Milltown Public Schools Milltown, NJ 08850 BASED ON NJCCCS 2014 Music Curriculum Kindergarten through Eighth Grade Adoption Date: October 22, 2018
Milltown Public Schools Milltown, NJ 08850 MUSIC CURRICULUM Board of Education Bill Petscavage, President Carl Schneider, Vice President Dawn Milburn, Chairperson for Curriculum and Instruction JoAnne Demetrio Jim Lloyd Jennifer Spisso Christa Hannon Mary O Mara Carolyn Viola Dr. Stephanie Brown, Chief School Administrator Norma Tursi, Business Administrator/Board Secretary Music Curriculum Committee Dr. Stephanie Brown, Curriculum Coordinator Jennifer Pinnella, Music Teacher Laureen Hengeli, Instrumental Music Teacher
Table of Contents Foreword... I Kindergarten... 1 Grade 1... 2 Grade 2... 7 Grade 3... 11 Grade 4... 14 Grade 5... 17 Grade 6... 22 Grade 7... 26 Grade 8... 28 Appendix A: Mastery Matrix... 31 Appendix B: Materials and Assessments... 35 Appendix C: Interdisciplinary and 21 st C Integration... 37 Appendix D: Modifications... 39 Appendix E: Cross Content Integration... 54
Foreword Humankind is developing in an increasingly technological environment. With the greatest of rapidity, we can retrieve enormous amounts of data. Communication is becoming more accelerated as the Earth continues to shrink. People, out of necessity, are compelled to interact more as one than as different societies. Education today requires a cadre of highly skilled teachers to bring forward to the minds of the children entrusted to their care the very best that there is to offer. The role of the classroom teacher can only be successful with the support of a Board of Education committed to excellence and parents and guardians who are knowledgeable and supportive of the individual needs of their own children. Teaching is best accomplished when the home, school, and community respond in this positive way. A well-developed curriculum is one of the most fundamental ingredients for every child s educational success. It is the curriculum that melds into one the most current educational trends, the philosophy of education of the school district, and the desires of each and every parent and guardian to have his or her child reach the optimum of success. Education is global and addresses current as well as past events, offering students opportunities to make real world connections across every curricular area. In preparing our students for the 21 st century, we must provide classroom instruction that prepares them with the skills necessary to access and connect information in a rapidly changing world. There will be a continuing need to reach across the subject areas if we are to develop the child into a wholly educated individual. The skills of reading must be taught and reinforced in every subject, as must those of writing and mathematics. For the present time, and for the reasonably foreseeable future, these three fundamental areas will continue to be the core of the strength of the American society. Collectively they open the doors to all learning. In order for one to understand the laws of the nation, to make a contribution to society, and to value one s self and the rest of humankind, it is essential that this cross-curricular approach be embraced with enthusiasm. This curriculum guide seeks to foster these ideals, so that the children of Milltown will be as well prepared as those from any other educational system. This guide emphasizes decision-making and citizenship skills and the need to conceptualize, rather than to learn by rote. The educators of this district and the community are encouraged to utilize this guide as a vehicle to help assure that in Milltown we have indeed fulfilled our obligation to create a better world. A world in which there is more understanding for what is the common good of its entire people. A world in which our children will be better communicators and fully able to interact more as one, than as different societies. - I -
Affirmative Action Statement It is the policy of the Board of Education to provide equal employment and educational opportunities, regardless of race, color, creed, religion, sex, ancestry, national origin, place of residence, social or economic condition, or non-applicable handicap. Affirmative Action Officer: Norma Tursi, Business Administrator Milltown Board of Education 21 West Church Street Milltown, New Jersey 08850 (732) 214-2365 Adaptation for Special Education Statement Although this curriculum guide has been developed for general education delivery, the knowledge, skills, attitudes, and behaviors identified are appropriate for the special education pupils in Milltown. Modifications necessary to accommodate the educational needs of an individual pupil s disability will be described in the Individualized Educational Program (IEP). They are on file at: Office of Student Support Services c/o Parkview School 80 Violet Terrace Milltown, NJ 08850 (732) 214-2365 - II -
