Unit: Growth. Musical focus: Street dance performance Subject link: Geography AGE. Click here to view the plans:

Size: px
Start display at page:

Download "Unit: Growth. Musical focus: Street dance performance Subject link: Geography AGE. Click here to view the plans:"

Transcription

1 The street is the setting for this unit of buskers and flash mobs. The children explore Ravel s Boléro through rhythmical mime, learn songs with instrumental accompaniments, and create a dance to build into a thrilling street performance. Click here to view the plans: Medium term plan 1st lesson plan 2nd lesson plan 3rd lesson plan 4TH LESSON PLAN 5TH LESSON PLAN 6TH LESSON PLAN Music Age 2014 A&C Black (an imprint of Bloomsbury Publishing plc) 1

2 Subject link: Georgraphy medium term Plan 1 Feeling and moving to a three-beat pulse and revising rhythmic ostinato Boléro Practise feeling groups of three in the listening piece Boléro Street scene Mime street scene actions to the rhythm of Boléro Children who are less confident about creating an individual mime to perform with Boléro can work with a partner, eg miming as a parent and child, two friends, or asking someone for directions. Miming patterns Build a texture of rhythmic mimed ostinati 2 Performing and improvising rhythmic and melodic ostinati Street busker Learn to sing Street busker Street calls Perform rhythmic ostinati as a musical conversation To help the instrumentalists keep a relaxed, steady beat without gradually speeding up the tempo, it may help to appoint a confident conductor to indicate the beat. Double bass ostinato and calls Perform rhythmic ostinati on instruments 3 Singing in harmony Learning about chords Harmony junction Explore building harmony using voices Street busker harmony Sing the song Street busker in three-part harmony To help the singers when they sing Street busker in three-part harmony, group them in three blocks with confident singers dispersed within each group. Street busker accompaniment Perform a melodic and chordal ostinato to accompany a song 2

3 medium term Plan 4 Performing music and dance Flash mob Learn about flash mobs and learn to sing the Flash mob song Flash mob rhythms Perform a rhythm pattern on drums and tuned percussion Dance attack Invent movements to perform with Flash mob To learn the tuned percussion accompaniment, the players should use the notation as support at first, but encourage them to learn it by heart so that they can play confidently as part of the ensemble with the other instruments. 5 Revising, rehearsing and developing music for performance Comparing flash mob structures Compare and contrast two flash mob performances Street scene flash mob Revise singing Street busker using expression It may help to begin to draw a plan of the performance ideas and display it for everyone to see as they rehearse. Street scene revision Revise musical ideas and begin planning a performance 6 Understanding the process of a musical performance Busker bash Clarify the structure of the final performance Dress rehearsal Practise performing Busker bash To support the children in rehearsal, it may help to display a plan of the complete performance structure as a reminder. When the children are more confident, this can be removed and committed to memory for a fluent performance. Performance Perform to a friendly audience and evaluate 3

4 1 Plan learning Feeling and moving to a three-beat pulse and revising rhythmic ostinato NEED Boléro Practise feeling groups of three in the listening piece Boléro listen to music and identify its texture; identify the beat of a piece of music; follow a graphic score to perform a repeating rhythm on body percussion with music. Street scene Mime street scene actions to the rhythm of Boléro discuss a picture and watch a movie of mimed actions to music; copy mimed actions to a rhythm. Miming patterns Build a texture of rhythmic mimed ostinati invent rhythmical mimed actions to music; demonstrate and interpret mimed actions; conduct a performance to music of increasing texture and evaluate. Texture Rhythm Ostinato Explore the development of this performance, eg by increasing the number of different patterns used at the same time or the numbers of performers using the same pattern at different times. Support: Children who are less confident about creating an individual mime to perform with Boléro can work with a partner, eg miming as a parent and child, two friends or asking someone for directions. 4

5 2 Plan learning Performing and improvising rhythmic and melodic ostinati A selection of four untuned percussion, eg tambourine, shakers, finger cymbals, hand drum Street busker Learn to sing Street busker listen to a song following the lyrics, then discuss its structure; learn a verse by echo-singing. Street calls Perform rhythmic ostinati as a musical conversation listen to instrumental music and identify its structure; in two groups, count a metre of three in music; listen to and then invent three-beat street calls in two groups; perform a musical conversation in two groups. Double bass ostinato and calls Perform rhythmic ostinati on instruments listen to music and identify its structure; revise a body percussion ostinato; transfer a rhythmic ostinato onto selected untuned percussion; accompany street calls in two groups with a layered instrumental texture. Support: To help the instrumentalists keep a relaxed, steady beat without gradually speeding up the tempo, it may help to appoint a confident conductor to indicate the beat. Ostinato Metre Structure Working in groups, each group invents a new accompaniment rhythm ostinato to perform on their choice of percussion instruments in the given structure. The flute and trumpet melodic conversation is available to print out in staff notation. Invite confident individuals to learn to play these parts and perform them with the double bass ostinato and street calls. 5

