Identify standard notation including rhythm, melody, and symbols of musical expression SPI 5.1.1

Similar documents
Demonstrate knowledge of music notation including rhythm, melody, and symbols of musical expression SPI 5.1.2

Compare and contrast meters, and identify note/rest values SPI 5.1.1

Music Curriculum Kindergarten

Essentials Skills for Music 1 st Quarter

Grade Level 5-12 Subject Area: Vocal and Instrumental Music

Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music

Standard 1 PERFORMING MUSIC: Singing alone and with others

CHOIR Grade 6. Benchmark 4: Students sing music written in two and three parts.

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Visual Arts, Music, Dance, and Theater Personal Curriculum

WASD PA Core Music Curriculum

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Indiana Music Standards

Power Standards and Benchmarks 3 rd Grade

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education

GENERAL MUSIC Grade 3

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

MMSD 6-12 th Grade Level Instrumental Music Orchestra Standards

Standard 1: Singing, alone and with others, a varied repertoire of music

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

BAND Grade 7. NOTE: Throughout this document, learning target types are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ).

Choir Scope and Sequence Grade 6-12

Archdiocese of Washington Catholic Schools Academic Standards Music

Instrumental Music. Band

Course Outcome Summary

Grade One General Music

KINDERGARTEN GENERAL MUSIC

MMSD 6-12 th Grade Level Choral Music Standards

6-12 th Grade Level Choral Music Standards

West Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations

MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading

Grade 4 General Music

Connecticut State Department of Education Music Standards Middle School Grades 6-8

STRAND I Sing alone and with others

Third Grade Music. Curriculum Guide Iredell-Statesville Schools

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Grade-Level Academic Standards for General Music

2nd Grade Music Music

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks

By the end of Grade 5 students know and are able to do everything required in earlier grades and: Sing independently and expressively.

MMS 8th Grade General Music Curriculum

CALIFORNIA Music Education - Content Standards

CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm


Music Approved: June 2008 Fillmore Central Revision: Updated:

Grade 3 General Music

Music Learning Expectations

3rd Grade Music Music

Music Indicators Grade 1

CROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12

1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard:

Formative Assessment Plan

PERFORMING ARTS Curriculum Framework K - 12

VOCAL MUSIC CURRICULUM STANDARDS Grades Students will sing, alone and with others, a varied repertoire of music.

5 th Grade General Music Benchmarks

International School of Kenya

MUSIC: Singing BAND, GR DRAFT

Central DeWitt Community School District. K--12 Music Standards

Montana Instructional Alignment HPS Critical Competencies Music Grade 3

MUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12

1. Takadimi method. (Examples may include: Sing rhythmic examples.)

General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS

4th Grade Music Music

Music Curriculum Map

Fifth Grade Music. Curriculum Guide Iredell-Statesville Schools

Greenwich Music Objectives Grade 2 General Music

Music Guidelines Diocese of Sacramento

Course Overview. Assessments What are the essential elements and. aptitude and aural acuity? meaning and expression in music?

MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results

GENERAL MUSIC 6 th GRADE

Fourth Grade Music. Curriculum Guide Iredell-Statesville Schools

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?

Greenwich Music Objectives Grade 3 General Music

5th Grade Music Music

PENINSULA SCHOOL DISTRICT Music Curriculum. Grades K-5. Matrix

WASD PA Core Music Curriculum

Eighth Grade Music Curriculum Guide Iredell-Statesville Schools

Elementary Music Curriculum Objectives

K-12 Music! Unpacked Content

Woodlynne School District Curriculum Guide. General Music Grades 3-4

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Elementary Music - Grade Five

MUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music.