Philosophy of Education (Board Policy File # 6010) The Milltown Board of Education accepts the responsibility for coordinating the available resources for home, school, and community in a mutual effort to guide every pupil s growth towards becoming a self-respecting individual who can effectively function politically, economically, and socially in a democratic society. The Board believes New Jersey State goals should be applicable for every pupil in the Milltown School District to the limit to which the Board possesses jurisdiction, financial and staff resources. A. All children should start school ready to learn. 1. Quality preschool opportunities shall be provided for all specially eligible children, through collaboration between public schools and community agencies. 2. Within financial and staff resources parent education programs shall be designed and implemented by the District to assist parents in providing readiness experiences for their preschool children. B. The high school graduation rate shall be at least 90 percent (the receiving high school district shall be encouraged to embrace and implement these goals). 1. The District shall provide least restrictive, alternative programs for pupils who cannot succeed in the regular high school environment, including those students with disabilities. 2. The District shall provide dropout prevention programs for pupils at risk. C. Pupils shall leave grades four, eight and eleven having demonstrated competency in challenging subject matter including Language Arts/ literacy, mathematics, science, and social studies (civics, history and geography), health, physical education, visual and performing arts and world languages. 1. The District shall implement state-approved curriculum content standards and appropriate assessments to enable pupils to succeed and to evaluate their performance. 2. The District shall provide staff development opportunities to ensure that teachers are adequately equipped to teach challenging and up-to-date subject matter and to implement effective teaching techniques. D. Pupils shall learn to use their minds well, so that they may be prepared for responsible citizenship, further learning, and productive employment in our modern economy. 1. The District shall provide students with experiences in higher-level thinking, information processing, the responsibilities of citizenship, and employability skills. 2. All pupils shall demonstrate competency in the skills identified in the crosscontent workplace readiness standards. 3. All pupils shall demonstrate respect for racial, cultural, ethnic and religious diversity. E. All pupils shall increase their achievement levels in science and mathematics to contribute to our country s ability to compete academically with other countries of the world. 1. The District shall revise its curriculum offerings in science and mathematics according to state standards as they are developed. - III -
2. The District shall provide staff training in the teaching of mathematics and science at grades K-8 to increase teachers understanding of and ability to teach these subjects. F. Every adult shall be literate and possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship. 1. Adult education programs shall be increased in conjunction with other local districts, community colleges and other educational agencies, to provide greater opportunities for adults to continue learning for work skills, leisure pursuits, intellectual and cultural growth and to assist their children in learning. 2. Business and industry shall be encouraged to collaborate with educational agencies to design and increase access to educational programs for adults, such as flex time, distance learning and interactive technology. G. District schools shall be free of drugs and violence and offer a safe, disciplined environment conducive to learning. 1. The District shall develop partnerships with parents to establish the responsibilities of each to create and maintain safe and healthy educational environments for all pupils. 2. The District shall provide programs and staffing to deal with pupils at risk. 3. The school and community shall expand their cooperative efforts to create drug and violence-free environments. 4. All students shall develop a positive view of self and learn to use effective interpersonal skills. The Board shall develop, in consultation with the chief school administrator and teaching staff members, a written educational plan for the District. This plan shall be reviewed and adopted annually and shall include: A. Written educational goals; B. An assessment of pupil needs; C. Specific annual objectives based on identified needs and action plans to implement them; D. Standards for assessing and evaluating the achievement of objectives; E. The establishment of reasonable pupil minimum proficiency levels in the areas addressed in the core curriculum content standards; F. An educational program consistent with these goals, objectives, standards and needs; G. An evaluation of pupil progress. Adopted: September 23, 1997 Revised: March 29, 1999 Revised: May 27, 2008 - IV -
Music Curriculum - Kindergarten PERFORMANCE What are some ways I can sing and perform music? BIG IDEA September-June THE ELEMENTS OF DANCE ARE TIME, SPACE, AND ENERGY. IMPROVISATIONAL STRUCTURES FACILITATE MOVEMENT INVENTION. MUSICAL OR NON-MUSICAL ACCOMPANIMENT IS A CHOICE. DANCE CAN COMMUNICATE MEANING AROUND A VARIETY OF THEMES. PROPER VOCAL PRODUCTION/VOCAL PLACEMENT REQUIRES AN UNDERSTANDING OF BASIC ANATOMY AND THE PHYSICAL PROPERTIES OF SOUND RESOURCES World of Music Connection CORE ACTIVITIES Students sing, clap, play on pitched and unpitched instruments, form, improvisation, ear training, solfeg, rhythm each week in music class. Students perform songs, rounds, ostinatos, and Orff pieces in music class. 1.3.A. Dance 1.3.2.A.1[M] Create and perform planned and improvised movement sequences using the elements of dance, with and without musical accompaniment, to communicate meaning around a variety of themes. 1.3.2.A.2[M] Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway. 1.3.2.A.3[M] Define and maintain personal space, concentrate, and appropriately direct focus while performing movement skills. 1.3.2.A.4[M] Create and perform original movement sequences alone and with a partner using locomotor and non-locomotor movements at various levels in space. 1.3.B. Music 1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. 1.3.2.B.4 Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. 1.3.2.B.5 Improvise short tonal and rhythmic patterns. 1