6 3 Plan learning Singing in harmony Learning about chords Tuned instruments, eg chime bars, xylophones, glockenspiels notes G Bb C D E G' Harmony junction Explore building harmony using voices listen to two extracts of music and compare the texture; explore building vocal harmony in three groups. Street busker harmony Sing the song Street busker in three-part harmony revise a song then learn a two-part harmony; add a third harmony part; then perform a song in unison and three-part harmony. Street busker accompaniment Perform a melodic and chordal ostinato to accompany a song learn to play a melodic accompaniment following a grid score; learn to play a chord accompaniment in pairs; combine instrumental ostinati; perform a song with two instrumental ostinati accompaniment. Support: To help the singers when they sing Street busker in three-part harmony, group them in three blocks with confident singers dispersed within each group. Texture Harmony Ostinato Chord Perform the complete Street scene: - all sing the Street busker song in harmony accompanied by the double bass ostinato; - in the instrumental section a small group accompanies the Street calls with the double bass and chord ostinati; confident individuals could play the flute and trumpet melodic conversation using the staff notation displays. 6

7 4 Plan learning Performing music and dance Flash mob Learn about flash mobs and learn to sing the Flash mob song watch a movie and learn about flash mobs; learn to sing a song in unison; listen to and compare two songs. Flash mob rhythms Perform a rhythm pattern on drums and tuned percussion clap a repeating rhythm then transfer onto untuned and tuned instruments; use notation to learn rhythmic and tuned accompaniments to a song; perform a song in two groups with instrumental accompaniment. Dance attack Invent movements to perform with Flash mob learn rhythmic dance moves; improvise dance moves for a section of a song; combine singing and dance moves; discuss ideas for development of a performance. A selection of untuned and tuned instruments, eg drums, tuned percussion, keyboards notes C D F and G Beat Rhythm Metre After filming, consider any necessary changes then perform Flash mob song and dance to a friendly audience to see their reactions and suggestions. Discuss whether the moves look realistic, artistic and convincing. Support: To learn the tuned percussion accompaniment, the players should use the notation as support at first, but encourage them to learn it by heart so that they can play confidently as part of the ensemble with the other instruments. 7

8 5 Plan learning Revising, rehearsing and developing music for performance A selection of untuned and tuned instruments, eg drums, tuned percussion, keyboards notes C D F and G Comparing flash mob structures Compare and contrast two flash mob performances watch and compare two flash mob performances. Street scene flash mob Revise singing Street busker using expression revise songs and learn an optional harmony part; plan the sequence of songs for a musical finale; combine songs with a percussion rhythm piece; rehearse songs in a chosen sequence. Street scene revision Revise musical ideas and begin planning a performance revise and practise musical ideas to build a performance; work as a class and in small groups, using singing, chant, playing instruments and dance. Unison Harmony Dynamics Search on the internet for other examples of flash mob music or dance performances. Discuss any ideas that you could use in your own flash mob performance next lesson. Support: It may help to begin to draw a plan of the performance ideas and display it for everyone to see as they rehearse. 8

9 6 Plan learning Understanding the process of a musical performance A selection of untuned and tuned instruments, eg drums, tuned percussion, keyboards notes C D F and G Bb C D E G' Busker bash Clarify the structure of the final performance watch a movie and discuss its structure; join in with songs in unison or harmony; plan a performance, combining song, instrumental accompaniments and dance. Dress rehearsal Practise performing Busker bash plan the staging of a performance with awareness of space; practise a musical story scene by scene. Performance Perform to a friendly audience and evaluate perform to an audience; film the performance and evaluate. Unison Harmony Dynamics Flashmob 6 is a good opportunity to perform the piece in readiness for an authentic friendly audience, such as in a school assembly or concert. Perform the piece again for different audiences. Support: To support the children in rehearsal, it may help to display a plan of the complete performance structure as a reminder. When the children are more confident, this can be removed and committed to memory for a fluent performance. 9

Unit: Solar system. Musical focus: Listening Subject link: Science 9-10 AGE. Click here to view the plans:

Unit: Solar system. Musical focus: Listening Subject link: Science 9-10 AGE. Click here to view the plans: This unit embarks on a musical journey through the solar system, exploring how our universe inspired composers including Debussy, Holst and George Crumb. The children learn a song, and compose pieces linked

More information

Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds)

Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Music at EYFS stage reflects the different ways in which children learn and engage with other people. Many examples of stories, songs

More information

Unit: At the movies. Musical focus: Composition Subject link: English 9-10 AGE. Click here to view the plans:

Unit: At the movies. Musical focus: Composition Subject link: English 9-10 AGE. Click here to view the plans: The children explore movie music in this unit from 1920s animated films to present day movies. They learn techniques for creating soundtracks and film scores, and compose their own movie music. Click here

More information

Unit summary. Year 9 Unit 1 Chords into jazz

Unit summary. Year 9 Unit 1 Chords into jazz Year 9 Unit 1 Chords into jazz Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Chords into jazz Learning how jazz musicians use chords as