Music Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation)

Power Standards and Benchmarks Orchestra 4-12

Teacher: Adelia Chambers

Chorus 6- Beginning Level

Greenwich Music Objectives Grade 4 General Music

ORCHESTRA Grade 5 Course Overview:

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music

7th Grade Vocal Music Music

CONTENT AREA: MUSIC EDUCATION

MUSIC CURRICULUM GUIDELINES K-8

GRADE FOUR GENERAL MUSIC

Danville Public Schools Music Curriculum Preschool & Kindergarten

MUSIC CURRICULUM MAP GRADE K-4

MUSIC GRADE-LEVEL EXPECTATIONS. Missouri Department of Elementary and Secondary Education May, 2007

Stafford Township School District Manahawkin, NJ

Transcription:

6 th Grade General Music Pacing Guide This guide was created with the understanding that musical skills and concepts are to be addressed throughout the nine-week period. The specific proficiencies introduced each week are cumulative and should continue to be addressed in subsequent weeks. Standards 1.0 Singing 2.0 Playing 3.0 Improvising 4.0 Composing 5.0 Reading and Notating Week One Week Two Week Three Week Four Week Five Week Six Week Seven Week Eight Week Nine Alone, a familiar song using correct rhythm and pitch SPI 1.1.1 In unison, a familiar song, using correct rhythm and pitch SPI 1.2.1 Alone using correct technique and rhythm SPI 2.1.1 Using correct technique and rhythm within an ensemble SPI 2.2.1 Vocally, simple melodic phrases SPI 3.1.1 Use various rhythmic patterns to create a non-notated rhythmic variation SPI 3.2.1 Use classroom rhythm instruments to create a non-notated accompaniment to a familiar song SPI 3.3.1 Experiment, in groups, with a variety of traditional and nontraditional sound sources SPI 4.1.1 Experiment, in groups, with speech, rhythm, melody, and form SPI 4.1.1 Create, in groups, a simple original ostinati SPI 4.1.1 Experiment, in groups, with speech, rhythm, melody, and form to create a simple arrangement of a specified portion (e.g., chorus or refrain) of a familiar song SPI 4.2.1 Identify standard notation including rhythm, melody, and symbols of musical expression SPI 5.1.1 Notate rhythmic and/or melodic music examples using standard notation SPI 5.2.1 6.0 Listening and Analyzing Identify music examples by genre or culture SPI 6.1.1 Analyze aural examples in terms of tone color/timbre SPI 6.2.1 Describe written examples of music using appropriate vocabulary SPI 6.3.1 7.0 Evaluating 8.0 Interdisciplinary Connections Explore teacher-provided criteria for evaluating the quality and effectiveness of music compositions SPI 7.1.1 Explore a given criteria for evaluating the quality and effectiveness of music performances SPI 7.2.1 Explore the correlation between music and another academic discipline SPI 8.2.1 Explore characteristics of art disciplines within a particular historical period or style SPI 8.1.1 Describe the use of technology in music SPI 8.3.1 9.0 Historical and Cultural Relationships Examine the music of one or more world cultures following teacher-provided guidelines SPI 9.3.1 Examine the characteristics of a selected music genre, time period, or culture SPI 9.1.1 Explore the sources and development of one American music genre and correlate well-known composers and/or performers associated with that genre SPI 9.2.1

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

6 th Grade General Music Vocabulary List Week One: A cappella, Articulation, Diction, Dynamics, Elements of Music, Expression, Meter, Standard Notation, Symbols of Musical Expression, Time Signature, Vocal Production Week Two: Body Percussion, Classroom Instruments, Embouchure, Found Sounds, Improvise, Technique, Tempo, Phrase Week Three: Form, Genre, Style, Style Periods Week Four: Compose, Ensemble, Ostinato, Performance Medium, Unison Week Five: Intervals, Key Signature, Musical Periods, Scale, Staff, Variation Week Six: Aurally, Timbre, Tone Week Seven: Accompaniment, Texture Week Eight: Arrange, Technical Accuracy Week Nine: MIDI