Music Curriculum First Grade THE CREATIVE PROCESS What are some ways I can classify music? BIG IDEA September-November RESOURCES ORIGINAL CHOREOGRAPHY AND IMPROVISATION OF MOVEMENT SEQUENCES BEGIN WITH BASIC UNDERSTANDING OF THE ELEMENTS OF DANCE. EAR TRAINING AND LISTENING SKILL ARE PREREQUISITES FOR MUSIC LITERACY. THE ELEMENTS OF THEATRE ARE RECOGNIZABLE IN THEATRICAL PERFORMANCES. World of Music Giant Music Reading Book CORE ACTIVITIES Elements of music are discussed and practiced each week. One element is focused upon each month and presented in class each week in an ongoing skill building process. Learn dances in music class that are linked to various cultural lessons and musical elements. Students act out dramatizations during performances as well as act out various musical works such as The Nutcracker and Peter and the Wolf. TECHNOLOGY INTEGRATION 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. Activity: Students will watch The Nutcracker by Tchaikovsky. Students will discuss the story and how the ballet presented this story. Students will discuss how cars were not yet invented. Nor were local grocery stores as we know them. Career Education Integration 9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. Connection: While studying composers and works; discuss how to write music, maybe someday you will grow up to be a composer. 1.1.A. Dance 1.1.2.A.1 Identify the elements of dance in planned and improvised dance sequences. 1.1.2.A.2 Use improvisation to discover new movement to fulfill the intent of the choreography. 1.1.2.A.3 Demonstrate the difference between pantomime, pedestrian movement, abstract gesture, and dance movement. 1.1.2.A.4 Apply and adapt isolated and coordinated body part articulations, body alignment, balance, and body patterning. 1.1.B. Music 1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Compare jazz, classical, rock and hip-hop using basic elements of music. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify genre by use of elements. 1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 2
Music Curriculum First Grade 1.1.2.B.4 Use elemental vocabulary in dialogue. Categorize families of instruments and identify their associated musical properties. 1.1.C. Theatre 1.1.2.C.1 Identify basic elements of theatre and describe their use in a variety of theatrical performances. 1.1.2.C.2 Express stage directions, areas of the stage, basic stage movements, and parts of a script using correct theatre terms (e.g., setting, costumes, plot, theme, etc.). 1.1.2.C.3 Distinguish between characters, actors, and the self by demonstrating respect for personal space, creative movement, and pantomime skills while interacting with others in creative drama and storytelling. 1.1.2.C.4 Describe the use of the technical theatrical elements by examining examples of theatrical design in productions. HISTORY OF THE ARTS AND CULTURE How has music history influenced culture? BIG IDEAS February-May THE FUNCTION AND PURPOSE OF ART-MAKING ACROSS CULTURES IS A REFLECTION OF SOCIETAL VALUES AND BELIEFS. RESOURCES Music Connection Multicultural Songs CORE ACTIVITIES Students perform dances from Native American, African, Asian, Latin and Middle Eastern cultures each month in an ongoing study of world cultures. TECHNOLOGY INTEGRATION 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. Activity: Students will see a professional singer sing opera. Students will discuss what they notice about her/his technique. Students will be introduced to each technique. Students will see the inner workings of the vocal folds and how they can be manipulated to produce the best possible sound for singing. 1.2.A. History of Arts and Culture 1.2.2.A.1 1.2.2.A.2 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. 3
Music Curriculum First Grade PERFORMANCE How can I make my performance the best it can be? BIG IDEA June THE ELEMENTS OF DANCE ARE TIME, SPACE, AND ENERGY. IMPROVISATIONAL STRUCTURES FACILITATE MOVEMENT INVENTION. MUSICAL OR NON-MUSICAL ACCOMPANIMENT IS A CHOICE. DANCE CAN COMMUNICATE MEANING AROUND A VARIETY OF THEMES. PROPER VOCAL PRODUCTION/VOCAL PLACEMENT REQUIRES AND UNDERSTANDING OF BASIC ANATOMY AND THE PHYSICAL PROPERTIES OF SOUND RESOURCES Music Connection Square Dancing Songs Internet Square Dancing Steps CORE ACTIVITIES Participate in square dancing. TECHNOLOGY INTEGRATION 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. Activity: Students will play the xylophone and other Orff instruments virtually through the San Francisco Symphony Kids Website. Students will play an ostinato pattern on the xylophone. 1.3.A. Dance 1.3.2.A.1 Create and perform planned and improvised movement sequences using the elements of dance, with and without musical accompaniment, to communicate meaning around a variety of themes. 1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway. 1.3.2.A.3 Define and maintain personal space, concentrate, and appropriately direct focus while performing movement skills. 1.3.2.A.4 Create and perform original movement sequences alone and with a partner using locomotor and non-locomotor movements at various levels in space. 4
