Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A) What does it mean to sing Sing fast and slow, and loud with tempo? and soft. (Performing on instruments, alone and with others, a varied repertoire 9.3, 9.4 (Listening to, analyzing and describing music.) demonstrate differing tempo, dynamics and mood Perform on pitched and unpitched instruments while maintaining a steady tempo and matching dynamic levels. Listen and identify various dynamics, tempos and moods. (A) How do I play with appropriate tempo and dynamics? (A) What words can I use to describe dynamics, tempo and mood? (A) How can I move to demonstrate dynamics, tempo and mood? fast slow loud soft happy sad same different opposites tempo dynamics mood piano forte
Course Name: Unit: Form Unit : sections in music How can I recognize same and different sections in music? text and materials (Performing on instruments, alone and with 9.3, 9.4 (Listening to, analyzing and describing music.) move to show similarities and differences in form Sing songs in various forms. Play on un-pitched and/or pitched instruments songs in various forms. Listen and respond through purposeful movement to show form. (A) How does the melody I am singing reflect the form of the song? (A) How do I respond to changes in sections with instruments? (A) How can we creatively demonstrate what we hear? (A) How does movement reflect music? (A) What words can I use to describe the form? same different contrast sections movement dance introduction repeat pattern verse refrain AB ABA ABC coda
Course Name: Unit: History & Culture historical and cultural music Unit : How does culture affect music? What is the relationship between music and history? How can music reflect a specific season? identify and perform songs from various cultures and historical time periods Standard Lesson # A = Acquisition Resources/Materials 9.2 (A) How does culture affect music? text and materials Music Education 9 Students will understand music in relation to history (A) What is the relationship between music and history? (Understand music in and culture (A) How can music reflect a relation to history and specific season? culture) history culture seasons holidays styles composer
Course Name: Unit: Pitch Unit : (Performing on instruments, alone and with Music Education: 3 (Improvising melodies, variation and accompaniments.) Music Education: 5 (Reading and notating music.) Perform high and low on pitched instruments. Perform easy melodic patterns accurately on classroom pitched instruments. Echo short melodic patterns. Perform simple melodic patterns using so-mi. high and low, melody What is melody? How does my singing voice initiate the direction of a melody? What is the difference between high and low on a pitched classroom instrument? performance of singing and movement text and materials Singing independently on pitch. Sing songs containing so-mila intervals Students improvise simple rhythmic and melodic accompaniments. (A) How can I match pitch with my singing voice? (A) What is the difference between high and low sounds on an instrument? (A) How do you play your own song? (A) How is music written? patterns notation notes create high low sounds shape line echo pitch singing voice speaking voice whisper voice instruments music so mi melody tune melodic shape
9.3, 9.4 (Listening to, analyzing and describing music.) 9.2 Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. Recognize high and low sounds. Identify similarities and differences in the meanings of common terms used in the various arts. (A) How can I move to show high and low pitch? Music Education: 8 (Understanding relationships between music, the other arts and disciplines outside the arts.) Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (A) How can I show melodic shape with a line drawing?
Course Name: Unit: Rhythm beat, duration, pattern Unit : How does a steady beat feel? What is the difference between beat and rhythm? How is music written? (Performing on instruments, alone and with Music Education: 4 (Composing and arranging music within specified guidelines.) performance, writing assignment text and materials. Singing while maintaining a steady beat and with accurate rhythm. Perform simple accompaniments on pitched and unpitched instruments while maintaining a steady beat. Perform easy rhythmic patterns accurately and independently on classroom instruments. Echo short rhythmic patterns. Perform independent instrumental parts while other students sing or play contrasting parts. Students create short rhythm patterns within specified guidelines. Read and notate short rhythm (A) How does a steady beat feel while singing? (A) How does a steady beat feel while playing an instrument? (A) How do I write my own music? patterns notation create long short sounds silence steady beat rhythm singing voice instruments music eighth notes quarter notes quarter rests
Music Education: 5 (Reading and notating music.) 9.3, 9.4 (Listening to, analyzing and describing music.) Read and notate short rhythm patterns. Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. Recognize long and short sounds and silences. (A) How is music written? (A) What is the difference between steady beat and rhythm?
Course Name: Unit: Texture Unit : (Performing on instruments, alone and with 9.3, 9.4+A8:F16D14A8:E16A8 :H16A8:G16A8:F16A8:E1 6AA14:A16 (Listening to, analyzing and describing music.) Perform in groups, blending vocal tone color and responding to the cues of a conductor. instrumental and vocal overlapping sounds How will singing in parts and creating harmony affect my ability to sing? How will playing in parts and creating harmony affect my ability to play? What musical vocabulary can be used to describe a composition? performance of vocally and instrumentally overlapping sounds text and materials. Perform in groups, blending instrumental tone color and responding to the cues of a conductor. Identify the blending of sound in music. (A) How does my singing voice sound when I blend with others? (A) What will playing in parts affect my ability to play? (A) What words can I use to describe the sound of voices and instruments? fast slow loud soft happy sad same different opposites melody rhythm harmony
Course Name: Unit: Tone Color vocal and instrumental identification Unit : How should my voice sound when I am singing? What is the difference between the sounds of instruments? How do voices sound differently? (Performing on instruments, alone and with 9.3, 9.4 (Listening to, analyzing and describing music.) performance of singing and teacher observation of students instrument identification text and materials. Singing in groups, blending vocal tone color and responding to the cues of a conductor. Perform in groups, blending instrumental tone color and responding to the cues of a conductor. Identify by sight and sound specific instruments from each instrument family. Identify the differences in singing voices. (A) How does my voice sound when I am singing? (A) What is the tone color of the instrument I am playing? (A) How does the size of an instrument affect its sound? (A) How are instruments categorized? (A) How do I identify the differences in singing voices? voices instruments pitch color size high low contrast families folk singing voice speaking voice whisper voice tone color woodwinds brass strings percussion 9.2 Music Education: 8 Identify similarities and differences in the meanings of common terms used in the various arts. Identify ways in which the principles and subject matter (A) How does color relate to music?
(Understanding relationships between music, the other arts and disciplines outside the arts.) of other disciplines taught in the school are interrelated with those of music.