2007-2008 Pacing Guide DRAFT First Quarter 8 th GRADE GENERAL MUSIC Weeks Understandings Program of Studies August 1-3 4.1 Core Content Essential Questions CHAMPS Why is Champs important to follow? List two Champs rules that are unique for the music room. What will we learn this quarter? August 6-10 Grade 8 Enduring Knowledge - Understandings AH-8-SA-U-1 elements of music, dance, and drama are intentionally applied in creating and performing. AH-8-SA-U-3 understand that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to AH-8-SA-S-Mu1 use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) AH-8-SA-S-Mu2 use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and AH-08-1.1.1 compare or evaluate the use of elements in a variety of music. Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign What is the meaning of CAR? Describe how a musical staff is interpreted using lines and spaces. How do flats, sharps, and naturals affect the original pitch? Complete a melodic phrase.
each area of the arts. with others AH-8-SA-S-Mu3 listen to and explore how changing different elements results in different musical effects AH-8-SA-S-Mu4 recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads) August 13-17 Grade 8 Enduring Knowledge - Understandings AH-8-SA-U-1 elements of music, dance, and drama are intentionally applied in creating and performing. AH-8-SA-U-3 understand that responding to and critiquing works of art involves an AH-8-SA-S-Mu1 use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) AH-8-SA-S-Mu2 use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music AH-08-1.1.1 compare or evaluate the use of elements in a variety of music. 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) Perform the rhythm patterns. Compose a four measure rhythmic pattern in ¾ time. Transcribe the rhythms you hear played. Determine the meter you hear. When did Ragtime become popular and why? What role does syncopation Play in ragtime music?
independently and with others Create 10 musical math problems. AH-8-SA-S-Mu3 listen to and explore how changing different elements results in different musical effects August 20-24 AH-8-SA-U-1 elements of music, dance, and drama are intentionally applied in creating and performing. AH-8-SA-U-3 understand that responding to and critiquing works of art involves an AH-8-SA-S-Mu4 recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads) AH-8-SA-S-Mu1 use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) AH-8-SA-S-Mu2 use the elements of music while performing, singing, playing instruments, moving, listening, AH-08-1.1.1 compare or evaluate the use of elements in a variety of music. Elements of music: 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, Identify how melodic rhythm creats musical unity. Examine the relationship between words and music. What musical characteristics give Taps its farewell quality? Describe the expressive qualities that harmony gives to music.
August 27-31 AH-8-SA-U-1 elements of music, dance, and drama are intentionally applied in creating and performing. reading music, writing music, and creating music independently and with others AH-8-SA-S-Mu3 listen to and explore how changing different elements results in different musical effects AH-8-SA-S-Mu4 recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads) AH-8-SA-S-Mu5 identify and describe instruments according to classifications (family, voices, folk and orchestral instruments) AH-8-SA-S-Mu1 use appropriate terminology to identify and analyze the use of elements in a variety of music Moderato, Largo, Presto Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony - triads (chords) Form - AB, ABA, call and response 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, <, > 8.1.1.1, 8.3.1.1 Musical Elements: Tempo, Dynamics, Form Identify the harmonies you hear. Identify the style of music you hear. Describe the timbre you hear. Classify the musical instruments according to the orchestral family. Describe the four human voice types. Using the Italian language, describe each piece of music you hear in accordance to the tempo.
AH-8-SA-U-3 understand that responding to and critiquing works of art involves an (rhythm, tempo, melody, harmony, form, timbre, dynamics) AH-8-SA-S-Mu2 use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others AH-8-SA-S-Mu3 listen to and explore how changing different elements results in different musical effects How does tempo affect the overall mood of a piece of music? Using Italian dynamic abbreviations, describe each piece of music you hear in accordance to the dynamics. Imagine you were writing a short song about a thunderstorm. What dynamic markings would you use and why? Illustrate a model of ABA form. AH-8-SA-S-Mu4 recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads) Compose a short patriotic song in Call and Response form. September 4-7 AH-8-HA-U-1 arts are powerful tools for understanding human experiences both past and AH-8-HA-S-Mu1 describe and analyze distinguishing characteristics of music representing a variety of world 8.2.1.1, 8.3.1.1 Music History; Classical Greece, Medieval, Baroque (1600 1750) AH-07-2.1.1 Who was Pythagoras? And What were his contributions to the art of music? How is this related to math?