More information

Music Policy & Curriculum 2015

Music Policy & Curriculum 2015 Music Policy & Curriculum 2015 Overview This policy reflects the requirements of the national curriculum framework; the Areas of Learning and Early Learning Goals within the Foundation Stage Curriculum

More information

Programme of Study and Success Criteria for Key Stage 3 - MUSIC

Programme of Study and Success Criteria for Key Stage 3 - MUSIC Programme of Study and Success Criteria for Key Stage 3 - MUSIC Programmes of Study Year 7 Unit 1 Understanding the elements of music Learn about each element of and how it works in a piece of music Develop

More information

MUSIC. Syllabus for Primary Schools. Curriculum Department, Floriana Year 3 19

MUSIC. Syllabus for Primary Schools. Curriculum Department, Floriana Year 3 19 MUSIC Syllabus for Primary Schools Curriculum Department, Floriana Year 3 19 YEAR 3 Curriculum Department, Floriana Year 3 20 LEARNING OUTCOMES for YEAR 3 Curriculum Department, Floriana Year 3 21 3.1

More information

Unit: Recycling. Musical focus: Structure Subject link: Art 8-9 AGE. Click here to view the plans: Medium term plan. 1st lesson plan.

Unit: Recycling. Musical focus: Structure Subject link: Art 8-9 AGE. Click here to view the plans: Medium term plan. 1st lesson plan. This unit provides an opportunity for the children to be creative and make their own instruments from junk. They use these instruments to improvise, compose and play junk jazz music in a variety of different

More information

Silver Burdett Making Music

Silver Burdett Making Music Grades K-5 C O R R E L A T E D T O Virginia Beach City Public Schools General Music Standards Grades K-5 Introduction This document shows how, 2008 Edition meets the objectives of the Virginia Beach City

More information

The Great Fire of London a musical diary

The Great Fire of London a musical diary Summary In this activity, children will: Learn about the Great Fire of London (or revise what they already know) Learn (or revise) London s Burning and sing it in a round Invent ostinato patterns to accompany

More information

Music. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

Music. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Music Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) www.qca.org.uk/curriculum Crown copyright 2007 Qualifications and Curriculum Authority

More information

The student will recognize the development of music from an historical and cultural perspective.

The student will recognize the development of music from an historical and cultural perspective. PRE-K e. Form (same or different and solo/chorus) h. Dynamics (loud or soft) a. Dynamics - loud and soft KINDERGARTEN e. Form (same or different and solo/chorus) h. Dynamics (loud or soft) a. Dynamics

More information

Worksheet activity 1 ( Passerby ) 1 What instruments and voices are heard in the song?

Worksheet activity 1 ( Passerby ) 1 What instruments and voices are heard in the song? Name: Class: WORKSHEET ACTIVITIES UNIT 3 Worksheet activity 1 ( Passerby ) 1 What instruments and voices are heard in the song? 2 Which instrument is featured in the introduction? 3 Which instruments are

More information

Hand Drums, Rhythm Sticks, And Other Untuned Percussion

Hand Drums, Rhythm Sticks, And Other Untuned Percussion Hand Drums, Rhythm Sticks, And Other Untuned Percussion Roger Sams Director of Publications and Music Education Specialist Music Is Elementary www.musiciselementary.com roger@musiciselementary.com Play

More information

Curriculum Framework for Performing Arts

Curriculum Framework for Performing Arts Curriculum Framework for Performing Arts School: First State Military Academy Curricular Tool: Teacher Developed Course: Music Theory Standards Alignment Unit Concept/Big Ideas Student Learning Targets

More information

Musical Literacy. Clarifying Objectives. Musical Response

Musical Literacy. Clarifying Objectives. Musical Response North Carolina s Kindergarten Music Note on Numbering/Strands: ML Musical Literacy, MR Musical Response, CR Contextual Relevancy Musical Literacy K.ML.1 Apply the elements of music and musical techniques

More information

Catch the Calypso Beat and Put it in Your Feet! A Smithsonian Folkways Lesson Designed by: Katie Wood Seattle Public Schools, Seattle WA

Catch the Calypso Beat and Put it in Your Feet! A Smithsonian Folkways Lesson Designed by: Katie Wood Seattle Public Schools, Seattle WA Catch the Calypso Beat and Put it in Your Feet! A Smithsonian Folkways Lesson Designed by: Katie Wood Seattle Public Schools, Seattle WA Summary: In this lesson students will travel to the island of Trinidad

More information

National Standards for Music Education

National Standards for Music Education National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising

More information

1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A.