Music Curriculum First Grade 1.3.B. Music 1.3.2.B.2[M] Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Relate singing to vibration. Learn to breathe through their stomach, listen to self, keep open nose, drop jaw, keep upper pallet arched, only sing on a vowel, pronounce r as d in the beginning or middle of word and ah at the end of a word, pronounce t s together as a group watching the conductor, mouth positioning, recognize evenness of tone. 1.3.2.B.3[M] Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. Play ostinato. 1.3.2.B.4[M] Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. Practice English singing techniques. 1.3.2.B.5[M] Improvise short tonal and rhythmic patterns. Improvise over ostinato patterns to create expressive ideas. 1.3.2.B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. Introduce board rhythms according to the solfeg system (ta, ti-ti, rest, so and mi). AESTHETIC RESPONSES & CRITIQUE METHODOLOGIES How can I compare and form opinions about musical works? BIG IDEA December-January EACH ARTS DISCIPLINE (DANCE, MUSIC, THEATRE, AND VISUAL ART) HAS DISTINCT CHARACTERISTICS, AS DO THE ARTISTS WHO CREATE THEM. RESOURCES Music Connection Square Dancing Songs (Index) CORE ACTIVITIES Listen to two musical works and compare them. Form opinions about those works using elements of music. TECHNOLOGY INTEGRATION 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. Activity: Students will sing along with a video presented by a Native American tribe. Students will dance the dance they see presented. Students will play the instruments they see presented. 1.4.A. Aesthetic Responses 1.4.2.A.1[M] Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 5
Music Curriculum First Grade 1.4.2.A.2[M] Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. Explore diverse works of music and dance from all seven continents. Sing in the language of the song. 1.4.2.A.3[M] Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). Decipher works such as Prokofiev s Peter and the Wolf, Stravinsky s Firebird, Tchaikovsky s Nutcracker, Saint-Seans Carnival of the Animals and Danse Macabre. 1.4.2.A.4[M] Distinguish patterns in nature found in works of dance, music, theatre, and visual art 6
SECOND GRADE MUSIC THE CREATIVE PROCESS How do I interpret music and how do I create music? BIG IDEA September-November ORIGINAL MOVEMENT IS GENERATED THROUGH IMPROVISATIONAL SKILLS AND TECHNIQUES. THE ELEMENTS OF MUSIC ARE FOUNDATIONAL TO BASIC MUSIC LITERACY. THEATRE ARTISTS USE PRECISE VOCABULARY WHEN STAGING A PLAY RESOURCES World of Music Music Connection CORE ACTIVITIES Elements of music are discussed and practiced each week. One element is focused upon each month and presented in class each week in an ongoing skill building process. Learn dances in music class that are linked to various cultural lessons and musical elements. Students act out dramatizations during performances as well as act out various musical works such as The Nutcracker and Peter and the Wolf. TECHNOLOGY INTEGRATION 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. Activity: The teacher will use YouTube to show examples of jazz, classical, rock and hip-hop. Students will discuss the differences using the Elements of Music. Career Education Integration 9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. Connection: While studying jazz; discuss how you can form or join a band and become a jazz musician, if you like to listen and play jazz music. 1.1.A. Dance 1.1.2.A.1[M] Identify the elements of dance in planned and improvised dance sequences. 1.1.2.A.2[M] Use improvisation to discover new movement to fulfill the intent of the choreography. 1.1.2.A.3[M] Demonstrate the difference between pantomime, pedestrian movement, abstract gesture, and dance movement. 1.1.2.A.4[M] Apply and adapt isolated and coordinated body part articulations, body alignment, balance, and body patterning. 1.1.B. Music 1.1.2.B.1[M] Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Compare jazz, classical, rock and hip-hop using basic elements of music. 1.1.2.B.2[M] Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify genre by use of elements. 1.1.2.B.3[M] Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Use elemental vocabulary in dialogue. 1.1.2.B.4[M] Categorize families of instruments and identify their associated musical properties. 7