Course: 6 th Grade General Music Week: One Instructional Guide 1.0 Singing: Students will sing, alone and with others, a varied repertoire of music. 5.0 Reading and Notating: Students will read and notate music. 8.0 Interdisciplinary Connections: Students will understand relationships between music, the other arts, and disciplines outside the arts. 1.1 Demonstrate the ability to sing alone selected musical examples. 5.1 Demonstrate skills in interpreting notated musical examples that include rhythm, melody, and symbols of musical expression. 8.2 Explain the relationship between music and another academic discipline (i.e., science, language, math, history). 1.0 Singing: Can the student sing a simple melody, alone and with others, using proper pitch and rhythm? Can the student demonstrate the skills necessary for a successful vocal performance, alone and in an ensemble? 5.0 Reading and Notating: Can the student identify and define standard notation examples of rhythm, melody, and symbols of musical expression? 8.0 Interdisciplinary Connections: What are the relationships between music and; (a) art disciplines, (b) academic disciplines, and (c) technology? A cappella, Articulation, Diction, Dynamics, Elements of Music, Expression, Meter, Standard Notation, Symbols of Musical Expression, Time Signature, Vocal Production 1.1 Sing a simple melody using proper pitch and rhythm. 5.1 Demonstrate use of - Note and rest values (whole to sixteenth) - Lines and spaces of the treble clef staff - Dynamic markings from pianissimo to fortissimo - Duple and triple meter - Directional symbols (e.g., repeat signs, endings, codas) - Notation - Lines and spaces of the bass staff - Dynamic markings 8.2 Explain the relationship between music and another academic discipline (i.e., science, language, math, history). 1.1.1 Sing, alone, a familiar song using correct rhythm and pitch. 5.1.1 Identify music notation including rhythm, melody, and symbols of musical expression. 8.2.1 Explore the correlation between music and another academic discipline. - Pre-test Reading and Notating - Sing on Sight! - Essential Musicianship: Essential Elements for Choir - www.flocabulary.com - VH1 Save the Music (Music Education advocacy) www.vh1savethemusic.com - Notation: www.musictechteacher.com!"www.voicedoctor.net/media/video/index.html www.classicsforkids.com/teachers/training/handsigns.asp!"www.flashmusicgames.com!"www.musescore.org!"www.theteacherwebsite.com!"www.menc.org!"www.edhelper.com!"www.havefunteaching.com/worksheets/graphicorganizers!"www.badwolfpress.com!"www.kidsciencechallenge.com/#/ic!"http://artsedge.kennedy-center.org!"www.craftymusicteachers.com - Science (Pitch) - Math (Note/rest values) - All core curriculum subjects: relationship to music - Social Studies (Familiar song i.e. regional folk song)

Course: 6 th Grade General Music Week: Two Instructional Guide 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. 4.0 Composing: Students will compose and arrange music within specified guidelines. 2.1 Demonstrate the ability to perform appropriate instrumental musical examples alone. 3.1 Improvise a melody. 4.1 Compose simple pieces of music. 2.0 Playing Instruments: Can the student perform on an instrument, alone and with others, using correct technique and rhythm? Can the student demonstrate the skills/techniques necessary for a successful instrumental performance, alone and in an ensemble? 3.0 Improvising: Can the student sing or play an improvised melody? 4.0 Composing: Can the student experiment in groups and create an original rhythmic ostinato using a variety of traditional and non-traditional sound sources? Body Percussion, Classroom Instruments, Embouchure, Found Sounds, Improvise, Technique, Tempo, Phrase 2.1 Play an instrument using correct technique, rhythm, and/or pitch. 3.1 Sing and/or play improvised melodies following teacher-specified guidelines. 4.1 Use traditional and/or non-traditional sound sources to create a four-measure rhythmic composition (individually or in groups). 2.1.1 Perform, alone, on an instrument using correct technique and rhythm. 3.1.1 Improvise, vocally, simple melodic phrases. 4.1.1 Experiment, in groups, with speech, rhythm, melody, and form to create simple original ostinati using a variety of traditional and non-traditional sound sources. - Pre-test technique, improvising, rhythm - Teaching Classroom Music in the Keyboard Lab - Sing on Sight! - Recorder Karate - Notation: www.musictechteacher.com - Introductory site to Improvisation www.lovemusiclovedance.com/improvise_music_01.htm!"www.flashmusicgames.com!"www.gmajormusictheory.org!"www.berkleeshares.com!"www.apassion4jazz.net!"www.improvencyclopedia.org!"www.outsideshore.com!"www.soundtree.com/music-education/lesson-plans!"www.jamstudio.com/studio/index.htm!"music To My Ears: Taking Turns (VHS)!"Music To My Ears: Foreground and Background (VHS)!"Music To My Ears: Making It Up (VHS) - Math (Note values) - Social Studies (History of Improvisation; Jazz; Traditional and non-traditional sound sources in relation to culture)