1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A. FIRST GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A.1c) 3. respond

More information

General Music Programme Syllabus (Primary/Secondary)

General Music Programme Syllabus (Primary/Secondary) GENERAL MUSIC PROGRAMME SYLLABUS General Music Programme Syllabus (Primary/Secondary) Curriculum Planning & Development Division Ministry of Education Singapore All Rights Reserved Year of Implementation:

More information

Music Standards of Learning

Music Standards of Learning Music Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia April 2006 Music Standards of Learning for Virginia Public Schools Adopted in April 2006 by the Board

More information

HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV

HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV GOALS AND OBJECTIVES GOAL I: PERCEIVING, PERFORMING, AND RESPONDING: AESTHETICS The student will demonstrate the ability to perceive, perform, and

More information

Whiteboard Music Lessons

Whiteboard Music Lessons Whiteboard Music Lessons Module Two Middle Primary/Elementary Lesson Plans Whiteboard Music Lessons - Module 2. Lesson Plans Page 1 Contents Introduction page 3 Lesson Plan Guides: Lesson 1 page 8 Lesson

More information

Music Curriculum Guidelines Diocese of Arlington 2011-2012

Music Curriculum Guidelines Diocese of Arlington 2011-2012 Music Curriculum Guidelines Diocese of Arlington 2011-2012 Philosophy, Methodology and Usage Philosophy Music instruction continues to be cited as a profoundly positive element of educating young students.

More information

MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY

MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY The systematic development of musical skills, knowledge and perception is fundamental to the total development of the individual. Music education should begin

More information

Level 1 Music, Demonstrate knowledge of conventions used in music scores am Friday 30 November 2012 Credits: Four

Level 1 Music, Demonstrate knowledge of conventions used in music scores am Friday 30 November 2012 Credits: Four 91094 910940 1SUPERVISOR S Level 1 Music, 2012 91094 Demonstrate knowledge of conventions used in music scores 9.30 am Friday 30 November 2012 Credits: Four Achievement Achievement with Merit Achievement

More information

Lesson Plans: Stage 3 - Module One

Lesson Plans: Stage 3 - Module One Lesson Plans: Stage 3 - Module One TM Music Completes the Child 1 Stage Three Module One Contents Week One Music Time Song 2 Concept Development Focus: Tempo 4 Song Clap Your Hands 5 George the Giant Pitch

More information

beat a steady pulse in music beat keeps the time of music. dynamics changes of loud and soft sounds in music

beat a steady pulse in music beat keeps the time of music. dynamics changes of loud and soft sounds in music Music Vocabulary List Grade 1 duration how long you hold a note for this also refers to beat, rhythm (patterns of long and short sounds), metre (how you count each bar in music) and tempo (how fast or

More information

Unit Overview Template. Learning Targets

Unit Overview Template. Learning Targets ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: Orchestra Unit Title: Music Literacy / History Comprehension Target Course/Grade Level: 3 & 4 Unit Overview

More information

FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS

FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS - FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS Sponsored by the FINE ARTS division of the Utah State Office of Education Featuring practical music lessons coffelated to

More information

Cosmopolitan Music Society Performance Standards for Ensemble Members

Cosmopolitan Music Society Performance Standards for Ensemble Members Cosmopolitan Music Society Performance Standards for Ensemble Members Auditions are held annually for all NEW members wishing to join the Cosmopolitan Music Society. The audition process is designed to

More information

RESEARCH IN MUSIC EDUCATION AND SOUND ARTS (Completed in, and/or about New Zealand)

RESEARCH IN MUSIC EDUCATION AND SOUND ARTS (Completed in, and/or about New Zealand) Te Puna Puoru National Centre for Research in Music Education and Sound Arts (MERC) invites you to contribute to the national database of research in music education and sound arts. Fill in the template

More information

Briefly review music theory units

Briefly review music theory units Framework for Lesson Plans It is important that students are always being presented with new concepts or elements while simultaneously practicing known concepts in each lesson. In your introductory lecture,

More information

Page 6 Lesson Plan Exercises Score Pages 75 90

Page 6 Lesson Plan Exercises Score Pages 75 90 Page 6 Lesson Plan Exercises 25 30 Score Pages 75 90 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Silver Burdett Making Music

Silver Burdett Making Music A Correlation of Silver Burdett Making Music Model Content Standards for Music INTRODUCTION This document shows how meets the Model Content Standards for Music. Page references are Teacher s Edition. Lessons

More information

Senior Phase Grade 7 Today Planning Pack ARTS AND CULTURE

Senior Phase Grade 7 Today Planning Pack ARTS AND CULTURE M780636110205 Senior Phase Grade 7 Today Planning Pack ARTS AND CULTURE Contents: Work Schedule: Page Grade 7 2 Lesson Plans: Grade 7 4 Rubrics: Rubric 1 11 Rubric 2 12 Rubric 3 13 1 Work schedule for

More information

Hingham Middle School Curriculum Summary. Grade 6 Band

Hingham Middle School Curriculum Summary. Grade 6 Band Grade 6 Band This elective course is open to all students in grade six that have completed one previous year of band instruction, or can demonstrate an equivalency at the discretion of the director. The

More information

Alabama Shakes. Hold On

Alabama Shakes. Hold On Alabama Shakes Hold On Teachers Resource Lyrics Bass Guitar Piano / Keyboard Ukulele Uses 2 Chords: C and F Lyrics 1: Bless my heart. Bless my soul. Didn't think I'd make it to 22 years old. There must

More information

Charter School Solo and Ensemble Competition

Charter School Solo and Ensemble Competition Charter School Solo and Ensemble Competition Guidelines Charter School Solo and Ensemble Competition, desires to have the highest quality music competition possible for all 5th -12th grade Michigan Charter

