CURRICULUM FOR INTRODUCTORY PIANO LAB GRADES 9-12
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Frank G. Mauriello, Interim Assistant Superintendent for Curriculum & Instruction Raymond Candiloro, Program Supervisory of Fine & Performing Arts The Board acknowledges the following who contributed to the preparation of this curriculum. Stephan LaBelle Christine H. Salcito, Interim Superintendent of Schools Subject/Course Title: Date of Board Adoptions: Introductory Piano Lab April 21, 2015 Grades 9 12 Revised November 21, 2017
RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Instrumental Music Unit Title: Introductory Piano Lab Target Course/Grade Level: Grades 9-12 - No prerequisite required Course Overview: Introductory Piano Lab is available to all students in Grades 9 through 12 enrolled at Rahway High School. This course is a beginner s class designed for students who wish to develop basic piano playing skills. Time in class will be spent both on and off the keyboards. While playing, students will be working individually and in small groups to master the techniques of playing and to learn pieces. Approximate Length of Unit: Full Year - 5.0 credits Primary interdisciplinary connections: Students in Introductory Piano Lab are exposed to many interdisciplinary skills and connections including: Teamwork Perseverance Fine Motor Skills Music in History Mathematics Motor/Kinesthetic Skills LEARNING TARGETS New Jersey Student Learning Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of music. 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. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing and/or presenting works of music. 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 music. Content Strand: 1.1B Music 1.2A History of the Arts and Culture 1.3B Music 1.4A Aesthetic Responses 1.4B Critique Methodologies CPI# 1.1.5.B.1 1.1.5.B.2 1.2.5.A.2 1.3.5.B.1 1.3.5.B.4 1.3.8.B.2 1.3.8.B.3 1.4.2.A.1 Identify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythms, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures. Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. 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.)
1.4.5.A.1 1.4.5.A.2 1.4.5.B.2 Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critique by peers. 21st Century Life and Career Skills: 9.1.12.A.1 9.1.12.D.1 9.1.12.F.2 9.1.12.F.3 9.4.12.A.16 9.4.12.A.17 9.4.12.A.45 9.4.12.A.46 Apply critical thinking and problem-solving strategies during structured learning experiences. Interpret spoken and written communication within the appropriate cultural context. Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences Defend the need for intellectual property rights, workers rights, and workplace safety regulations in the United States. Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions. Employ critical thinking and interpersonal skills to resolve conflicts. Employ leadership skills to accomplish goals and objectives. Employ organizational skills to foster positive working relationships and accomplish organizational goals. National Core Arts Standards Creating - Conceiving and Developing new artistic ideas and work Anchor Standard #1: Generate and conceptualize artistic ideas and work. Anchor Standard #2: Organize and develop artistic ideas and work. Anchor Standard #3: Refine and complete artistic work. Performing - Presenting - Producing - Performing (dance, music, theatre): Realizing artistic ideas and work through interpretation and presentation. Presenting (visual arts): Interpreting and sharing artistic work. Producing (media arts): Realizing and presenting artistic ideas and work. Anchor Standard #4: Analyze, interpret, and select artistic work for presentation. Anchor Standard #5: Develop and refine artistic work for presentation. Anchor Standard #6: Convey meaning through the presentation of artistic work. Responding - Understanding and evaluating how the arts convey meaning Anchor Standard #7: Perceive and analyze artistic work. Anchor Standard #8: Interpret intent and meaning in artistic work. Anchor Standard #9: Apply criteria to evaluate artistic work. Connecting - Relating Artistic Ideas and work with personal meaning and external content Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art. Anchor Standard #11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. CONTENTS OF STUDY The knowledge and skills learned in Introductory Piano Lab are built cumulatively and individually with each student. Every student has a different depth of knowledge in each of the following sections depending on skill level and background. All of these concepts are continuously reinforced. Unit Essential Questions How will proper posture improve my playing abilities? How are pianos played, and how do they produce sound? How can I use printed music, chord symbols, and notation to perform on the piano? What are the various positions in which we can play piano and how do they interact with each other? With my understanding of musical concepts, is the performance of high quality? Why or Why Not? What evidence can you site in order to articulate both positive and negative aspects of a performance in a constructive manner? Knowledge and Skills Introductory Piano Lab at Rahway High School is designed to be taken for 1 year. At the conclusion of the course, students will have skills in the following areas: Posture Students will understand the proper procedure for setting up the body to play piano. Aspects are to include, leg positions, back position, hand positions and shaping and finger position along with keystroking.