SECOND GRADE MUSIC Recognize the four families of orchestra instruments (sing song play games). 1.1.C. Theatre 1.1.2.C.1[M] Identify basic elements of theatre and describe their use in a variety of theatrical performances. 1.1.2.C.2[M] Express stage directions, areas of the stage, basic stage movements, and parts of a script using correct theatre terms (e.g., setting, costumes, plot, theme, etc.). 1.1.2.C.3[M] Distinguish between characters, actors, and the self by demonstrating respect for personal space, creative movement, and pantomime skills while interacting with others in creative drama and storytelling. 1.1.2.C.4[M] Describe the use of the technical theatrical elements by examining examples of theatrical design in productions. HISTORY OF THE ARTS AND CULTURE How do various cultures compare musically? BIG IDEA February-April DANCE, MUSIC, THEATRE, AND VISUAL ARTWORK FROM DIVERSE CULTURES AND HISTORICAL ERAS HAVE DISTINCT CHARACTERISTICS AND COMMON THEMES THAT ARE REVEALED BY CONTEXTUAL CLUES WITHIN THE WORKS OF ART. RESOURCES Music Connection Textbook Multicultural Songs CORE ACTIVITIES Students perform dances from Native American, African, Asian, Latin and Middle Eastern cultures each month in an ongoing study of world cultures. TECHNOLOGY INTEGRATION 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue. Activity: Students will work with rhythms of ta, ti-ti and rest. These are the Elemental vocabulary for quarter note, two eighth notes and quarter rest. Students will use the Smart Exchange program to work with these rhythms. A. History of the Arts and Culture 1.2.2.A.1[M] Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. Explore African drum music and American jazz music. 1.2.2.A.2[M] Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. Explore dances in other cultures. 8
SECOND GRADE MUSIC PERFORMANCE How can I project my ideas through music? BIG IDEA May-June THE CREATION OF AN ORIGINAL DANCE COMPOSITION OFTEN BEGINS WITH IMPROVISATION. MOVEMENT SEQUENCES CHANGE WHEN APPLYING THE ELEMENTS OF DANCE. PRESCRIBED FORMS AND RULES GOVERN MUSIC COMPOSITION, RHYTHMIC ACCOMPANIMENT AND THE HARMONIZING OF PARTS. ACTORS USE VOICE AND MOVEMENT AS TOOLS FOR STORYTELLING RESOURCES World of Music Music Connection CORE ACTIVITIES Students sing, clap, play on pitched and unpitched instruments, form, improvisation, ear training, solfeg, rhythm each week in music class. Students perform songs, rounds, ostinatos, and Orff pieces in music class. Participate in square dancing. TECHNOLOGY INTEGRATION 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. Activity: Students will be introduced to the four parts of the orchestra using San Francisco Symphony Kids Website. Students will be introduced to the main instruments in each section. Strings Section will include violins, viola, cello and bass. Woodwind Section will include clarinet, oboe and bassoon. Brass Section will include trumpet, tuba, trombone and Percussion Section will include timpani, snare drum and cymbals. 1.3.A. Dance 1.3.2.A.1 Create and perform planned and improvised movement sequences using the elements of dance, with and without musical accompaniment, to communicate meaning around a variety of themes. 1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway. 1.3.2.A.3 Define and maintain personal space, concentrate, and appropriately direct focus while performing movement skills. 1.3.2.A.4 Create and perform original movement sequences alone and with a partner using locomotor and non-locomotor movements at various levels in space. 1.3.B. Music 1.3.2.B.1[M] Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. 1.3.2.B.6[M] Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. Use board rhythms according to the solfeg system (ta, ti-ti, rest, ta-ah, ta-ah-ah, taah-ah-ah, so, mi and la). 9
SECOND GRADE MUSIC 1.3.2.B.7[M] Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor s cues. Participate in a grade level show. 1.3.C. Theatre 1.3.2.C.1[M] Portray characters when given specifics about circumstances, plot, and thematic intent, demonstrating logical story sequence and informed character choices. 1.3.2.C.2[M] Use voice and movement in solo, paired, and group pantomimes and improvisations. 1.3.2.C.3[M] Develop awareness of vocal range, personal space, and character-specific vocal and creative movement choices. 1.1.2.C.4[M] Describe the use of the technical theatrical elements by examining examples of theatrical design in productions. AESTHETIC RESPONSES & CRITIQUE METHODOLOGIES How can I see value in music? BIG IDEA December-January RELATIVE MERITS OF WORKS OF ART CAN BE QUALITATIVELY AND QUANTITATIVELY ASSESSED USING OBSERVABLE CRITERIA. RESOURCES Music Connection The Elements of Music CORE ACTIVITIES Students form an opinion about a musical work and support that opinion using the elements of music. TECHNOLOGY INTEGRATION 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Activity: Students will see the Specific Elements of music displayed on the smart tv. Students will be shown examples of each element as each icon is chosen. When pressing the icon, examples of the element will play. 1.4.B. Critique Methodologies 1.4.2.B.1[M] Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. 1.4.2.B.2[M] Apply the principles of positive critique in giving and receiving responses to performances. 1.4.2.B.3[M] Recognize the making subject or theme in works of dance, music, theatre, and visual art. 10