More information

Music Prekindergarten

Music Prekindergarten Prekindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music Students read, notate, listen to, analyze, and describe

More information

General Music K-2 Primary Elementary Grades

General Music K-2 Primary Elementary Grades The following General K-8 alignment with Iowa Core was developed to provide guidance with the 21 st Century Universal Constructs: Critical Thinking, Effective Communication, Creativity, Collaboration,

More information

Standard 1: Skills and Techniques 1

Standard 1: Skills and Techniques 1 1 Standard 1: Skills and Techniques 1 CB.1.1 Instrument Knowledge Skills CB.1.1.1 Instrument in good playing condition- including proper assembly, reed care, and cleaning. CB.1.2 Playing Posture Skills

More information

Elementary Band Grade 5

Elementary Band Grade 5 The following Instrumental Music Performance Objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various

More information

EIRE CURRICULUM LINKS The Lion King EXPERIENCE: KIDS EDITION

EIRE CURRICULUM LINKS The Lion King EXPERIENCE: KIDS EDITION The Lion King Experience: KIDS Edition is a theatre education programme which additionally offers primary schools cross curricular support for teaching and learning in English, Drama, Music, Social Personal

More information

Arts Grades 5-8 Music Grade 6 Choir

Arts Grades 5-8 Music Grade 6 Choir Standard 1: Students create, perform/exhibit, and respond in the Arts. 1. Create a work from their own ideas and images based on themes, symbols, events and personal experiences. Introduce basic music

More information

Explore the use of percussion to create textural accompaniment

Explore the use of percussion to create textural accompaniment National Standard: 2c, 6c Music Target 5th: Music Target 6th: Respond to common metric patterns Explore the use of percussion to create textural accompaniment Part 1-Double, Double, This, This Objectives:

More information

Assessment Schedule 2008 Music: Identify and describe fundamental materials of music (90016)

Assessment Schedule 2008 Music: Identify and describe fundamental materials of music (90016) NCEA Level 1 Music (90016) 2008 Page 1 of 8 Assessment Schedule 2008 Music: Identify and describe fundamental materials of music (90016) Evidence Statement Q Evidence One SCORE EXTRACT A: Blues for Brass

More information

Time allowed: 1 hour 30 minutes

Time allowed: 1 hour 30 minutes SPECIMEN MATERIAL GCSE MUSIC 8271 Specimen 2018 Time allowed: 1 hour 30 minutes General Certificate of Secondary Education Instructions Use black ink or black ball-point pen. You may use pencil for music

More information

Version 5: August 2012 DOK 2. Total physical response assessment: Recommend a four-point rubric for assessment.

Version 5: August 2012 DOK 2. Total physical response assessment: Recommend a four-point rubric for assessment. Code Content Statement Item Specifications Depth of Knowledge Essence S1C1-1 Singing rounds on pitch with an appropriate tone quality. Performance based assessment only Total physical response assessment:

More information

Developing Minor Triads

Developing Minor Triads 9 Essential Keyboard Skills Lesson 009 IKS DMT Lesson NINE 107 Lesson Objectives We have discussed that the keyboard player often plays using both hands at the same time. Sometimes the left and right

More information

Which national and musical cultures have shaped samba? What are Latin rhythms? The KING S Medium Term Plan - MUSIC. Y7 Programme

Which national and musical cultures have shaped samba? What are Latin rhythms? The KING S Medium Term Plan - MUSIC. Y7 Programme The KING S Medium Term Plan - MUSIC Y7 Programme Module Samba Building on prior learning Using their knowledge of the durations, rhythm and ensemble skills, learners will now begin to enhance their understanding

More information

Music. Programmes of study for Key Stages 1-3

Music. Programmes of study for Key Stages 1-3 Music Programmes of study for Key Stages 1-3 February 2013 Contents Purpose of study 3 Aims 3 Attainment targets 3 Subject content 4 Key Stage 1 4 Key Stage 2 4 Key Stage 3 5 2 Purpose of study Music is

More information

Ball Green Academy Primary School. Music Policy. Carpenter s Lane

Ball Green Academy Primary School. Music Policy. Carpenter s Lane Ball Green Academy Primary School Music Policy Carpenter s Lane Bratton, Westbury, Wiltshire BA13 Rationale Music is essentially a practical subject which should be enjoyed by all. From an early age children

More information

A Collection of Music Lessons Using Hand Drums and Rhythm Sticks by Music Is Elementary s Music Education Consultant, Roger Sams.

A Collection of Music Lessons Using Hand Drums and Rhythm Sticks by Music Is Elementary s Music Education Consultant, Roger Sams. A Collection of Music Lessons Using Hand Drums and Rhythm Sticks by Music Is Elementary s Music Education Consultant, Roger Sams. A free gift to you from Hand Drums. Rhythm Sticks Teacher recites poem.