Course: 6 th Grade General Music Week: Three Instructional Guide 4.0 Composing: Students will compose and arrange music within specified guidelines. 6.0 Listening and Analyzing: Students will listen to, analyze, and describe music. 9.0 Historical and Cultural Relationships: Students will understand music in relation to history and culture. 4.1 Compose simple pieces of music. 6.1 Listen to a varied repertoire of music representing diverse genres and cultures. 9.3 Examine the role of music in world cultures. 4.0 Composing: Can the student experiment in groups and create an original rhythmic composition using a variety of traditional and non-traditional sound sources? 6.0 Listening and Analyzing: Can the student compare and describe musical examples of genres and/or cultures using appropriate music vocabulary? 9.0 Historical and Cultural Relationships: What are the characteristics of music genres and styles within their historical and cultural settings? Form, Genre, Style, Style Periods 4.1 Use traditional and/or non-traditional sound sources to create a four-measure rhythmic composition (individually or in groups). 6.1 Compare the genres of teacherselected works of music and selected cultures. 9.3 Describe the relationship between music and culture in one or more world settings. 4.1.1 Experiment, in groups, with speech, rhythm, melody, and form to create simple original ostinati using a variety of traditional and non-traditional sound sources. 6.1.1 Identify music examples by genre or culture. 9.3.1 Examine the music of one or more world cultures following teacher-provided guidelines. - Pre-test technique, improvising, rhythm - Teaching Classroom Music in the Keyboard Lab - Sing on Sight! - Recorder Karate - Notation: www.musictechteacher.com - Introductory site to Improvisation www.lovemusiclovedance.com/improvise_music_01.htm - www.flashmusicgames.com - www.gmajormusictheory.org - www.berkleeshares.com - www.apassion4jazz.net - www.improvencyclopedia.org - www.outsideshore.com - www.soundtree.com/music-education/lesson-plans - www.jamstudio.com/studio/index.htm - Music To My Ears: Taking Turns (VHS) - Music To My Ears: Foreground and Background (VHS) - Music To My Ears: Making It Up (VHS) - Math (Note values) - Social Studies (Genre, Time period; World cultures; Traditional and non-traditional sound sources in relation to culture) - Math (Experiment with rhythm; Patterns in form) - Language Arts/Reading (Experiment with speech)

