Throughout the year students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. Perception Objective 4 5.1 THE STUDENT DESCRIBES AND ANALYZES MUSICAL SOUND AND DEMONSTRATE MUSICAL ARTISTRY. (a) distinguish among a variety of musical timbres; Distinguish between the instrument families of the orchestra and identify and describe tone colors of specific instruments. Distinguish between the various vocal timbres: soprano, alto, tenor, bass 5.1 THE STUDENT DESCRIBES AND ANALYZES MUSICAL SOUND AND DEMONSTRATE MUSICAL ARTISTRY. (b) use standard terminology in explaining music, music notation, musical instruments and voices, and musical s; and Objective 2 Perception Demonstrate aural and visual knowledge of duple and triple meter. Visually and aurally identify steps, and skips in a diatonic scale (i.e. do, re, mi, fa, so, la, ti, do 1 ) 5.1 THE STUDENT DESCRIBES AND ANALYZES MUSICAL SOUND AND DEMONSTRATE MUSICAL ARTISTRY. (c) identify a variety of music forms such as AB, ABA, rondo, and theme and variations. Objective 4 Perception Identify the following music forms: AB, ABA, rondo, D.C. al fine, first & second endings and theme and variation in music performed and presented aurally. Pagel
5.2 THE STUDENT PERFORMS A VARIED REPERTOIRE OF MUSIC. (a) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic techniques; While singing, the student will do the following: Sing in tune, independently and in a group, simple songs in full-octave range Sing in a group and listen to songs with an extended range Sing in rounds, partner songs and two-part songs Sing using proper breathing techniques, posture and diction While performing individually and in a group on a variety of instruments the student will:» ON UN-PITCHED Play beat and/or rhythm of words Accompany by reading simple rhythms ON PITCHED "Accompany with crossover and shifting borduns Read and play melodies (absolute, pitch names) on available instruments, i.e. recorder, keyboard, guitar Improvise pentatonic melodies Page 2
5.2 THE STUDENT PERFORMS A VARIED REPERTOIRE OF MUSIC. (b) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and Perform and read music representing diverse genres, styles, periods, cultures and composers. 5.2 THE STUDENT PERFORMS A VARIED REPERTOIRE OF MUSIC. (c) demonstrate appropriate small- and large-ensemble techniques during formal and informal concerts. While singing, the student will do the following during formal and informal concerts: Sing in tune, independently and in a group, simple songs in full-octave range Sing in a group and listen to songs with an extended range Sing in rounds, partner songs and two-part, songs ' * Sing using proper breathing techniques, posture and diction In informal and formal concerts, the student will perform individually and in a group on a variety of instruments: ON UN-PITCHED Play beat and/or rhythm of words > Accompany by reading simple rhythms ON PITCHED. crossover and shifting borduns PageS
Read and play melodies (absolute pitch names) on available instruments, i.e. recorder, keyboard, guitar Accompany with Improvise pentatonic melodies 5.3 THE STUDENT READS AND WRITES MUSIC NOTATION. (a) read standard notation; Writing Objective 1 & 2 The student will: Read, perform and write rhythm patterns including syncopation and previously-learned rhythms, Recognize dotted rhythms. ^. Identify steps and skips on the staff, i.e. do', la, so, mi, re, do, low la, and low so. Recognize melodic notes fa and ti in a major scale Identify absolute pitch names on the treble staff Recognizes a grand staff Page 4
5.3 THE STUDENT READS AND WRITES MUSIC NOTATION. (b) use standards symbols to notate meter, rhythm, and pitch in simple patterns (manuscript or computergenerated); Writing Objective 1 & 2 The student will: Read, perform and write rhythm patterns including syncopation and previously-learned rhythms. Recognize dotted rhythms. Identify steps and skips on the staff, i.e. do', la, so, mi, re, do, low la, and low so. Recognize melodic notes fa and ti in a major scale Identify absolute pitch names on the treble staff Recognizes a grqnd staff Review knowledge of previously-learned meters 5.3 THE STUDENT READS AND WRITES MUSIC NOTATION. (c) read and write music that incorporates rhythmic patterns in various meters; and Objective 2 Read, perform and write rhythm patterns in various meters using syncopation in addition to previouslylearned rhythms. 5.3 THE STUDENT READS AND WRITES MUSIC NOTATION. (d) identify music symbols and terms referring to dynamics, tempo, and articulation. Objective 2 The student will identify and perform appropriate dynamic and tempo markings while demonstrating knowledge of phrase, shape and contour, 5.4 THE STUDENT CREATES AND ARRANGES MUSIC WITHIN SPECIFIED GUIDELINES. (a) create rhythmic and melodic phrases; and Writing Objective 1 & 2 Create rhythm patterns using syncopation in addition to previously learned rhythms. Create melodic phrases using do', la, so, mi, re, do, la, low la and low so. PageS
5.4 THE STUDENT CREATES AND ARRANGES MUSIC WITHIN SPECIFIED GUIDELINES. (b) create/arrange simple accompaniments. In informal and formal concerts, the student will perform individually and in a group on a variety of instruments: ON UN-PITCHED Play beat and/or rhythm of words Accompany by reading simple rhythms ON PITCHED crossover and shifting borduns Read and play melodies (absolute pitch names) on available instruments, i.e. recorder, keyboard, guitar Improvise pentatonic melodies (a) identify aurally-presented excerpts of music representing diverse genres styles, periods, and cultures; (b) describe various music vocations and avocations; Listen to and identify aurally-presented excerpts of orchestral and choral music representing diverse genres, styles, periods, cultures and composers. Discuss roles of performers, conductors and composers of various musical venues by viewing live s. Page6
(c) perform music and movement from diverse cultures; Perform song material and games representative of American and Texas heritage and various cultures. Observe customs and costuming of various cultures. (d) perform music representative of American and Texas heritage; and Perform song material and games representative of American and Texas heritage and various cultures. Observe customs and costuming of various cultures. (e) identify concepts taught in the other fine arts and their relationships to music concepts. Discuss roles of performers,,conductors and composers df various musical venues by viewing live s. '" * Discuss relationships and connections between visual art, theater art and music. 5.6 THE STUDENT RESPONDS TO AND EVALUATES MUSIC AND MUSICAL PERFORMANCE. (a) apply criteria for evaluating musical s and compositions; Objective 4 Response/ evaluation While listening to live and recorded s, students will respond to and identify: Correct pitch and listening skills - Dynamic contrast Music form Rhythmic and melodic patterns studied Page?
TEKS 5.6 THE STUDENT RESPONDS TO AND EVALUATES MUSIC AND MUSICAL PERFORMANCE. (b) evaluate, using music terminology, personal preferences for specific music works and styles; TAKS Objective Objective 4 Strand/Theme Response/ evaluation Strategy While listening to live and recorded s, students will respond to and identify: Correct pitch and listening skills Dynamic contrast Music form Rhythmic and melodic patterns studied 5.6 THE STUDENT RESPONDS TO AND EVALUATES MUSIC AND MUSICAL PERFORMANCE. (c) exhibit concert etiquette as an actively involved listener during varied live s. Response/ evaluation Students will exhibit proper audience and etiquette. \ Page 8