Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and skills incrementally increasing in depth and rigor. Students will develop knowledge and skills related to the elements of music, the principles of performance, the connection of music to history and culture, as well as music's many interdisciplinary connection. Scope And Sequence Timeframe Unit Instructional Topics Course Rationale education encourages creative expression through performance, listening and composition. A well constructed district music program provides creative outlets scaffolding essential skills and knowledge. Our K-8 music program provides for the systematic development of musical skills and knowledge focused on the fundamental development of the learner as a creative thinker making it an essential component of a well rounded educational experience for Park Hill students. Key Resources Recorded music examples Classroom percussion instruments Flash cards and pictures Charts Books and stories Internet resources Textbooks Sheet music/musicals Board Approval Date May 27, 2010 Unit: Elements of Elements of Performance Skills History and Culture Interdisciplinary Connections 1. Rhythm 2. Melody 3. Harmony 4. Form 5. Expressive Qualities 6. Timbre 1. Vocal Performance Skills 2. Performance Etiquette 3. Qualities of a al Performance 4. Demonstrate individual skills 1. Composers, styles and time periods 2. World cultures 1. Relationship of music to other subject areas 2. Connections to the outside world 3. Connections to careers Course Details Duration: Page 1
Enduring Understandings Time signatures indicate the beat/rhythm patterns in music. All music sharing the same time signature will become boring. Multi-meter will keep it interesting. Since our voices are changing, we need to be more aware of the elements of treble and bass clefs. Let's attach the two clefs together like we see on the music we are reading. All of the notes in music are not limited to the grand staff. Ledger lines allow us to notate those notes that are higher and lower than what the staff represents. To create different emotion musically, sometimes we will sing the same note as a group (unison) and sometimes we will sing different notes as a group (harmony). Form is the overall structure of a piece of music. Performing with appropriate expressive qualities keeps the song true to its style, and helps the listener enjoy the sound. The choir needs to function together as a team. The conductor is the coach of that team. Similar to expressive qualities, you vocal tone, or timbre, is important to the sound quality of the performance. Essential Questions What do the top # and bottom # mean in a time signature? Can you identify the differences between one meter and another meter? Can you identify the differences between bass clef and treble clef? Are you able to label all the parts of the ground staff? Can you label the letter names of notes written above or below the staff? Can you listen and identify the difference between unison and harmony? Can you sing it? Can you cut down a song in to a few pieces to help us understand its form? Can you tell/show me examples of appropriate expressive singing qualities? Can you follow cues of your conductor? Can you identify and describe the timbre you would use on different styles of music? Example Assessment Items Given a piece of music, students correctly identify time signatures, and note and rest values. Given a piece of music, students identify and perform multi-meter music. Given a piece of music, students identify standard pitch notation on treble and bass clef. Given a piece of music, students identify the grand staff. Given a piece of music, students identify notes above and below the staff (ledger line notes). Given a listening example, students differentiate between unison and harmony singing. Given a piece of music, students identify and apply music form. In rehearsal/performance, students apply expressive qualities. In rehearsal/performance, students respond to expressive cues of the conductor. In rehearsal/performance, students use appropriate vocal timbre. Topic: Rhythm Duration: 0 Day(s) The student will demonstrate knowledge of time signatures, note/rest values. The student will identify beat vs. rhythm; tempo effect on rhythm. The student will perform multi-meter music. Melody The student will identify and apply key signature. The student will identify ledger lines above/below staff. The student will identify standard pitch notation on treble and bass clef. The student will recognize solfege. Harmony The student will differentiate between harmony and unison. Form The student will identify and apply the repeat sign / first and second ending. Page 2
Expressive Qualities The student will apply articulation (staccato, legato). The student will apply ritardando and accelerando. The student will identify and apply dynamics (p) (f) (mf) (mp) (pp) (ff) (Cresc.) (Decresc.). The student will identify and apply tempo. Timbre The student will compare and contrast instrument families and their sounds. The student will compare and contrast instrumental and vocal ensembles. The student will distinguish between voice parts (soprano, alto, tenor, bass). Unit: Performance Skills Duration: Enduring Understandings Sitting or standing tall and still, using a steady beat, matching pitch, clearly saying your words, and using the correct voice are important performance skills. Following the teacher's directions helps us work as a team to make good music. Being responsible for my performance behavior helps the group be successful. Sitting or standing tall and still, using a steady beat, playing correct pitch, and playing the instrument correctly are important performance skills. Essential Questions What does a good performer do when singing? How does following the teacher's directions help us make good music? What would good performance behavior look like? What does a good performer do when playing an instrument? Example Assessment Items Vocal During practice, the student uses correct posture, rhythm, steady beat, pitch, diction, and tone quality. Etiquette During practice and performance the student follows cues and uses appropriate behaviors. Instrumental During practice, the student uses correct posture, rhythm, steady beat, pitch, and tone quality. Topic: Vocal Performance Skills Duration: 0 Day(s) The student will match pitch. The student will use appropriate tone quality and diction. The student will use correct posture. The student will use correct rhythm and steady beat. Performance Etiquette The student will follow procedural expectations. The student will follow the conductor's cues. Page 3
Qualities of a al Performance The student will gain grade-level appropriate awareness of the elements of music in a quality musical performance. Demonstrate individual skills Description This topic is addressed throughout the curriculum but not formally assessed. The student will learn individual composition and/or improvisational skills. Unit: History and Culture Unit Overview This unit is addressed throughout the curriculum but not formally assessed. Duration: Composers, styles and time periods The student will become aware of a variety of composer styles and time periods. World cultures The student will learn the connection between music and various world cultures. Unit: Interdisciplinary Connections Unit Overview This unit is addressed throughout the curriculum but not formally assessed. Duration: Relationship of music to other subject areas The student will become aware of music's relationship to other subject areas. Connections to the outside world The student will become aware of how music connects to the outside world. Connections to careers The student will become aware of music's connection to various careers. Page 4
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