Course: 5 th Grade General Music Week: Four Instructional Guide State Standards: http://www.state.tn.us/education/ci/arts/doc/art_mus_5.pdf 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. 5.0 Reading and Notating: Students will read and notate music. 6.0 Listening and Analyzing: Students will listen to, analyze and describe music. Grade Level Expectations (GLE): 2.2 Exhibit skill in playing simple orchestrations on pitched and/or non-pitched instruments using correct technique. 3.4 Improvise a two- to four-measure melodic accompaniment within teacher-given parameters. 5.1 Identify and explain symbols represented in rhythm and melody. 6.2 Identify and classify, visually and aurally, orchestral instruments individually and by family. 2.0 Playing Instruments: Can the student perform on pitched and non-pitched instruments, alone and with others, using correct technique and rhythm in duple or triple meter? What skills are necessary for a successful instrumental performance, alone and with others? 3.0 Improvising: Can the student improvise an instrumental accompaniment? 5.0 Reading and Notating: Can the student notate a given melodic examples in the treble clef? 6.0 Listening and Analyzing: Can the student classify, visually or aurally, given instruments into their orchestral families? Body Percussion, Classroom Instruments, Instrument Families, Orchestra, Orchestration, Staff, Standard Notation, Treble Clef 2.2 Play, alone and with others, a teacherselected example, demonstrating developmentally and/or grade-appropriate technique and correct notes on a pitched instrument. 3.4 Improvise, on instruments, a developmentally and/or grade-appropriate accompaniment or ostinato accompaniment. 5.1 Demonstrate an understanding of treble clef pitches (including ledger lines) by notating a given example. 6.2 Identify and classify, visually and aurally, orchestral instruments individually and by family. 2.2.1 Play, alone or in groups, simple melodies based on selected major scales including steps, skips, leaps and repeated notes (four-measure minimum). 3.4.1 Improvise a simple eight-beat accompaniment on body percussion or non-pitched instruments within teachergiven parameters. 5.1.1 Compare and contrast meters (duple and triple); identify note names in the treble clef, note values (whole notes, half notes, quarter notes, paired eighth notes), and rest values (half rests, quarter rests). 6.2.1 Identify, visually, teacher-selected orchestral instruments and group into families. - Pre-test Improvising www.lovemusiclovedance.com/improvise_music_01.htm - Teaching Classroom Music in the Keyboard Lab - Recorder Karate - Music Express Magazine - Music Express Online: www.musicexpressmagazine.com - Instrument Families: www.nyphilkids.org!"www.flashmusicgames.com!"www.gmajormusictheory.org!"www.berkleeshares.com!"www.apassion4jazz.net!"www.improvencyclopedia.org!"www.outsideshore.com www.classicsforkids.com/teachers/training/handsigns.asp!"www.musescore.org!"www.grooveshark.com!"www.npr.org/music!"music To My Ears: Zoom In, Zoom Out (VHS)!"Music To My Ears: Making It Up (VHS) - Language Arts/Reading (Note Names; Instrument Families) - Math (Four-measure melody; Eight-beat accompaniment) - Social Studies (History of instruments and families) - Visual Arts (Instrument design) - Science (Science of Sound: Shape determining sound and range)

Course: 6 th Grade General Music Week: Five Instructional Guide 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. 5.0 Reading and Notating: Students will read and notate music. 9.0 Historical and Cultural Relationship: Students will understand music in relation to history and culture. 2.2 Demonstrate the ability to perform an appropriate instrumental part in an ensemble. 3.2 Improvise a variation. 5.2 Demonstrate skills in notating musical examples using standard notation that include rhythm, melody and symbols of musical expression. 9.1 Explore the characteristics of music genres and styles within their historical and cultural settings. 2.0 Playing Instruments: Can the student perform on an instrument, alone and with others, using correct technique, rhythm, and pitch? Can the student demonstrate the skills/techniques necessary for a successful instrumental performance, alone and in an ensemble? 3.0 Improvising: Can the student improvise a non-notated rhythmic variation and ostinato of a familiar song within specified guidelines? 5.0 Reading and Notating: Can the student notate rhythmic and melodic examples? 9.0 Historical and Cultural Relationship: What are the characteristics of music genres and styles within their historical and cultural settings? Intervals, Key Signature, Musical Periods, Scale, Staff, Variation 2.2 Play an instrument using correct technique and rhythm within an ensemble. 3.2 Create short improvised variations using teacher-led call and response songs. 5.2 Notate rhythmic and melodic examples. 9.1 List the characteristics of music from a selected time period, culture, or genre. 2.2.1 Perform on an instrument using correct technique and rhythm within an ensemble. 3.2.1 Use various rhythmic patterns to create a non-notated rhythmic variation. 5.2.1 Notate rhythmic and/or melodic music examples using standard notation. 9.1.1 Examine the characteristics of a selected music genre, time period, or culture. - Pre-test standard notation - Teaching Classroom Music in the Keyboard Lab - Jim Tinter (Improvising) www.recorderman.com - Notation: www.musictechteacher.com - Improvisation Site www.lovemusiclovedance.com/improvise_music_01.htm - www.flashmusicgames.com - www.gmajormusictheory.org - www.apassion4jazz.net - www.improvencyclopedia.org - www.outsideshore.com - http://www.hobertshakespeareans.org - www.musicandhistory.com - www.hypermusic.ca/index.html - http://historymatters.gmu.edu/mse/songs/ - www.mustcreate.org - Stories and Songs of the Tennessee Music Box (DVD) - Music To My Ears: Making It Up (VHS) - Discover Bluegrass: Exploring American Roots Music - Math (Note values, rhythmic patterns) - Social Studies (History of Improvisation; Jazz; Characteristics of genre/time period/culture) - Language Arts/Reading (Characterizing musical genres, time periods, and cultures)

