, recorders, pitched percussion instruments. 12
Content Area Performing Arts Unit Title Expressive Qualities Target Course/Grade Level General Music: Grades 3-4 Unit 3 Unit Summary/Rationale During this unit, students will discuss how music is an expressive art form. Qualities such as dynamics, tempo, articulation, and accents all enhance the expressive nature of music. Students will explore these aspects of music through listening, performing, and composing music with a focus on dynamics, tempo, accents, and articulation. Interdisciplinary Connections Math, History, Geography, Language arts, World Languages. Technology Integration Computers, YouTube, projector, CDs, DVDs, 21 st Century Themes Global Awareness 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Strand B. Music 5. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. 6. 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. 1.1.5.B.1: Identify the elements of music in response to aural prompts and printed music notational systems. 13
1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. Standard(s) - 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. Strand(s) - A. History of the Arts and Culture 7. Art and culture reflect and affect each other. 8. Characteristic approaches to content, form, style, and design define art genres 1.2.5.A.1: Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 1.2.5.A.2: Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Standard(s) - 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Strand(s) B. Music 5. Complex scores may include compound meters and the grand staff. 6. Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. 1.3.5.B.1: Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. 1.3.5.B.4: Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. 14
Standard(s) 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Strand(s) B. Critique Methodologies 2. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion. 1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Unit Essential Questions How does the use of dynamics, tempo, accents, and articulation affect the expressiveness of a piece of music? Unit Enduring Understandings Changes in expressive qualities affect the emotional response of the listener. Decisions about these expressive qualities can be driven by the function of the music being created (March, lullaby, sacred music, dance music, movie music, ceremonial music, concert music, etc.), and where the music is going to be performed. Terminology: Pianissimo, Piano, Mezzo Piano, Mezzo Forte, Forte, Fortissimo, Crescendo, Decrescendo, accent, dynamics, tempo. 15
Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Decode and apply dynamic markings in performance Identify dynamics from softest to loudest (pianissimo to fortissimo) Audibly differentiate between music that has fast or slow tempo Keep a steady beat, move to, clap rhythms, echopitch, and sing to music with various tempos. Visually and audibly differentiate between music that is or isn t accentuated. Decode and apply accents through use of voice, body percussion, and loco motor movement. Singing, playing on instruments songs with varying tempo, dynamics, accents and articulations. Analyze larger pieces of music and write about how changes in expressive qualities affect the mood of the piece. Perform poems/ speech pieces changing the dynamics to properly express the meaning of the text. Move to show dynamic changes in a piece of music. Compose, improvise, or perform music using dynamic, tempo, accent, and articulation changes to enhance the expressiveness of the performance. Teacher observation of accuracy of musical tasks being performed either informally or using performance rubrics. Recording student performances Students written music Explain how changes in expressive qualities affect 16
the overall mood, or emotional effect of a piece of music. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Audacity sound recording software, CDs, DVDs, Youtube, 17
Content Area Performing Arts Unit Title Form/ Design Target Course/Grade Level General Music: Grades 3-4 Unit 4 Unit Summary/Rationale During this unit, students will discuss how music has structure, an understanding of basic musical form is essential to the creative process, performing music, and informed listening. These underlying structures unconsciously and consciously guide the creation of music, and they can be found via analysis and inference. Interdisciplinary Connections Visual Art, Architecture, Social Studies, Geography, Math, Language Arts. Technology Integration Cds, DVDs, Internet, Projector, Computer 21 st Century Themes Global Awareness 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Strand B. Music 9. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. 10. 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. 1.1.5.B.1: Identify the elements of music in response to aural prompts and printed music notational systems. 1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. 18
Standard(s) - 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. Strand(s) - A. History of the Arts and Culture 11. Art and culture reflect and affect each other. 12. Characteristic approaches to content, form, style, and design define art genres 1.2.5.A.1: Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 1.2.5.A.2: Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Standard(s) - 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Strand(s) B. Music 7. Complex scores may include compound meters and the grand staff. 8. Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. 1.3.5.B.1: Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. 1.3.5.B.4: Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Standard(s) 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. 19
Strand(s) B. Critique Methodologies 3. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion. 1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Unit Essential Questions How is sound organized to make music? How is repetition and contrast used to create form in music? Unit Enduring Understandings Form is the underlying structure of a piece of music. This structure can be found via analysis and inference. Composers use repetitions of music, and contrasting sections to keep the listener engaged. Terminology: Form, Binary (AB), Ternary (ABA), Rondo (ABACA), Theme and Variations, contrast, repetition Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Audibly identify the form of a piece of music using letter names to map out the form. Audibly identify AB, ABA, ABACA, and theme and variations. Analyze and map out the form of a piece of music. Using the elements of music, list the ways a composer creates contrast in each variation of a Theme and Variations. Compose/ improvise music in AB, ABA, ABACA, and Theme and Variations. Teacher observation of musical tasks being performed both informally and using performance rubrics. Recording Student performances Written work sheets, tests, quizzes. 20
