Indiana Music Standards

Transcription

1 A Correlation of to the Indiana Music Standards

2 Introduction This document shows how, 2008 Edition, meets the objectives of the Indiana Music Standards. Page references are to the Electronic Big Book (EBB), Student Edition, and Teacher s Edition (TE). Lessons in the Teacher s Edition contain facsimile pages of the Student Edition. is an exciting elementary music program that provides students with memorable music experiences Making Music represents diverse genres and styles including American music as well as music of other world cultures. A full music curriculum of elements, skills, and connections in every lesson that meets all learning styles makes Making Music the best program for meeting teaching goals. Student Edition The Student Edition presents a dynamic repertoire of song literature, and provides opportunities to sing, listen to music, play instruments, read music, write and create music, and connect to other disciplines. To expand students knowledge of music and related content areas, the text includes listening maps, instrumental arrangements, and movement activities as well as information on performers, composers, and the arts. Electronic Big Book CD-ROM The Electronic Big Book CD-ROM is a NEW digital component that provides teaching options for the general music classroom. This electronic version of the print Big Book (Grades K-2) or Student Edition (Grades 1-6) allow teachers the ability to project student content on a monitor, large screen, or interactive whiteboard for large-group instruction. A special zoom feature highlights key lesson sections to increate teaching flexibility. Big Book Big Books, for Kindergarten, Grade 1 and Grade 2, present big, bold, colorfully illustrated lessons that provide many different musical experiences, and can be used for small group and classroom instruction. Teacher s Editions The Teacher s Editions for Kindergarten through offer a sequenced, step-by-step approach to teaching elements in Units 1-6 and theme-based instruction in Units The lesson activities provide complete instruction for music elements, skills, and curriculum connections in all units. Strategies and background information are presented at point of use to support teaching instruction. The Teacher s Editions in Grades 7 8 feature an easy-to-customize, modular organization that is designed around nine specific music topics. The lesson activities provide complete instruction for music elements, skills, and curriculum connections in all units. Strategies and background information are also presented at point of use to support teaching instruction. Audio CD Package Audio CDs feature a mix of children s voices for modeling and adult voices for demonstrating expression, style, and cultural authenticity. Songs and listening selections are performed by professional musicians and are presented in a context specific to the origin of the music.

3 Table of Contents Standard Standard Standard Standard Standard Standard Standard Standard Standard Exploring Music... Error! Bookmark not defined. Standard Standard Standard Standard Standard Standard Standard Standard Standard

4 to the Indiana Music Standards Grade Six Indiana Music Standards Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of repertoire expressively with attention to breath control, pitch, tone quality, diction, and posture. They sing songs with independent parts, both a cappella and accompanied, and they follow the directions of a conductor Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality, and posture. EBB/SE/TE: 7, 10, 20, 53, 65, 89, 105, 160, 173, 188, 407, 418, 427, Explore the changing voice and expanding vocal range through warm-ups and selected repertoire Sing expressively with attention to dynamics, phrasing, and articulation Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation, and appropriate movement Sing unison and part songs, partner songs, and rounds, a cappella and with varied accompaniment. EBB/SE/TE: 7, 10, 29, 124, 126, 171, 177, 408, 446, 459 EBB/SE/TE: 38, 39, 40, 41, 76, 77, 78, 79, 160, 341, 342, 394, 399, 407, 419, 429, 449 EBB/SE/TE: 13, 26, 28, 46, 48, 53, 59, 64, 81, 84, 123, 153, 173, 215, 234, 242, 246, 403, 405, 433, 434 EBB/SE/TE: 4, 15, 26, 66, 67, 87, 90, 105, 140, 141, 142, 143, 176, 207, 251, 301, 409, 410, 411, Follow the cues of a conductor. EBB/SE/TE: 13, 193, 430, 476 Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor Play melodic, rhythmic, and chordal patterns by rote and by reading. EBB/SE/TE: 26, 29, 67, 127, 142, 173, 202, 203, 252 1