More information

3rd Grade Music YSWPCS

3rd Grade Music YSWPCS Young Scholars of Western Pennsylvania Charter School 3rd Grade Music YSWPCS Curricular Strand Melody Objectives 1. Aurally differentiate higher or lower sound, and steps, skips and repeated notes. 2.

More information

Appendix C. Sample Lesson Plans and Templates

Appendix C. Sample Lesson Plans and Templates Appendix C Sample Lesson Plans and Templates 571 Lesson Plan - Sample Template I Lesson Overview: Level Suitability: Learning Outcomes: Students will: Supplies: Instructional Plan: Introductory Activity(ies)

More information

Demonstrate technical proficiency on instrument or voice at a level appropriate for the corequisite

Demonstrate technical proficiency on instrument or voice at a level appropriate for the corequisite MUS 101 MUS 111 MUS 121 MUS 122 MUS 135 MUS 137 MUS 152-1 MUS 152-2 MUS 161 MUS 180-1 MUS 180-2 Music History and Literature Identify and write basic music notation for pitch and Identify and write key

More information

Chapter 3 Calypso in the Tent and on the Road

Chapter 3 Calypso in the Tent and on the Road Chapter 3 Calypso in the Tent and on the Road (1) AA Pages 37-41 Design a tent This activity is a pedagogically sound approach to conceptual understanding in the classroom, but its outcomes may not be

More information

Music Appreciation. Listening, Research & Analysis

Music Appreciation. Listening, Research & Analysis Music Appreciation Listening, Research & Analysis M MATTHEWS 2013 Copyright The photographs are used courtesy of pixabay.com who offer images under Creative Commons Deed CC0. All score extracts included

More information

2012 Music Standards GRADES K-1-2

2012 Music Standards GRADES K-1-2 Students will: Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through A. Demonstrate how musical elements communicate meaning

More information

Teaching Composition With Technology

Teaching Composition With Technology ASME 2011 Teaching Composition With Technology Katie Wardrobe Midnight Music Recording and Sequencing... 3 Software options...3 Arranging techniques and other musical concepts... 3 Using pre- made loops...3

More information

Identify curriculum MUSIC DEPARTMENT. KLA(s): ARTS - Music Strand. Unit title: HIT IT. Year level(s): 8. Duration of unit: 10 weeks

Identify curriculum MUSIC DEPARTMENT. KLA(s): ARTS - Music Strand. Unit title: HIT IT. Year level(s): 8. Duration of unit: 10 weeks School Name: AVIATION HIGH Unit title: HIT IT KLA(s): ARTS - Music Strand Year level(s): 8 Duration of unit: 10 weeks Ways of working Duration, beat, time values and metre are used to create rhythm e.g.

More information

8th Grade Music Objectives - Rhythm

8th Grade Music Objectives - Rhythm 8th Grade Music Objectives - Rhythm presentation.1 meaning.1 developing new artistic ideas and work.1 external context.1 1. Students will accurately demonstrate knowledge of beat through performing music

More information

Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program)

Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program) Music: A guide for Strategic Planning Grade Level: K-2 3-5 Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program) The study of music contributes

More information

School District of Springfield Township

School District of Springfield Township ESSENTIAL QUESTIONS: School District of Springfield Township UNIT TITLE: DYNAMICS UNIT LENGTH: ONGOING ARE THE STUDENTS ABLE TO AURALLY IDENTIFY AND DESCRIBE DYNAMICS IN MUSIC? ARE THE STUDENTS ABLE TO

More information

Step-by-Step. Classroom Music II. Teacher Manual. emc notes inc.

Step-by-Step. Classroom Music II. Teacher Manual. emc notes inc. Step-by-Step Classroom Music II 7 Teacher Manual emc notes inc. Dear Educator, Thank you for taking the time to peruse Step-by-Step Classroom Music. This grade music curriculum has been created for a classroom

More information

Monbushō-shōka. Katatsumuri Monbushō-shōka Hi no maru Monbushō-shōka. Hiraita, Hiraita Warabe-uta. Kakurenbo Monbushō-shōka

Monbushō-shōka. Katatsumuri Monbushō-shōka Hi no maru Monbushō-shōka. Hiraita, Hiraita Warabe-uta. Kakurenbo Monbushō-shōka Section 6 Music I. OV ERALL OBJECTIV ES To encourage pupils to cultivate their sentiments, fundamental abilities for musical activities, a love for music as well as a sensitivity toward it, through music-making

More information

Degree course RHYTHMIC MUSIC AND MOVEMENT Aarhus

Degree course RHYTHMIC MUSIC AND MOVEMENT Aarhus CURRICULUM Bachelor of Music (BMus) Degree course RHYTHMIC MUSIC AND MOVEMENT Aarhus Effective as of 2011 Approved by the Board of Studies on September 14th, 2010 Version: Dec2011 1 1 Introduction... 3

More information

Some Skills and Applications for the Liturgical Guitarist Including: Being an ensemble player

Some Skills and Applications for the Liturgical Guitarist Including: Being an ensemble player Some Skills and Applications for the Liturgical Guitarist Including: Being an ensemble player The fundamental issue or challenge for liturgical guitarists today is basic competency on their instrument.

