MUSIC EXPO (PIANO) Grade 8 Board Approved June 20, 2011
WAYNESVILLE R-VI SCHOOL DISTRICT Music Curriculum Guide Developed by Music Curriculum Committee Elementary Larissa Cutsinger Denise Holtzscher Leigh Schaefferkoetter Carole Shaw Laura Smith Jennifer Vandergrift Alicia Whitaker Secondary Cydnee Cavole Mike Housel Jared Sabatasso Nathan Schaefferkoetter Jim Stockmann Todd Walker Cheryl Wood Dr. Judene Blackburn Superintendent of Schools Dr. Susan Gettys Assistant Superintendent (Curriculum) June 2011 The Waynesville School District does not discriminate on the basis of race, color, national origin, sex, age, religion, disability or status as a Vietnam era veteran in admission/access to or treatment/employment in its programs and activities. Any person having inquiries concerning compliance with the regulations implementing federal legislative requirements is directed to contact the building level principal or the assistant superintendent, (573) 774-6194 (Title IX, Title VI, and ADA), or the director of special services, (573) 774-6407 (Section 504).
RATIONALE Middle school music is an extension of the elementary music program. Eighth grade music expo is designed to give students an opportunity to further skills learned in prior music classes and apply them through learning beginning piano skills. COURSE DESCRIPTION The eighth grade music expo class is a semester-long music class, open to the entire eighth grade population. Student will review basic elements of music theory and apply those elements through beginning piano skills. MOST IMPORTANT LEARNER OUTCOMES Students will be able to: 1. Recognize and identify music theory elements. 2. Apply music theory elements through playing the piano. EVALUATION Evaluation will include teacher observation, written and oral exams, and playing tests..
Unit: Basic Rhythm Grade Level: Eighth Grade When Taught Power Standard Skills DOK Week 1 Identify and recognize basic rhythmic notation in 4/4 meter with bar lines and using whole, half, quarter, eighth and sixteenth notes and rests. Identify Recognize 2 Length of Unit Essential Questions Instructional Strategies GLEs 3 weeks What is the difference between a note and a rest? What is meant by the hierarchy of notes and rests? What is a time signature and how is it used? Demonstrate the value of each note and rest in the hierarchy Show examples of each note and rest Demonstrate visual and aural rhythmic examples using notes and rests in 4/4 time. Practice rhythm dictation to determine mastery PP2A6-8 PP2D6-8 EM1A6-8 EM1D6-8 Vocabulary Technology Process Standards Rhythm Time Signature Bar line Measure Staff Rest Notes Computer CDs Music Software FA1 FA2 1.5 1.6 MSB14 1
Activities Resource Assessment * Drill and practice note and rhythm values * Identification of note and rest values * Identification of basic music symbols * Dictation of simple rhythms using proper music rules and techniques Method book Music Software Worksheets on note and rest values Dictation Sheets Observation of aural skills MSB14 1
Unit: Basic Melody Grade Level: Eighth Grade When Taught Power Standard Skills DOK Week 4 Identify and recognize basic melodic notation in 4/4 meter with bar lines and using whole, half, quarter, eighth and sixteenth notes and rests Identify Recognize 2 Identify and recognize melodic intervals visually and aurally Length of Unit Essential Questions Instructional Strategies GLEs 3 weeks What is melody? What is a treble/bass Clef? What is harmony? What is a disjunct melody? What is a conjunct melody? What is a step vs. leap? What is a line/space note? What is the difference between a tie and a slur? What is an interval? What are the letter names of the lines and spaces of the treble/bass Clef staff? Demonstrate placement of notes on staff with note names Demonstrate examples of disjunct and conjunct melodies Demonstrate a slur and a tie both visually and aurally Demonstrate examples of melodic intervals PP2A6-8 EM1A6-8 EM1B6-8 EM1C6-8 What are leger lines? Vocabulary Technology Process Standards Leger lines Interval Melody Harmony Disjunct Conjunct Step/Leap Slur/Tie Treble/Bass clef Computer CDs Music Software FA1 FA2 1.5 1.6 MSB14 2
Activities Resource Assessment * Drill and practice note names * Identification of note and rest values * Identification of basic music symbols * Dictation of simple rhythms using proper music rules and techniques Method book Music Software Worksheets Observation of aural skills MSB14 2
Unit: Basic Composition Grade Level: Eighth Grade When Taught Power Standard Skills DOK Week 7 Create/arrange a series of short melodic pieces or phrases using musical notes /rests and all composition rules Create Arrange 3 Length of Unit Essential Questions Instructional Strategies GLEs 2 weeks How does composing melodies help with sight reading music? How do you determine which side of the note the stem goes on? How long are the stems supposed to be on a musical note? What purpose do rests have in music? Demonstrate how notes are placed on the musical staff Demonstrate visual and aural melodic examples using notes and rests in 4/4 time. Practice melodic dictation to determine mastery of intervals EM1D6-8 Vocabulary Technology Process Standards Review the following: Leger lines Interval Melody Harmony Disjunct Conjunct Step/Leap Slue/Tie Treble/Bass clef Computer CDs Music Software FA2 1.5 1.6 2.5 MSB14 3