present. AH-8-HA-U-2 arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 arts play a major role in the creation and defining time periods AH-8-HA-S-Mu2 listen to, perform, and classify music representing a variety of world historical periods AH-8-HA-S-Mu3 examine music from various world explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture AH-8-HA-S-Mu4 examine music from various time periods and explain how the influence of time and place are reflected in the music (e.g., African influences in American music) analyze or explain how diverse time periods are reflected in music. DOK 3 Periods: Classical Greece Presents the universal ideal of beauty through logic, order, reason and moderation. (Pythagorean music theory based on mathematical logic) Medieval Appeals to the emotions and stresses the importance of religion. (Gregorian chant) How does Gregorian chanting appeal to the emotions and importance of religion? How does the meaning of the term Baroque apply to this time period of European history? How does the word Baroque apply to music between 1600 and 1750? What are the similarities and differences in how composers earned their living in the major historical periods? The harpsichord is the predecessor to what modern instrument? Compare and contrast the harpsichord and the piano. Describe the life of Handel and/or Bach. What are
September 10-14 AH-8-HA-U-1 arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 arts play a major role in the creation and defining AH-8-HA-S-Mu1 describe and analyze distinguishing characteristics of music representing a variety of world time periods AH-8-HA-S-Mu2 listen to, perform, and classify music representing a variety of world historical periods AH-8-HA-S-Mu3 examine music from various world explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture AH-8-HA-S-Mu4 examine music from various time periods and explain how the 8.2.1.1, 8.3.1.1 Music History; Classical (1750 1820) their major contributions to music? Describe the similarities and differences between Baroque and Classical time periods, concentrating on the music. Explain one way Classical composers created unity in their pieces. Describe Mozart s musical childhood. What are Mozart s major musical contributions to history? What musical forms did Mozart compose? Beethoven was the first freelance composer. Explain what this means. Describe a Classical opera
September 17-21 AH-8-HA-U-1 arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 arts play a major role in the creation and defining of building civilizations. influence of time and place are reflected in the music (e.g., African influences in American music) AH-6-HA-S-Mu1 describe and analyze distinguishing characteristics of music representing a variety of world cultures (Latin America, Asia) and time periods AH-6-HA-S-Mu2 listen to, perform, and classify music representing a variety of world historical periods AH-6-HA-S-Mu3 examine music from various world explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture 8.2.1.1, 8.3.1.1 Musical style and cultures (Mexico, Asia) Cultures: Latin American Blending of cultural traditions can create new traditions reflecting multiple cultures 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) Describe a mariachi ensemble. Describe the Spanish influence on Mexican and American music. Identify the form of a mariachi piece. How does the isolation of culture result in unique musical traditions? Describe the distinctive sounds of the Japanese Koto and the Indian Sitar. List and describe three Latin dances and the music that accompanies them. AH-6-HA-S-Mu4
September 24-28 AH-8-PCA-U-1 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-8-PCA-U-2 arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. examine music from various time periods and explain how the influence of time and place are reflected in the music AH-8-PCA-S-Mu1 compare and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression) AH-8-PCA-S-Mu2 create new, listen to, choose and perform music to fulfill a variety of specific purposes AH-08-3.1.1 compare or explain how music fulfills a variety of purposes. Purposes of music: (different roles of music) Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship) Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby) Artistic Expression - music created with the intent to express Classify musical examples in accordance to their purpose. Explain why each piece is defined either ceremonial, recreational, or artistic. Discuss 4 examples of Ceremonial, Recreational, and Artistic musics. Analyze each of music by using the 7 elements of music.
or communicate one s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience) 2007-2008 Pacing Guide Second Quarter Weeks Understandings Program of Studies 4.1 Core Content Essential Questions October 15-19 October 22-26 October 29- November 2 November 5 November 7-9 November
12-16 November 19-20 November 26-30 December 3-7 December 10-14 December 17-18 2007-2008 Team Pacing Guide Third Quarter Weeks Understandings Program of Studies 4.1 Core Content Essential Questions January 2-4 January 7-11 January 14-18 January 22-25
January 28- February 1 February 4-8 February 11-15 February 19-22 February 25-29 March 3-7 2007-2008 Pacing Guide Fourth Quarter Weeks Understandings Program of Studies 4.1 Core Content Essential Questions March 24-28 March 31- April 4 April 7-11 April 14-18
April 21-25 April 28- May 2 May 5-9 May 12-16 May 19 May 21-23 May 27-28 FINALS FINALS FINALS FINALS