Course: 6 th Grade General Music Week: Six Instructional Guide 6.0 Listening and Analyzing: Students will listen to, analyze, and describe music. 8.0 Interdisciplinary Connections: Students will understand relationships between music, the other arts, and disciplines outside the arts. 6.2 Analyze aural examples of a varied repertoire of music representing diverse genres and cultures. 8.1 Explore the relationship between music and other art disciplines. 6.0 Listening and Analyzing: Can the students identify the appropriate tone color/timbre of a teacher-selected music example? 8.0 Interdisciplinary Connections: What are the relationships between music and; (a) art disciplines, (b) academic disciplines, and (c) technology? Aurally, Timbre, Tone 6.2 Identify the tone color/timbre of a teacherselected music example. 8.1 Compare the characteristics of two or more art disciplines within a given historical period or style. 6.2.1 Analyze aural examples in terms of tone color/timbre. 8.1.1 Explore characteristics of art disciplines within a particular historical period or style. - Pre-test standard notation - Teaching Classroom Music in the Keyboard Lab - Recorder Karate - Notation: www.musictechteacher.com -Listening for various instruments: www.nyphilkids.org - www.grooveshark.com - www.npr.org/music - www.theteacherwebsite.com - www.menc.org - www.edhelper.com - www.havefunteaching.com/worksheets/graphicorganizers - www.badwolfpress.com - www.kidsciencechallenge.com/#/ic - http://artsedge.kennedy-center.org - www.craftymusicteachers.com - Music To My Ears: Zoom In, Zoom Out (VHS) - Social Studies (Historical periods and styles) - Science (Shape and make of instrument determining tone, range and timbre) - Art disciplines (Art, dance, and drama; Field trip to a live performance)

Course: 6 th Grade General Music Week: Seven Instructional Guide State Standards: http://www.tennessee.gov/education/ci/arts/doc/art_mus_5.pdf 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. 9.0 Historical and Cultural Relationships: Students will understand music in relation to history and culture. Grade Level Expectations (GLE): 3.3 Improvise an accompaniment. 9.2 Examine the evolution of American music genres and cite well-known musicians associated with each. 3.0 Improvising: Can the student improvise a non-notated rhythmic variation and ostinato of a familiar song within specified guidelines? What are the different ways that you can improvise? 9.0 Historical and Cultural Relationships: What are the sources of American music genres and how did they develop? Who are some of the well-known composers and performers associated with various American music genres? Accompaniment, Texture 3.3 Improvise a rhythmic ostinato for a given melody using teacher-specified guidelines. 9.2 Describe the sources and development of one or more American music genres. List well-known composers or performers associated with that genre. 3.3.1 Use classroom rhythm instruments to create a non-notated accompaniment to a familiar song. 9.2.1 Explore the sources and development of one American music genre and correlate well-known composers and performers associated with that genre. - Pre-test well-known composers and performers associated with a specific American music genre - Teaching Classroom Music in the Keyboard Lab - Jim Tinter (Improvising) www.recorderman.com - Recorder Karate - Notation: www.musictechteacher.com - Improvisation Site www.lovemusiclovedance.com/improvise_music_01.htm!"www.apassion4jazz.net!"www.improvencyclopedia.org!"www.outsideshore.com!"www.hobertshakespeareans.org!"www.musicandhistory.com!"www.hypermusic.ca/index.html!"http://historymatters.gmu.edu/mse/songs/!"www.soundtree.com!"http://artsedge.kennedy-center.org!"www.mustcreate.org!"stories and Songs of the Tennessee Music Box (DVD)!"Black History: The Arts (DVD) Nashville Public Library - Great Composers and their Music!"Music To My Ears: Making It Up (VHS)!"Discover Bluegrass: Exploring American Roots Music - Social Studies (Sources and development of American music genres; Familiar songs) - Math (Rhythms and patterns) - Language Arts/Reading (Exploring American music)