5 6.2.2 Play pitched and non-pitched percussion, keyboard, string, and wind instruments using correct techniques for producing sound Play I, IV, and V chord patterns independently or as part of an ensemble Play melodies and accompaniments of various styles and cultures independently or in ensembles Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and dynamics, independently or in ensembles. EBB/SE/TE: 42, 49, 232, 247, 278, 281, 299, 355, 371 EBB/SE/TE: 126, 127, 144, 174, 265, 295, 451, 480 EBB/SE/TE: 50, 55, 107, 165, 183, 195, 230, 289, 295, 420, 464 EBB/SE/TE: 107, 194, 203, 214, 231, 318, Maintain an independent part on an instrument in a group while following the cues of a conductor. EBB/SE/TE: 107, 182, 183, 191, 193 Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompaniments Students improvise accompaniments, melodies of determined length, and melodic and rhythmic variations. They invent short compositions independently and cooperatively Improvise rhythmic, melodic, and harmonic accompaniments to songs using pitched and non-pitched classroom instruments and electronic sound sources. EBB/SE/TE: 29, 93, 119, 142, 175, 183, 303, 308, 334, 348, Improvise a melody of a determined length to be sung or played with an existing ostinato Improvise melodic and rhythmic variations of learned songs by singing and using instruments Independently and cooperatively improvise successive melodic phrases to create a song. EBB/SE/TE: 16, 21, 126, 229, 235, 259, 359, 431 EBB/SE/TE: 55, 100, 161, 175, 229, 234, 240, 252, 303, 308, 348 EBB/SE/TE: 41, 169, 235 2

6 6.3.5 Improvise rhythmic and melodic phrases on a variety of instruments in response to the cues of a student or teacher conductor. EBB/SE/TE: 26, 29, 79 Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelines Students create, arrange, and perform instrumental and vocal compositions within established guidelines Plan and perform a rhythmic speech EBB/SE/TE: 16, 123, 464 composition with text based on themes such as teams, cars, or places. Include performance indicators such as tempo, dynamics, and changes in vocal timbre Compose melodies to be sung or played with a given ostinato or accompaniment Create a song in an appropriate meter to accompany an original descriptive text of at least four phrases Arrange a given short two-part song by re-assigning voice or instrumentation for each part using traditional or electronic sources Collaboratively create a short drama based on a folk tale or historical event incorporating studentgenerated lyrics, melodies, and instrumentation. Perform the completed work. EBB/SE/TE: 16, 21, 167, 229, 235, 259, 431 EBB/SE/TE: 40, 41, 235, 339 EBB/SE/TE: 81, 171, 175, 193, EBB/SE/TE: 44, 293, 319, 329, 349, 369, 383, 385, 464 3

7 Standard 5 RESPONDING TO MUSIC: Reading, notating, and interpreting music Students read and perform music in specified meters and keys from a score. They write rhythms and pitches from aural examples Read, notate, and perform quarter, EBB/SE/TE: 10, 45, 81, 82, 115, 118, dotted quarter, eighth, half, dotted 120, 145, 196, 197, 242, 243, 372, half, sixteenth, and whole notes, and 396, 445 quarter, half, and whole rests in meters of 2/4, 3/4, 4/4, 6/8, 3/8, alla breve, and asymmetrical meters Identify and notate rhythms and melodies from aural examples Read and perform songs from notation and sight read new songs from simple musical scores Read and perform in various major and minor keys. EBB/SE/TE: 19, 36, 41, 289 EBB/SE/TE: 10, 12, 58, 120, 125, 126, 165, 201, 329, 396, 402, 414, 470 EBB/SE/TE: 56, 57, 58, 59, 123, 128, 130, 131, 160, 263, 408, 409, 410, 411, Apply the designated expressive markings when singing or playing music. EBB/SE/TE: 38, 77, 79, 160 Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing music Students recognize, identify, and describe musical elements, styles, and works from various periods and cultures. They experience and describe live musical performances Describe musical elements including tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements may convey an expressive mood. EBB/SE/TE: 6, 7, 14, 15, 24, 25, 39, 61, 65, 103, 123, 129, 178, Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods Recognize, discuss, and write about works of representative historic and contemporary composers. EBB/SE/TE: 64, 124, 125, 128, 129, 161, 178, 198, 199, 209, 233 EBB/SE/TE: 9, 17, 25, 30, 87, 98, 99, 101, 129, 139, 154, 159, 199, 209, 210, 217, 325, 386 4