THIRD GRADE MUSIC THE CREATIVE PROCESS How do I write a song? BIG IDEA September-December RESOURCES World of Music Music Connection CORE ACTIVITIES BASIC CHOREOGRAPHED STRUCTURES EMPLOY THE ELEMENT OF DANCE. READING BASIC MUSIC NOTATION CONTRIBUTED TO MUSICAL FLUENCY AND LITERACY. MUSICAL INTELLIGENCE IS RELATED TO EAR TRAINING AND LISTENING SKILL, AND TEMPORAL SPATIAL REASONING ABILITY IS CONNECTED TO LISTENING Elements of music are discussed and practiced each week. One element is focused upon each month and presented in class each week in an ongoing skill building process. Learn dances in music class that are linked to various cultural lessons and musical elements. TECHNOLOGY INTEGRATION 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. Activity: Students will explore the website of the San Francisco Symphony Orchestra, SFS Kids in a whole class setting to learn how to navigate through the website. They will then explore individually to listen to classical music, write melodies, conduct musicians, play instruments, play games, and manipulate rhythms. Students will become acquainted with the entire site for future specific work. Activity: Students will use the music writing part of the SFSKids Website to explore placing notes on a staff and using different rhythms to come up with their own melodies. Students will share their creations with the class half way through the class and then continue to improve their music writing skills. Career Education Integration 9.1.4.A.2 Identify potential sources of income. Connection: When learning to write music in third grade, discuss where we hear music in society. Would you like to write music for TV commercials, television shows, movies or live Broadway shows? Where else do we hear music in society? The teacher will discuss financial wages. 1.1.A. Dance 1.1.5.A.1[M] Analyze both formal and expressive aspects of time, shape, space, and energy, and differentiate basic choreographic structures in various dance works. 1.1.5.A.2[M] Analyze the use of improvisation that fulfills the intent of and develops choreography in both its form and structure. 1.1.5.A.3[M] Determine how accompaniment (such as sound, spoken text, or silence) can affect choreography and improvisation. 1.1.5.A.4[M] Differentiate contrasting and complimentary shapes, shared weight centers, body parts, body patterning, balance, and range of motion in compositions and performances. 11
THIRD GRADE MUSIC 1.1.B. Music 1.1.5.B.1 Identify the elements of music in response to aural prompts and printed music notational systems. Write musical notation on a staff. HISTORY OF THE ARTS AND CULTURE How are the various cultures related with music? BIG IDEA January-April RESOURCES Music Connection Multicultural Songs CORE ACTIVITIES CHARACTERISTIC APPROACHES TO CONTENT, FORM, STYLE, AND DESIGN DEFINE ART GENRES. Students perform dances from Native American, African, Asian, Latin and Middle Eastern cultures each month in an ongoing study of world cultures. TECHNOLOGY INTEGRATION 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Activity: Students will practice conducting using the conducting part of the SFSKids Website. Students will conduct in 2, 3 and 4. Students will cause the musicians in the system to play louder or softer and faster or slower. 1.2.A. History of the Arts and Culture 1.2.5.A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. PERFORMANCE How can I make music? BIG IDEA May-June FUNDAMENTAL MOVEMENT STRUCTURES INCLUDE A DEFINED BEGINNING, MIDDLE, AND ENDING. PLANNED CHOREOGRAPHIC AND IMPROVISED MOVEMENT SEQUENCES MANIPULATE TIME, SPACE, AND ENERGY. KINESTHETIC TRANSFERENCE OF RHYTHM COMES FROM AUDITORY AND VISUAL STIMULI. COMPLEX SCORES MAY INCLUDE 12
THIRD GRADE MUSIC COMPOUND METERS AND THE GRAND STAFF. TECHNOLOGY INTEGRATION 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. Activity: Students will explore the instruments of the orchestra through the Discovery and Instrument playing sections of the SFSKids Website. Students will navigate through the Sea of Knowledge to the Instruments of the Orchestra and click on various instruments and listen to orchestral music which highlights those instruments. Students will have an opportunity to virtually play these instruments through the site. CORE ACTIVITIES Students sing, clap, and play on pitched and unpitched instruments, form, improvisation, ear training, solfeg, rhythm each week in music class. Students perform songs, rounds, ostinatos, and Orff pieces in music class. Participate in square dancing. 1.3.A. Dance 1.3.5.A.1[M] Perform planned and improvised sequences with a distinct beginning, middle, and end that manipulate time, space, and energy, and accurately transfer rhythmic patterns from the auditory to the kinesthetic. 1.3.5.A.2[M] Use improvisation as a tool to create and perform movement sequences incorporating various spatial levels (i.e., low, middle, and high), tempos, and spatial pathways. 1.3.5.A.3[M] Create and perform dances alone and in small groups that communicate meaning on a variety of themes, using props or artwork as creative stimuli. 1.3.5.A.4[M] Demonstrate developmentally appropriate kinesthetic awareness of basic anatomical principles, using flexibility, balance, strength, focus, concentration, and coordination. 1.3.5.A.5[M] Perform basic sequences of movement from different styles or traditions accurately, demonstrating proper alignment, balance, initiation of movement, and direction of focus. 1.3.B. Music 1.3.2.B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. Extend board rhythms according to the solfeg system (add ti-tiri, tiri-ti, tiri-tiri, so, mi, la, do and re). 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.2 Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. 1.3.5.B.3 Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. 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. 13