Positions Students will be able to comfortably play using the following on the piano: C Position Middle C Position G Position Moving up and down the piano in certain intervals Expanded Positions Moving from position to position Thumb under movement Use sharps and flats and recognize them in the music Notation Students will gain the ability to read printed music and will know the proper fingerings (in various positions) and names of the notes in the range of C3 all the way up to G5. Intervals Students will have a basic concept of intervals from unison through octaves and demonstrate the ability to play them on the piano in various positions. Meter Students will be able to comfortably play and count in the following meters: 4/4-3/4-2/4 Rhythms Applying a system of counting to music for the purpose of efficient learning and performance accuracy; subdividing larger rhythms for performance accuracy. Students will be able to comfortably play and count the following rhythms: Quarter Notes and Rests Half Notes and Rests Whole Notes and Rests Eighth Notes and Rests Dotted Quarter Notes and Half Notes Eighth Note + Sixteenth Note Patterns Scales Students will be able to comfortably play the following scales: C Major G Major If the skills allow it, the appropriate minor scales and additional major scales. Basic Theory The basic concepts of music notation including key signatures, time signatures, chord structure etc. Gaining an elementary understanding of tonal harmony. Hand Independence/Coordination Students will demonstrate the ability to use their hands independently within a piece of music on the piano. Students will also gain the skill of three-part movement when using their hands separately along with the foot for the sustaining pedal. Sight Reading Reading music at sight, or for the first time, gives the performer a sense of the music, allowing them to go back and practice the music with more success. Rhythm, counting and subdividing, and steady beat are the first priorities in sight-reading. Pitch accuracy is second in importance, followed by expression. Students should begin with small excerpts and grow to encompass an entire work as the other skills are solidified. Practice Together with the teacher, students will design strategies that will help the individual student practice more effectively leading to increased musical independence. Students will develop an ear to assess problem areas and develop ways to correct mistakes. Students will become independent musical learners.
Musical Vocabulary Students will develop a musical vocabulary including terms relating to but not limited to: sharps, flats, articulation, dynamics, rhythms, scales, pitches, positions, posture etc. PERFORMANCES The Rahway High School Introductory Piano Lab class will have the opportunity to perform in many concerts throughout the year of the students are so inclined. These opportunities include but are no limited to: Winter Spectacular - early December Cabaret Night - mid February Spring Concert - Late May EVIDENCE OF LEARNING Assessment The Introductory Piano Lab student will be assessed using various performance and observational criteria. Students will be given various written quizzes and take home assignments throughout the school year to ensure understanding of the topics at hand. The students will also be practicing towards a mid term exam and final exam comprised of piano playing along with a written basic theory assessment which will assess the level of understanding that the students have in regards to their musical training. The teacher should be looking for the growth of a student s knowledge/understanding of music, which will lead to the growth as a musician. Students will also be given periodic playing quizzes from the class book material to ensure consistent growth that will be graded by a rubric. The exact grading policy should be left up to the current teacher due to their teaching style and how they believe the students will benefit the most from the grading system. Learning Activities A variety of strategies will be utilized in both rehearsal and instrument lessons, including, but not limited to the following: Lecture Modeling Imitation Improvisation Teamwork Listening exercises Visual (use of white board or handouts) Group Work RESOURCES Teacher Resources: Alfred s Adult All in One Course - Level 1 - Alfred Publishing Online Piano Music Sources Equipment Needed: Computer - Internet Keyboards with piano benches - Keyboard Lab setup with teacher and student stations Metronomes (built into keyboards) Speaker Headphones