Define repetition and contrast. Explain how the elements of music are used to create contrast in music. Move to show contrasting sections in a piece of music. List the ways music is contrasting each section. Decode a listening map delineating the form of a piece of music. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Audacity sound recording software, CDs, DVDs, Internet resources (YouTube, Brainpop) 21
Content Area Performing Arts Unit Title Tone Color/ Timbre Target Course/Grade Level General Music: Grades 3-4 Unit Summary/Rationale During this unit, students will discuss how sound is the basis for all music. Sounds are all around us, and the unique sounds of instruments and voices can be used in various ways to create music. Students will explore, categorize, and use different sounds and voices in this unit. Unit 5 Interdisciplinary Connections Science, Social Studies, Language Arts Technology Integration CDs, DVD, Computers, Projector, Internet (YouTube). 21 st Century Themes Global awareness 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Strand B. Music 13. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. 14. 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. 1.1.5.B.1: Identify the elements of music in response to aural prompts and printed music notational systems. 22
1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. Standard(s) - 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Strand(s) B. Music 4. Complex scores may include compound meters and the grand staff. 5. Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. 1.3.5.B.1: Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. 1.3.5.B.4: Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Unit Essential Questions How does changing the tone color affect the music? In what ways do we use our voice? Unit Enduring Understandings Each individual instrument and voice has a distinct tone quality. Using these combinations of these different tone colors can drastically affect the way music sounds. Voices can be musical instruments. We use our voices in different ways to communicate. Terminology: Singing Voice (head voice), Speaking Voice, Calling Voice, Whisper Voice, Tone Quality, Symphony Orchestra, Woodwind, Brass, Pitched Percussion, Non-pitched Percussion, 23
Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Correctly use the four voices Sing using correct singing voice Identify the four families of instruments both audibly and visually Use classroom instruments to appropriately illustrate usage of tone colors. Perform, compose, and improvise music using different instrument families Perform, compose, and improvise music using the four voices. Analyze how different tone colors are used in a piece of program music to depict different ideas, characters, create a scene or tell a story. Perform an accompaniment to a story using the different instrument families to depict characters in the story. Compose a piece of music that tells a story, or describes a scene using classroom instruments. Teacher observation of musical tasks being performed both informally and using performance rubrics. Recording Student performances Written work sheets, tests, quizzes. Student compositions/ written music. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Audacity sound recording software, CDs, DVDs, Internet resources (youtube, Brain Pop), recorders, pitched and non- pitched percussion instruments, Variety of Band and orchestral instruments. 24
Content Area Performing Arts Unit Title History and Culture Target Course/Grade Level General Music: Grades 3-4 Unit 6 Unit Summary/Rationale During this unit, students will explore how music is an integral part of all cultures around the world. Each culture has music traditions that have similarities and differences. Understanding these similarities and differences are essential for a comprehensive understanding of those cultures, and humanity as a whole. Students will explore music of different cultures and will generate a basic awareness of how music is used in different societies, and the similarities and differences of music from around the world. Interdisciplinary Connections World languages, geography, language arts, social studies. Technology Integration CDs, DVD, Computers, Projector, Internet (YouTube, BrainPop, PBSKids), Smart board. 21 st Century Themes Global awareness, civic literacy 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Strand B. Music 15. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. 16. 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. 1.1.5.B.1: Identify the elements of music in response to aural prompts and printed music notational systems. 25
1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. Standard(s) - 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. Strand(s) - A. History of the Arts and Culture 17. Art and culture reflect and affect each other. 18. Characteristic approaches to content, form, style, and design define art genres 1.2.5.A.1: Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 1.2.5.A.2: Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Standard(s) - 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Strand(s) B. Music 9. Complex scores may include compound meters and the grand staff. 10. Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. 1.3.5.B.1: Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. 1.3.5.B.4: Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. 26
Standard(s) 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Strand(s) B. Critique Methodologies 6. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion. 1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Unit Essential Questions Unit Enduring Understandings Does music affect culture or does culture affect music? Culture affects music, whether we realize it or not. Terminology: Culture, Folk Music, Art music, patriotism, nationalism, Jazz, Blues, Continents (Africa, North America, Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Identify the ways music is used in society (leisure, ceremonial/ religious/ civic, for dance, to tell stories (folk music) Perform folk music from a variety of countries/ cultures Sing songs in foreign languages Watch performances of traditional music ensembles from different cultures. Exploring differences in sound and instrumentation. 27 Teacher observation of musical tasks being performed both informally and using performance rubrics. Recording Student performances Written work sheets, tests, quizzes.
Identify similarities and differences in the music of different cultures. Perform traditional folk dances from a variety of countries. Identify the difference between folk music and art music. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Audacity sound recording software, CDs, DVDs, Internet resources (YouTube), recorders, pitched and non- pitched percussion instruments 28