Music Class Skills Sets. I. Singing II. Listening to / Hearing Music III. Making Music IV. Music and Motion V. Music Theory / Ear Training

Transcription

1 Music Class Skills Sets I. Singing II. Listening to / Hearing Music III. Making Music IV. Music and Motion V. Music Theory / Ear Training Music Class Performance Evaluation Oral and written assignments correspond to the following three areas of requirements: Requirements I: Requirements II: Requirements III: Rendition of facts and data learnt in class Reproduction of familiar facts and data in a modified context Application of what was learned to comparable but new situations Independent application of knowledge acquired by study or experience to new domains Students should: be able to recognize, process and solve problems.

2 be able to use words to describe their own individualized general impression of a work and discuss the nature of its musical dramaturgy. be able to name the varieties of musical means of expression and use musicological terminology; demonstrate they are familiar with the history of a work and the biographies of those involved in its production; know various methods to acquire this knowledge. be proficient in meter and rhythm identification and possess tonal-melodic skills relating to the domains of Singing, Music Theory / Ear Training and Music and Motion. develop a musical memory (to recognize works, themes and motifs). give presentations and share recordings that will be integrated into Music Class. Based on the Thuringian Music Curriculum, 1999

3 Grade 5/6 (2 hours a week per semester) Material / Content Skill Sets Students are able to... Methods / Media Cross-Disciplinary Content / Relationship to the School Program (in capital letters) Music in the Tonal Space Scales, systems of music notation, violin clef, bass clef Potential works: Telemann: Schoolmaster Cantata (C-Major) Various songs: Haydn: The Seasons, Sunrise (chromatic scale) Debussy (pentatonic scale, whole tone scale)... Read music in violin and bass clefs, name and write music notes Classify the tone inventory of music pieces in terms of their major and minor key signatures as well as chromatic, pentatonic and whole-tone scales Write various scales and play them on classroom instruments Discuss the relationship between tone inventory and tonal quality Compose simple melodies and tonal sequences Music analysis Working on scores Songs, compositions Writing down musical notes Singing Describing music Classroom music session with keyboards and glockenspiels Playing tunes/tones, writing them down and reading them Music and image Learn about German Baroque and Classical composers Relationship to history DIFFERENTIATED: Musicological terminology, specific classroom materials, relation between theory and practice Songs/vocal music, spoken-word pieces and spoken chants (canons) Music and Shaping Time Determine the values of notes and pauses (rests) Listen to and play back simple rhythms with classroom instruments Describe the relationship between tempo and rhythm in basic terms Describe the relationship between rhythmic arrangement and sound qualities Singing, Playing percussion instruments Rhythmic speaking Cross-disciplinary collaboration with German: work with poems that were put to music (reciting (à rhythm), content; process the meaning of such compositions (relationship between content and melody)

4 Songs/vocal music, instrumental pieces Musical Instruments Navigate keyboards and glockenspiels Listen to and play back simple melodies for solo voice and play simple tonal sequences from sheet music Distinguish various forms of sound production Name and classify orchestra instruments Distinguish groups of orchestra instruments by listening to them; identify them by ear after listening to audio clips Classroom instruments Describing music Orchestra instruments TOGETHER Playing music Music in Daily Life Music in commercials Classical music Music/audio lottery Audio/radio murder mysteries Discover and describe the importance of music for daily life Describe the impact/effects of music Describing and thinking about music Audio clips TOGETHER / DIFFERENTIATED Cross-disciplinary collaboration with German: produce an audio/radio murder mystery Rock and Pop Music Contemporary music, rock music Rap, hip hop Show business texts YouTube videos Recognize and describe the forms and instruments of rock and pop music Research biographical data and analyze media industry marketing strategies Articulate insights into the music product Rock Music Describe their favorite kinds of music and explain the success of pop music and music marketing Current pop and rock music Video clips (YouTube) Internet research Co-produce school celebrations Music of the Silicon Valley region Media and music Social media and marketing Cross-disciplinary collaboration with Sports: Develop a dance choreography to accompany an independently composed piece of rap or hip hop

5 Dramatic Music Machine music Pacific 231 The Moldau The Sorcerer's Apprentice Experiment with the principle of imitation by applying it to various phenomena: use it to represent animals, acceleration, natural phenomena with classroom instruments Explain the relationship between musical presentation and content by using musical parameters such as (tone) pitch, rhythm/tempo and tone color (timbre) Identify the instruments of the symphony orchestra as well as others based on their visual appearance, sound and tone production Music and image Students own sound creations and setting non-musical subjects to music projects involving material that comes from departments outside of Music Music and the visual arts Musical Forms Forms of vocal music, rondo Variations Analyze by ear the formal properties of music pieces Draw analogies between geometrical and architectural shapes and forms (rondo) Recognize the genre cantata, distinguish between various forms of instrumentation, vocal pitches and types of cantata, such as overture, aria, recitative and choir Reading music Practicing various forms of graphical representation Using music terminology to designate musical forms DIFFERENTIATED Musical Theater Opera selections: Arias Choirs Videos Libretti Find their way inside an opera house Describe how music gets staged/dramatized Develop and rehearse their own suggestions to stage short selected scenes Characterize persons based on figures known from music Films of select scenes from operas Creative designing Acting Designing costumes Going to an opera Reading texts on operas, doing online research on opera plots and productions Go see an opera in the local vicinity School as a center of culture