FOURTH GRADE MUSIC THE CREATIVE PROCESS How can I compose? BIG IDEA MP 3-4 CORE ACTIVITIES BASIC CHOREOGRAPHED STRUCTURES EMPLOY THE ELEMENTS OF DANCE. 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. Elements of music are discussed and practiced each week. One element is focused upon each month and presented in class each week in an ongoing skill building process. Learn dances in music class that are linked to various cultural lessons and musical elements. TECHNOLOGY INTEGRATION 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Activity: Students will use Smart Exchange Music Lesson on Parts of the Staff to review Staff, Treble Clef, Time Signature, Bar Line, Double Bar Line, Measure and Repeat Sign. 1.1.A. Dance 1.1.5.A.1 Analyze both formal and expressive aspects of time, shape, space, and energy, and differentiate basic choreographic structures in various dance works. 1.1.5.A.2 Analyze the use of improvisation that fulfills the intent of and develops choreography in both its form and structure. 1.1.5.A.3 Determine how accompaniment (such as sound, spoken text, or silence) can affect choreography and improvisation. 1.1.5.A.4 Differentiate contrasting and complimentary shapes, shared weight centers, body parts, body patterning, balance, and range of motion in compositions and performances. 1.1.B. Music 1.1.5.B.1[M] Identify the elements of music in response to aural prompts and printed music notational systems. Identify staff, treble clef, meter, bar line, double bar line, measure, and repeat signs. 1.1.5.B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. Create chords and identify I and V chords aurally and visually. RESOURCES Music Connection 4: Concepts, Themes, Reading Ed Sueta Band Method Rhythm Charts SFSKids.org 14
FOURTH GRADE MUSIC HISTORY OF THE ARTS AND CULTURE How does music influence culture? BIG IDEA MP 2-3 CHARACTERISTIC APPROACHES TO CONTENT, FORM, STYLE, AND DESIGN DEFINE ART GENRES. TECHNOLOGY INTEGRATION 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. Activity: Students will watch a youtube.com video that explains and demonstrates all instruments of the orchestra, and then proceed to use Britton s Young Person s Guide to the Orchestra on www.cargnegiehall.org/listeningadventures to review and further their knowledge of the instruments. 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Activity: Students will listen to Mussorgusky s Ballet of the Unhatched Chicks. Then they will watch a youtube.com video that brings the story behind the music to life. Students will draw their own ideas of what the scene in the music looks like. Career Education Integration 9.1.4.A.2 Identify potential sources of income. Connection: Students will understand what a composer and conductor do, as they will look at an orchestral score and learn the basic beat patterns for various time signatures, so they can practice conducting the class. 9.1.4.A.3 Explain how income affects spending and take-home pay. Connection: How much does a conductor make? How does that effect spending? While studying the orchestra, discuss how being a musician in an orchestra might be. What would be an interesting aspect of playing the clarinet or trumpet or cymbals in an orchestra? What instrument would you play? Would you be interested in conducting? How much does a conductor make? How does that effect spending? A. History of the Arts and Culture 1.2.5.A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. RESOURCES Music Connection 4: Concepts, Themes, Reading Ed Sueta Recorder Method Greatest Easy Recorder Favorites Ed Sueta Band Method Rhythm Charts Artie Almeida Interactive CD/DVD: Music Madness 15
FOURTH GRADE MUSIC PERFORMANCE How can I make music? BIG IDEA MP 1-2 CORE ACTIVITIES PROPER VOCAL PRODUCTION AND VOCAL PLACEMENT IMPROVE VOCAL QUALITY. HARMONIZING REQUIRES SINGING ABILITY AND ACTIVE LISTENING SKILLS. INDIVIDUAL VOICE RANGES CHANGE WITH TIME. Students sing, clap, and play on pitched and unpitched instruments, form, improvisation, ear training, solfeg, rhythm each week in music class. Students perform songs, rounds, ostinatos, and Orff pieces in music class. TECHNOLOGY INTEGRATION 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Activity: Students will review the basic recorder fingering of G, A and B using the interactive www.bearecorderstar.com. Students will play simple songs from the interactive website. Activity: Students will play various songs individually and as a group, using accompaniment and music through www.odogy.com 1.3.B. Music 1.3.2.B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. Extend board rhythms according to the solfeg system (add ti-tiri, tiri-ti, tiri-tiri, so, mi, la, do and re). 1.3.5.B.1[M] Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. 1.3.5.B.2[M] Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. 1.3.5.B.3 1.3.5.B.4 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. 16
FIFTH GRADE MUSIC THE CREATIVE PROCESS How do I compose and create my own music? BIG IDEA MP 1&3 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. CORE ACTIVITIES Students will understand basics of rhythm notation, including measure lines, time signatures and repeat signs. Students will understand the lines and space names of the treble clef staff. Students will compose various rhythm compositions, using whole, half, quarter and eighth note rhythms. Students will compose various melodic compositions, based on the major and pentatonic scales. Students will analyze various compositions for form. TECHNOLOGY INTEGRATION 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Activity: To review basic rhythms students will use the interactive Music Math program on Smart Exchange as a class. B. Music 1.1.5.B.2[M] Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. RESOURCES Music Connections 5: Concepts Ed Sueta Band Method Rhythm Charts Artie Almeida Music Madness Interactive CD/DVD HISTORY OF THE ARTS AND CULTURE How do music and culture reflect each other? BIG IDEA MP 2&4 SOMETIMES THE CONTRIBUTIONS OF AN INDIVIDUAL ARTIST CAN INFLUENCE A GENERATION OF ARTISTS AND SIGNAL THE BEGINNING OF A NEW ART GENRE. CORE ACTIVITIES Explore traditional holiday pieces and how they reflect culture. Understand characteristics of different ethnic music such as polka and mariachi. Understand the history of American folk songs. Understand the history of various patriotic American songs. 17
