Standard 1: SINGING Students will sing, alone and with others, a varied repertoire of music. Sing alone & with others maintaining accurate intonation, steady beat, rhythmic accuracy, and appropriate expression (1.1) Repertoire will represent diverse genres, cultures, and a variety of languages (1.1, 1.2, 1.3, 1.8) Sing within guitar unit and accompany by strumming
Standard 2: READING AND NOTATION Students will read music written in standard notation. Read whole, half, quarter, 8 th notes/rests (2.5) Read 2/4, 3/4, and 4/4 time signatures (2.5) Identify, define, and use standard notation for pitch (C4 to A5 on the treble staff) (2.7) Identify, define, and use standard notation for dynamics (pp, p, mp, mf, f, ff, crescendo, diminuendo) (2.7) Read 16 th notes/rests, dotted rhythms/rests (2.5) Read 6/8 alla breve time signatures (2.5, 2.7)
Standard 3: PLAYING INSTRUMENTS. Students will play instruments, alone and with others, to perform a varied repertoire of music. Students will perform on at least one instrument independently, with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, & correct posture (3.1) Students will echo and perform simple rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, harmonic classroom instruments (3.4) Students will perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor or teacher (3.5) Students will perform independent instrumental parts while other students sing or play contrasting parts (3.6) Intro to Guitar Unit (2 Weeks) Pages 2-7 of Essential Elements Guitar 1: - Name of strings - Parts of the Guitar - How to hold guitar - Chords: C, G7 - Strumming Modifications: May use Baritone ukulele, Guitar Buddy tools Intro to Piano Unit (2 Weeks) Pages 4-6, 10 of Essential Elements Piano 1 and Handout - Name of notes on the piano - Find middle C In addition to Grade 5 Material: GUITAR (Term 2) -Chords: C, G, G7, A minor, F, E minor, D, D7 -Reading/playing songs with single notes -Introduction to tablature -Singing while playing
Standard 4: IMPROVISATION AND COMPOSITION. Students will improvise, compose, and arrange music. Students will compose/improvise and arrange short songs and instrumental pieces (vocal and/or percussion) within teacher-specified guidelines (4.3, 4.4, 4.5, 4.6) Students will compose/improvise and arrange short songs on the guitar within teacher-specified guidelines (4.3, 4.4, 4.5, 4.6)
Standard 5: CRITICAL RESPONSE. Students will describe and analyze their own music and the music of others using appropriate music vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. Students will describe and analyze their own music and music of others using appropriate music vocabulary (5.3) Students will be listening to and describing aural examples of music of various styles, genres, cultural, and historical periods while identifying expressive qualities, instrumentation, and cultural/geographic context See connections strand (5.2) Students will use appropriate terminology in describing music, notation, instruments, voices, and performances (5.1, 5.2, 5.3, 5.4, 5.6) Students will identify sounds of a variety of instruments from various cultures as well as children s voices and male/female adult voices (5.4) Students will demonstrate and describe proper audience skills in regards to listening attentively and responding appropriately in classroom (5.6) Additional styles, genres, cultural/historical periods (see connections strand)
CONNECTIONS STRAND Purposes and Meanings in the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present. Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres. Inventions, Technologies, and the Arts. Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering. Medieval (standard notation development, neume system, Gregorian Chant, sacred vs. secular music, minstrels, development of polyphony, composers such as Hildegard von Bingen, Machaut ) Renaissance (motets, madrigals, development of new instruments, composers such as Gabrielli, Palestrina, Byrd) Baroque (composers such as Bach, Vivaldi) Musical Heritage Project Classical (Haydn, Beethoven, Mozart) Romantic (Tchaikovsky - ballet, Wagner opera) Modern (Stravinsky, Copland, Cage) Blues (Chord structure) Jazz (Ellington, Armstrong, Fitzgerald) Rock and Roll African-American contributions to music (spirituals, blues, jazz, rock and roll) Interdisciplinary connections wherever possible, including: Colonial Music Interdisciplinary connections wherever possible, including: Poetry/songwriting