6 Music and Motion Document various German and European dance forms Creatively transform melodic-rhythmic features into sequences of movements and choreographies TOGETHER Plan and produce school celebrations that include dance choreographies Grade 7 Goals Grade 7 (1 hour a week / block-teaching 2 hours) Material / Content Skill Sets Students are able to... Methods / Media Cross-Disciplinary Content / Relationship to the School Program Music of the past, Classical Music Articulate musical contrasts Use sophisticated vocabulary to describe aural impressions Use musical parameters to account for contrasts sensed while listening to music Recognize and describe the formal principles at work in more complex musical notations (scores) Analyzing music Describing music More complex forms of musical notation Relationship to German cultural geography Courtly dances, folk dances, social/ballroom dancing, fad & novelty dances (dance crazes) Describe musical properties such as beat (measure), rhythm and arrangement Analyze the relationship between the musical shaping of time and sequences of movement Develop independently their own dance choreographies Musical theater/opera Describe the structure of an opera and use terms such as overture, scene, act, part, recitativo, aria, duet, vocal range classification and voice-leading Explain how musical means contribute to the creation of situations and characters Go see an opera in the local vicinity School as a center of culture

7 Pop Music Know how to navigate the pop music charts Research biographical data, genres, musical styles, etc. Distinguish by ear various styles of rock and pop music Analyze the relationship between music and marketing Peoples Hymnals/Songs of Praise Various national anthems or vocal music/songs having a hymnal character Spirituals From Blues to Rock and Roll Recognize the relationship between melodic structure and character of the hymn/anthem Research the creation and musical origin of various hymns/anthems Describe and recognize the function of national anthems Analyze the manipulative impact music can have on people Interpret the texts of spirituals as metaphor for the liberation from slavery Play the Blues progression and scale on classroom instruments Recognize the principle of call and response Discuss the historical development from Blues to Rock and Roll by also taking into account the relations between Black and White people in the US Student activities Papers Presentations Projects Singing Playing Listening/Hearing Researching Music culture in the US Presentation techniques Study Skills Curriculum Cross-disciplinary collaboration with History: historical context of hymns and national anthems Cross-disciplinary collaboration with American History: historical development of the US during the period when Blues became Rock and Roll (by also taking into account the relations between Black and White people) Grade 8 (1 hour a week in both semesters or 2 hours per week in one semester) Material / Content Skill Sets Students are able to... Methods / Media Cross-Disciplinary Content / Relationship to the School Program DIFFERENTIATED

8 Current folk songs and songs of the 60s and 70s Analyze the notion of peace used in songs by Pete Seeger, Bob Dylan, Joan Baez Recognize special characteristics of musical structure and interpretation Recognize basic harmonic patterns (extended cadence, forms of melody) Compose a song of their own based on a given model Interpret the content of songs based on their own experience and historical conditions Singing Text analysis Video clips Music analysis Independent research Composition, student creations Work with a notation program Work with a sequencer Cross-disciplinary collaboration with History: History of the peace movement The period of the 1968 Revolution Media use Musical contrasts and developments (Part II) Form of the opening movement of a sonata in chamber music or symphony movements Recognize and practice structural principles such as repetition, contrast, variation Use musicological terminology to describe motifs and motif modifications Describe the structure of the exposition/opening movement of a sonata Problematize the relationship between formal schema and individual development Recognize and interpret the expressive content of various movements in symphonies Scores Audio clips Cut-and-paste interventions into musical forms using music [computer] programs Dealing creatively with motifs, modifying them Going to a concert DIFFERENTIATED, Relationship of theory and practice Go listen to a concert School as a center of culture Music of other cultures: Latin America Musical theater Opera/Musical Recognize typical Latin American rhythms (Cha Cha, Rumba,...) Recognize percussion instruments from audio clips Describe the essential musical atmosphere created e.g., by Cuban music Interpret music and textual content with respect to the social realities of Latin America Use sophisticated terminology to portray the characters in music and the stages they go through Recognize the structure of conflict as portrayed in an opera, a musical Analyze the musical means of expression used by ensembles, choirs, orchestras, soloists... Use sources of information such as opera guides, programs, and the various media on which music is stored Latin American rhythm clips Playing of percussion instruments Research Films and movies Video clips Presentation Seeing an opera Cultural diversity Cross-disciplinary collaboration with Spanish: figure out the content of lyrics Go see an opera Relationship to German class: structure of a libretto Visual Arts (stage design)

9 Popular Music II Hard Rock Heavy Rock/Metal Punk New Wave Disco Present their findings using multimedia Describe the line-ups Analyze riffs and, if indicated, produce riffs on their own Identify various techniques of playing the electric and acoustic guitar Interpret and problematize the creation of legends around famous rock musicians Describe the social complexities and tensions surrounding musical genres as they develop The guitar, live Identity Music cultures in the US and Great Britain History/politics...