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 connections. 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 Page 1
Enduring Understandings Notes and rests create rhythms and are the basis of all music. Time signatures show how many beats per measure and what note gets one beat. In order to sing or play a pitched instrument you must know how to read a treble and/or bass clef staff. This is what creates high and low sounds/melodies. A grand staff is used to represent both high/treble and low/bass sounds (and notes on the piano) Being able to read music road signs helps you navigate through the music without getting lost. Tempo and dynamics add variety and expression/feeling in music. Each instrument family is unique in the sounds they produce (timbre) adding variety and expression to music. Essential Questions What is the purpose of notes and rests? Can you identify similarities/differences between notes and rests? What does the top and bottom number of the time signature tell you? What are the line and space names of the treble and bass clef stoves? How is a grand staff formed? What does a repeat sign/first and second ending look like? What do you do when you see a repeat sign and/or first and second ending? How do tempo markings change music? What do tempo markings look like? How do dynamics change music? What do dynamic markings look like? Why do instruments sound different (have different timbre)? What are the four instrument families? Example Assessment Items Rhythm Given specific notes or rests, the student performs/writes/reads/creates different notes and/or rhythm patterns. Given a musical example, the student locates the time signature and defines the top and bottom number. Melody Given two staves, the student creates a grand staff with the appropriate symbols. Form Given a piece of music, the student identifies and correctly follows a repeat sign and first/second endings. Expressive Qualities Given a piece of music, the student identifies and correctly demonstrates tempo markings. Given a piece of music, the student identifies and correctly demonstrates dynamic markings. Timbre Given a musical example/instrument cue, the student can identify the instrument (and/or family) being played. Topic: Rhythm Duration: 0 Day(s) The student will be introduced to complex time signatures. The student will demonstrate syncopation. The student will identify and perform whole, dotted half, half, quarter, eighth, sixteenth notes and rests. The student will identify basic time signatures in two, three and four. Melody The student will identify a grand staff. 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 demonstrate harmony and unison. Page 2
Form The student will identify and apply the repeat sign / first and second ending. 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 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 Page 3
The student will follow procedural expectations. The student will follow the conductor's cues. 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. 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. 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
Page 5