Activities. * Drill and practice note names * Identification of note and rest values * Identification of basic music symbols * Practice placing notes on a staff using proper music rules and techniques Method book Resource Music Software Worksheets Assessment Observation of aural skills MSB14 3
Unit: Musical Sight Reading Grade Level: Eighth Grade When Taught Power Standard Skills DOK Week 9 Sight read melodies at level 2 (easy) Sight read 3 Length of Unit Essential Questions Instructional Strategies GLEs 1 week What is sight reading? Why is sight reading important? Demonstrate sight reading through use of vocal octavos and instrumental music PP2A6-8 PP2B6-8 EM1E6-8 Vocabulary Technology Process Standards Sight reading Repeat Sign Coda D.S. al Coda D.C. al Coda Computer CDs Music Software FA1 FA2 1.5 1.6 2.5 MSB14 4
Activities Resource Assessment * Demonstrate ability to follow through a piece of vocal/instrument music by tracing the music while listening and adhering to all signs and symbols Music software Various Octavos/pieces Observation of student performances MSB14 4
Unit: Beginning Piano Grade Level: Eighth Grade When Taught Power Standard Skills DOK Week 10 Understand and demonstrate the skills needed to begin playing scales Understand Demonstrate 3 Understand the history behind the piano, its origin and importance across many musical genre Length of Unit Essential Questions Instructional Strategies GLEs 1 week How many keys are on a full piano? What is the black note pattern? What are the letter names of the white and black keys? How are the fingers of the hands numbered? Demonstrate keyboard techniques (correct finger/hand, wrist positioning, correct finger sequencing by number) Demonstrate proper key action technique using all five fingers in right then left hands (playing the 1 st 5 notes of the C scale-ascending and descending) PP2A6-8 Vocabulary Technology Process Standards Keys Scale Keyboard Ascending Descending Genre Electric Keyboard Computer Software FA1 1.5 1.6 MSB14 5
Activities Resource Assessment * Demonstrate the correct method of performing a five note scale ascending and descending on C in first the right and then the left hands * Identification of the notes on the piano keyboard Method Book Music Software Observation of students MSB14 5
Unit: Beginning Piano Cont. Grade Level: Eighth Grade When Taught Power Standard Skills DOK Week 11 Read and perform short pieces in right or left hands using effective finger techniques Read Perform 3 Perform five note major scale patterns in various keys using proper key signatures, and finger placement Length of Unit Essential Questions Instructional Strategies GLEs 4 weeks What cues do you use to help identify the names of notes on the staff? What will help you play evenly and keep consistent tempo? Why is it important to count as you play? What is a key signature? Why are there so many scales? Demonstrate even and consistent playing in both hands using a metronome Demonstrate counting the rhythms as you play the melodies Explain a key signature PP2A6-8 PP2B6-8 EM1A6-8 EM1B6-8 Vocabulary Technology Process Standards Key signature Major scale Tempo Metronome Electronic Keyboard Computer Software FA1 FA2 1.5 1.6 2.5 MSB14 6
Activities Resource Assessment * Perform various selections from the piano books starting with the key of C * Perform various selections from piano books using other keys * Perform various five note scales based on different keys Method book Music software Observation of students Playing tests Written tests MSB14 6
Unit: Advanced Beginning Piano Grade Level: Eighth Grade When Taught Power Standard Skills DOK Week 15 Read and perform two hand pieces using effective finger techniques Read Perform 3 Perform full major scale patterns in various keys using proper key signatures, finger placement, and crossing over/under technique. Length of Unit Essential Questions Instructional Strategies GLEs 4 weeks Which finger do you cross under on a full octave ascending scale? Which finger do you cross over on a full octave descending scale? Which hand plays the lower or bass clef? Which hand plays the upper or treble clef? Demonstrate even and consistent playing in both hands using a metronome Demonstrate counting the rhythms as you play the melodies Demonstrate a full major scale pattern in both hands (WWHWWWH) Explain a key signature PP1A6-8 PP2B6-8 EM1A6-8 EM1B6-8 EM1C6-8 Vocabulary Technology Process Standards Treble Clef Bass Clef Key signature Major scale Tempo Metronome Electronic Keyboard Computer Software FA1 FA2 1.5 1.6 2.5 MSB14 7
Activities Resource Assessment * Perform various selections using various key signatures * Perform various full octave scales based on different keys Method book Music software Informal observation of students Playing tests MSB14 7