Unit 1 First nine weeks Rhythm Tempo Culture/Purpose: Latin American AH-06-1.1.1 Students will identify or describe the use of elements in a variety of AH-06-2.1.1 Students will analyze or explain how diverse cultures and time periods are reflected in AH-6-HA-S-Mu1 Students will describe and analyze distinguishing characteristics of music representing a variety of world cultures (Latin America, Asia) and time periods AH-6-HA-S-Mu2 Students will listen to, perform, and classify music representing a variety of world cultures and Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Tempo - Allegro, Moderato, Largo, Presto Latin American characteristics reflected in music of United States (e.g., clave rhythm, the popularity of Latin musical styles, such as samba, salsa, cha-cha, etc.,) in the U.S. Spanish influence on Mexican music (e.g., Mexican use of traditional Spanish musical instruments) Purposes: C(eremonial) -I can write a rhythmic pattern. -I can identify rhythmic durations (note and rest values). -I can read rhythmic patterns. -I can identify a syncopated rhythm. -I can explain time signatures. - I can create rhythms in different time signatures. -I can compare different tempos. -I can explain the influences on Latin American -I can list the instruments used in Latin American - I can list Latin American styles of - I can discuss Spanish influence n Mexican - I can explain the purposes of music (ceremonial, artistic expression, recreational - CAR). -I can sing. PBS.org Brain pop Hot marimba Marimba mojo D.R.U.M. 120 singing games and dances for elementary schools set wods (in a catergory; cartoons) to the rhythm of in the hall of the mountain king http://www.latc.com/.web/entusiasmo/files/themusic.htm Youtube---obies Brainpop.com Oops Games Music Arts Toolkits--Music Around The World DVD excerpts Rhythm Dice Games book Animated listening maps "Music Of Latin America" DVD

Unit 2 Second nine weeks Melody Harmony historical periods AH-6-PCA-U-1 Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-06-1.1.1 Students will identify or describe the use of elements in a variety of AH-6-SA-S-Mu2 Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others A(rtistic expression) R(ecreational) Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony - triads (chords) -I can analyze music I listen to. -I can identify pitch direction (up, down, and stay the same). -I can identify pitch movement (step and skip). -I can identify a melodic phrase. -I can identify the treble and bass clefs. -I can label the letter names of the grand staff. -I can explain sharp signs. -I can explain flat signs. -I can explain natural signs. - I can identify a triad. - I can build a triad. - I can analyze a triad. -I can sing. -I can analyze music I listen to. -I can write a melody. Brain pop "Red River Valley" (MM) Boomwhacker ipads tonematrix -- apps, websites Treble/Bass clef Oops Midisaurus Vol 3 Musictechteacher Orff "MaryAnn" (MM) --"Scales Have Chords" Music Composition with a rubric Animated Listening Maps

AH-6-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects. Unit 3 Third nine weeks Tone Color/Timbre Dynamics Form Culture/Purpose: Asian AH-06-1.1.1 Students will identify or describe the use of elements in a variety of AH-6-SA-S-Mu2 Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others. AH-06-2.1.1 Students will Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass) Dynamics - crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, > Form - AB, ABA, call and response Asian -Isolation of culture or region results in a unique -I can list the orchestral instruments by family. -I can recognize the four voices parts. -I can explain how sound is produced in each instrument family of the orchestra. -I can arrange the progression of dynamics from pianissimo to fortissimo. -I can explain the influences on Asian -I can list the instruments used in Asian -I can explain call and response. "Young Person's Guide To The Orchestra" DVD and website SFS kids; DSO kids; Music Tech Teacher website; "Getting To Know The Instruments" DVD "One Voice, Many Voices" Video (harmony) Animated listening maps Music Toolkit -- Music Around The World DVD excerpts "Libera" Boys Choir DVD "Give My Regards To Broadway" pbs.org "Music Of Japan" DVD Asian Music Powerpoint

analyze or explain how diverse cultures and time periods are reflected in AH-6-HA-S-Mu1 Students will describe and analyze distinguishing characteristics of music representing a variety of world cultures (Latin America, Asia) and time periods AH-6-HA-S-Mu2 Students will listen to, perform, and classify music representing a variety of world cultures and historical periods musical tradition (e.g., unique and distinctive sounds of traditional Asian music and instruments, e.g., Japanese koto, Indian sitar) "Asadoya" (MM) "Mulan" DVD Finale software for composition Orff (pentatonic) ipad keyboard apps (pentatonic) Unit 4 Fourth nine week Analysis and Enrichment Styles All Core Content and Program of from Units 1-3 AH-06-4.1.4 Students will use a variety of sound sources to create and perform AH-6-SA-S-Mu4 Students will recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads) All content terms from Units 1-3 Styles: (gospel, Broadway musicals, blues, popular, marches, ballads) -I can compare various styles of -I can define all musical elements. -I can sing a melodic pattern. -I can analyze a musical example. - I can describe various styles of -I can recognize that Refer to Quarters 1--3 You Tube Music tech teacher

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