Course: 6 th Grade General Music Week: Eight Instructional Guide 4.0 Composing: Students will compose and arrange music within specified guidelines. 7.0 Evaluating: Students will evaluate music and music performances. 4.2 Create simple arrangements. 7.2 Evaluate the quality and effectiveness of music performances. 4.0 Composing: Can the student experiment in groups and create a simple arrangement of a portion of a familiar song? 7.0 Evaluating: What are the criteria for quality music composition and performance? Can the student analyze the quality and effectiveness of music compositions and performances using teacher given criteria? Arrange, Technical Accuracy 4.2 Create a simple arrangement of a specified portion (e.g., chorus/refrain) of a familiar song (individually or in groups). 7.2 Listen to and analyze a music performance using teacher-given criteria. 4.2.1 Experiment, in groups, with speech, rhythm, melody, and form to create a simple arrangement of a specified portion (e.g., chorus or refrain) of a familiar song. 7.2.1 Explore a given criteria for evaluating the quality and effectiveness of music performances. - Pre-test arrangement, criteria for evaluating music performances, form - Alfred Essentials of Music Theory: Complete - Teaching Classroom Music in the Keyboard Lab - Recorder Karate - www.soundtree.com/musiceducation/lesson-plans - www.jamstudio.com/studio/index.htm! http://rubistar.4teachers.org - Music To My Ears: Taking Turns (VHS) - Music To My Ears: Foreground and Background (VHS) - Math (Arranging and sequencing) - Performing Arts (Field trip to live performance) - Social Studies (Familiar song i.e., regional folk song) - Language Arts/Reading (Poetry; Rubric)

Course: 6 th Grade General Music Week: Nine Instructional Guide 6.0 Listening and Analyzing: Students will listen to, analyze, and describe music. 8.0 Interdisciplinary Connections: Students will understand relationships between music, the other arts, and disciplines outside the arts. 6.3 Describe listening examples using music vocabulary. 8.3 Describe how technology impacts music. 6.0 Listening and Analyzing: Can the student identify musical examples of selected genres and cultures using appropriate music vocabulary? 8.0 Interdisciplinary Connections: What are the relationships between music and; (a) art disciplines, (b) academic disciplines, and (c) technology? MIDI 6.3 Describe music examples using appropriate music vocabulary. 8.3 Describe how technology impacts music. 6.3.1 Describe written examples of music using appropriate vocabulary. 8.3.1 Describe the use of technology in music. - Pre-test music vocabulary, use of music technology - Teaching Classroom Music in the Keyboard Lab!"www.grooveshark.com!"www.npr.org/music!"www.theteacherwebsite.com!"www.musictechteacher.com!"www.menc.org!"www.edhelper.com www.havefunteaching.com/worksheets/graphicorganizers!"www.badwolfpress.com!"www.kidsciencechallenge.com/#/ic!"http://artsedge.kennedy-center.org!"www.craftymusicteachers.com!"music To My Ears: Zoom In, Zoom Out (VHS) - Language Arts/Reading (Describing use of technology; Written examples of music; Vocabulary) - Science (Technology) - Social Studies (Impact of use of technology; Historical background of listening examples)

2024 © artsdocbox.com Privacy Policy | Terms of Service | Feedback