FIFTH GRADE MUSIC Explore the influences of essential composers such as Bach, Beethoven, and Mozart among others. Listen to and visualize various compositions through art. TECHNOLOGY INTEGRATION 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. Activity: Students will use the Connect Four Game on the Smart Exchange Website to play against each other to answer questions about the Four Major Genres of Classical Music. Students will answer questions about The Baroque Period, The Classical Period, the Romantic Period and the Contemporary Period. 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Activity: Students will understand how a melody moves, as well as, identify the note names on the staff. Student will review the note names on the stadd using the introduction to the Staff lesson on www.musictheory.net and then play a game using their knowledge of note names using www.staffwars.com. Career Education Integration 9.1.8.A.1 Explain the meaning and purposes of taxes and tax deductions and why fees for various benefits (e.g., medical benefits) are taken out of pay. Connection: As students explore the history of pop/rock music, they will understand the career of a record producer and their role in the recording process. Students will form small groups to discuss the breakdown of a basic recording and what types of instruments/voices/backgrounds would be used in a song, as though they are the recorder producer, then present to the class. 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. Connection: Students will explore: How do we know that Bach s older brother raised him? How do we know that Mozart performed for kings? How do we know that an instrument called a double aulos existed? Historians research through reading old letters and correspondences. Historians examine ancient urns and see pictures and other ancient artwork. Being a historian may be very interesting for someone who likes to research and figure out mysteries. A. History of the Arts and Culture 1.2.5.A.1[M] Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 1.2.5.A.2[M] Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.2.5.A.3[M] Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. RESOURCES Music Connections 5: Themes Minuet Ball 2013 Dance no.3 Dance no. 5 18
FIFTH GRADE MUSIC PERFORMANCE How can I make music? BIG IDEA MP 1&3 DECODING MUSICAL SCORES REQUIRES UNDERSTANDING OF NOTATION SYSTEMS, THE ELEMENTS OF MUSIC, AND BASIC COMPOSITIONAL CONCEPTS. CORE ACTIVITIES Students will sing various songs from different cultures and time periods in history. Students will perform their compositions (rhythm and melodic) in class. Students will perform various short songs on the xylophone. B. Music 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.2 Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. 1.3.5.B.3[M] Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. 1.3.5.B.4[M] Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. RESOURCES Music Connection 5: Concepts, Themes, & Reading 19
FIFTH GRADE MUSIC MUSIC APPRECIATION QUARTERLY PERFORMANCE How can perform to the best of my ability? BIG IDEA MP 1-4 A PLAY S EFFECTIVENESS IS ENHANCED BY THE THEATRE ARTISTS KNOWLEDGE OF TECHNICAL THEATRICAL ELEMENTS AND UNDERSTANDING OF THE ELEMENTS OF THEATRE CORE ACTIVITIES Readers Theater activity: Will the Music Play? By Lois Lewis TECHNOLOGY INTEGRATION 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Activity: Students will understand how a melody moves, as well as, identify the note names on the staff. Student will review the note names on the staff using the introduction to the Staff lesson on www.musictheory.net and then play a game using their knowledge of note names using www.staffwars.com. 1.3.C. Theatre 1.1.5.C.1[M] Evaluate the characteristics of a well-made play in a variety of scripts and performances. 1.1.5.C.2[M] Interpret the relationship between the actor s physical and vocal choices and an audience s perception of character development by identifying examples of vocal variety, stage business, concentration, and focus. 1.1.5.C.3[M] Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created. 1.1.5.C.4[M] Explain the function of sensory recall and apply it to character development. 1.3.5.C.1[M] Create original plays using script-writing formats that include stage directions and technical theatrical elements, demonstrating comprehension of the elements of theatre and story construction. 1.3.5.C.2[M] Demonstrate how active listening skills, vocal variety, physical expression, stage business, sensory recall, concentration, and focus affect meaning in scripted and improvised performances. RESOURCES Fourth Grade Musical Production: The Rats of Hamlin 20