More information

MUSIC AND COMPOSITION GLOSSARY CATEGORIES

MUSIC AND COMPOSITION GLOSSARY CATEGORIES MUSIC AND COMPOSITION GLOSSARY CATEGORIES Composition: note, pitch, scale, melody, harmony, chord, score, orchestration, instrumentation, overture, aria, recitative, finale, beat, pulse, octave Writing:

More information

Key Stage 3 Scheme of Work. Unit No. Title : Elements of Pop Music. Year : 8

Key Stage 3 Scheme of Work. Unit No. Title : Elements of Pop Music. Year : 8 1 Key Stage 3 Scheme of Work Unit No. Title : Elements of Pop Music. Year : 8 Aims To appreciate the role of Pop Music with in society. To recognise stylistic elements of different Pop Music genres. To

More information

Seven Kings High School Music Department. Scheme of Work. Year 9 - Spring Term 1. Indian Music.

Seven Kings High School Music Department. Scheme of Work. Year 9 - Spring Term 1. Indian Music. Seven Kings High School Music Department. Scheme of Work. Year 9 - Spring Term 1. Indian Music. Content. Aurally recognise and appreciate characteristics of Indian Classical Music. Learning about Indian

More information

GCSE Music Unit 4 (42704) Guidance

GCSE Music Unit 4 (42704) Guidance GCSE Music Unit 4 (42704) Guidance (There are recordings to accompany this document.) The Task Students will be required to compose one piece of music which explores two or more of the five areas of study.

More information

Drums Foundation Level 1

Drums Foundation Level 1 Drums Foundation Level 1 Read drum kit notation for bass drum, snare and hi-hat (closed at all times) using quarter notes (crotchets), eighth notes (quavers) and their associated rests. Be able to read

More information

Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts

Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts Expressive Singing Independent Singing : Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts : knowledge of process and techniques for the production,

More information

I ve Got The Blues! Grade 7 Music. Contents. Purpose of Unit. How to Use this Resource. Curriculum. Instructional Trajectory

I ve Got The Blues! Grade 7 Music. Contents. Purpose of Unit. How to Use this Resource. Curriculum. Instructional Trajectory I ve Got The Blues! Grade 7 Music Contents Purpose of Unit How to Use this Resource Curriculum Instructional Trajectory Summary of Literacy Strategies I ve Got The Blues! Grade 7 Music Purpose of the Unit

More information

SET STAGE. The. by Randy Hunter. Rhythm section co-authors: Guy Fenocchi & Tim Nash

SET STAGE. The. by Randy Hunter. Rhythm section co-authors: Guy Fenocchi & Tim Nash SET The STAGE Jazz Combo Arrangements & Small Group Instruction by Randy Hunter Rhythm section co-authors: Guy Fenocchi & Tim Nash Set the Stage 1st Part Trumpet Alto Sax A Jazz Ensemble With As Few As

More information

A Guide To Lead Sheets

A Guide To Lead Sheets Fakebooks are large collections of songs written in the form of lead sheets. A lead sheet is a piece of paper which outlines the structure of a composition. Typically, a lead sheet contains a song's melody,

More information

One or more vocalists performing without an accompaniment. A symbol used in musical notation indicating to gradually quicken tempo

One or more vocalists performing without an accompaniment. A symbol used in musical notation indicating to gradually quicken tempo MUSIC VOCABULARY Term A cappella Accelerando Accidental Adagio Allegro Articulation Bass Clef Beat Chant Chorale Chord Circle of Fifths Clef Coda Definition One or more vocalists performing without an

More information

Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks)

Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks) Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks) Week Standard Skills Resources Vocabulary Assessments Students sing using computer-assisted instruction and assessment software.

More information

RADLETT LODGE SCHOOL MUSIC POLICY. This policy is linked to and derived from the overarching curriculum policy.

RADLETT LODGE SCHOOL MUSIC POLICY. This policy is linked to and derived from the overarching curriculum policy. Next review due: Sept 2016 RADLETT LODGE SCHOOL MUSIC POLICY INTRODUCTION This policy is linked to and derived from the overarching curriculum policy. Music is a statutory requirement of the National Curriculum

More information

LINCOLN PUBLIC SCHOOLS Music Learning Expectations: Grade 4

LINCOLN PUBLIC SCHOOLS Music Learning Expectations: Grade 4 Singing Singing is a fundamental and universal form of expression that requires active listening skills. sing, alone and with others, a varied repertoire of music. demonstrate an understanding that singing

More information

K-12 Music Unpacked Content

K-12 Music Unpacked Content This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

1.0 Artistic Perception. 1.0 Artistic Perception & 2.0 Creative Expression. 4.0 Creative Expression

1.0 Artistic Perception. 1.0 Artistic Perception & 2.0 Creative Expression. 4.0 Creative Expression Beginning Strings Transitional Kindergarten Grade 3 The students learn strings to the Suzuki method with some variation. Notational accuracy is expected and correct bow hold is paramount in this endeavor.

More information

behind the scenes curriculum mapping: primary The following curriculum mapping is relevant for all 10 episodes of THE LION KING - Behind The Scenes

behind the scenes curriculum mapping: primary The following curriculum mapping is relevant for all 10 episodes of THE LION KING - Behind The Scenes curriculum mapping: primary The following curriculum mapping is relevant for all 10 episodes of THE LION KING - Behind The Scenes Episode 1 from screen to stage Episode 2 BEHIND THE STORY Episode 3 meet

More information

2016 JCC Maccabi ArtsFest Application Requirements ACTING/IMPROV

2016 JCC Maccabi ArtsFest Application Requirements ACTING/IMPROV 2016 JCC Maccabi ArtsFest Application Requirements ACTING/IMPROV Live from Stamford, CT, it s JCC Maccabi ArtsFest! In the Acting/Improv specialty, professional artists work with you to form an ensemble

More information

Candidate Surname. Candidate Number

Candidate Surname. Candidate Number SPECIMEN General Certificate of Secondary Education Music B354 Unit B354: Listening Paper Specimen Paper Candidates answer on question paper: Additional Materials: Time: 1 hour 30 minutes Candidate Forename

More information

Music. Madison Public Schools Madison, Connecticut

Music. Madison Public Schools Madison, Connecticut Music Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools Music Curriculum Guide. If you plan to use the whole or any parts of this

More information

ADAM HALL AND THE VPs

ADAM HALL AND THE VPs Western Australian K-10 Syllabus The Arts ADAM HALL AND THE VPs The following curriculum links to the Western Australian K-10 Syllabus The Arts have been created from: K-10 Overview: The Arts/ http://www.curriculum.wa.edu.au/internet/years_k10/curriculum_resources

More information

Arizona Music Standards

Arizona Music Standards Introduction Music is a subject with its own unique skills and knowledge, a respected repertoire of quality literature, an advanced system of notation and literacy, and a challenging form of cognition.

More information

Rock music workshop. Teacher notes

Rock music workshop. Teacher notes Rock music workshop Teacher notes Lesson 1 Introduce pupils to the important parts of the drum kit, the bass drum, snare drum ride cymbal and hi hat. In groups of three or four the pupils should play the

More information

DANCE, MUSIC, VISUAL ARTS, THEATRE ARTS DANCE CREATION AND PERFORMANCE

DANCE, MUSIC, VISUAL ARTS, THEATRE ARTS DANCE CREATION AND PERFORMANCE DANCE, MUSIC, VISUAL ARTS, THEATRE ARTS DANCE CREATION AND PERFORMANCE 1. Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images.

More information

Admission requirements for The Royal Academy of Music

Admission requirements for The Royal Academy of Music 1 Admission requirements for The Royal Academy of Music Master's degree programmes 2014 2 Welcome to the Royal Academy of Music At the Royal Academy of Music, we place the individual musician and the development

More information

ART. SCORE No Idea Statement attached (-2) Final Score. Rating. Originality Consider: Exhibits creativity

ART. SCORE No Idea Statement attached (-2) Final Score. Rating. Originality Consider: Exhibits creativity ART Entry Name Originality Consider: Exhibits creativity Craftsmanship Consider: Artist s skill in the use of material Elements of Art Consider: Line, color, space, form, media, texture Composition Consider:

More information

Music, Grade 11, University/College Preparation (AMU3M)

Music, Grade 11, University/College Preparation (AMU3M) Music, Grade 11, University/College Preparation (AMU3M) This course emphasizes the appreciation, analysis, and performance of various kinds of music, including baroque and classical music, popular music,

More information

Sample Entrance Test for CR125-129 (BA in Popular Music)

Sample Entrance Test for CR125-129 (BA in Popular Music) Sample Entrance Test for CR125-129 (BA in Popular Music) A very exciting future awaits everybody who is or will be part of the Cork School of Music BA in Popular Music CR125 CR126 CR127 CR128 CR129 Electric

More information

MUSIC GLOSSARY. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts.

MUSIC GLOSSARY. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts. MUSIC GLOSSARY A cappella: Unaccompanied vocal music. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts. Alla breve: A tempo marking indicating a

More information

NATIONAL STANDARDS for MUSIC EDUCATION

NATIONAL STANDARDS for MUSIC EDUCATION NATIONAL STANDARDS for MUSIC EDUCATION 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising

More information

KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY

KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY Jozsef Csikota Midwest Clinic Chicago, Illinois U.S.A. 15th December 2004 KODÁLY METHOD IN HUNGARIAN SCHOOLS In Hungary, every student

More information

INCORPORATING MUSIC COMPOSITION IN MIDDLE SCHOOL BAND REHEARSALS Alexander Koops

INCORPORATING MUSIC COMPOSITION IN MIDDLE SCHOOL BAND REHEARSALS Alexander Koops INCORPORATING MUSIC COMPOSITION IN MIDDLE SCHOOL BAND REHEARSALS Alexander Koops akoops@apuedu The purpose of this action research project is to develop, field test, and assess a researcher created music

More information