8 6.6.4 Attend and describe live musical experiences Include descriptions of musical experiences in a portfolio. EBB/SE/TE: 203, 215, 401, 436, 476 EBB/SE/TE: 25, 49, 139, 171, 297, 321, 331, 385, 436 Standard 7 RESPONDING TO MUSIC: Evaluating music and music performances Students establish and apply criteria for listening to and performing music Establish criteria for distinguishing effective musical works including classroom and recorded compositions. Use criteria to discuss or write about specific examples. EBB/SE/TE: 139, 179, 282, 287, 293, 395, 373, 431, 483, Apply established criteria for effective performance when listening to live and recorded music. EBB/SE/TE: 283, 287, 373, 395, 431, Apply established criteria when performing music in and outside the classroom. EBB/SE/TE: 43, 117, 155, 293, 373, 483 Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts Students explore specific interdisciplinary connections and express them through various means. They recognize how music activities connect to life skills needed in many contexts Use various means to explore interdisciplinary connections of a concept such as creativity: Mapping possible connections EBB/SE/TE: 22, 24, 31, 238, 302, 482 Investigating a compositional technique such as John Cage s creative use of prepared piano and discovering crossdisciplinary associations Responding to a writing prompt such as, How is the creative process in music similar to that in other disciplines such as science, literature, or art? EBB/SE/TE: 30, 193, 208, 209, 397 EBB/SE/TE: 15, 22, 24, 31, 208, 302 5

9 6.8.2 Compare compositional techniques in music and other disciplines, such as sequences in musical examples and simple tessellations in mathematics and art Integrate music into an interdisciplinary presentation of a specific topic Identify life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disciplines and contexts. EBB/SE/TE: 15, 30, 133, 134, 159, 209 EBB/SE/TE: 116, 133, 327, 339, 345 EBB/SE/TE: 13, 46, 85, 133, 142, 163, 209, 231, 277 Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture Students recognize and experience music that influenced cultural trends of the past as well as that of present day cultures. They research career opportunities in music related to contemporary culture Investigate past and contemporary uses of music to influence societal change such as the political context of Yankee Doodle, or protest songs like If I Had a Hammer or I Am Woman. EBB/SE/TE: 83, 232, 233, 267, 466, 467, Listen to specific examples of program music related to historical events in Europe and the Americas such as Tchaikovsky s 1812 Overture Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time. EBB/SE/TE: 15, 163, 325 EBB/SE/TE: 88, 91, 138, 148, 149, 151, 178, 194, 195, 254, 255, 256, 257, 258, 348 6

10 6.9.4 Explore and contrast music of contemporary American and various world cultures through live or recorded authentic performances Research various career opportunities related to contemporary American music. EBB/SE/TE: 103, 179, 217, 269, 270, 271, 285, 296 EBB/SE/TE: 113, 217, 259, 288, 331, 347, 366 EXPLORING MUSIC Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing independently and in groups, applying good vocal technique and exploring the changing voice. They sing music of various styles and cultures appropriately and expressively. Students sing accompanied and unaccompanied in unison and parts, from memory, and using a musical score. They follow the directions of a conductor Sing independently and in ensembles EBB/SE/TE: 7, 10, 20, 53, 65, 89, maintaining good breath control, 105, 160, 173, 188, 407, 418, 427, pitch, diction, tone quality, 475 and posture Explore the changing voice and expanding vocal range. EBB/SE/TE: 7, 29, 124, 126, 171, 177, 408, Sing expressively with attention to dynamics, phrasing, and articulation Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation of languages, and movement when appropriate Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a cappella and with varied accompaniment Sing using a score and from memory, following the cues of a conductor. EBB/SE/TE: 38, 39, 40, 41, 76, 77, 78, 79, 160, 341, 342, 394, 399, 407, 419, 429, 441 EBB/SE/TE: 16, 22, 46, 47, 48, 52, 53, 64, 81, 84, 123, 153, 173, 215, 234, 242, 246, 425 EBB/SE/TE: 4, 15, 26, 66, 67, 87, 90, 105, 140, 141, 142, 173, 176, 207, 251, 301, 318, 409, 410, 411, 453 EBB/SE/TE: 191, 193, 215, 430, 476 7

11 Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor Play melodic, rhythmic, and harmonic EBB/SE/TE: 26, 29, 67, 127, 142, patterns by rote and by reading. 173, 202, 203, Play pitched and non-pitched classroom instruments using correct techniques for producing sound Play I, IV, and V chord patterns independently or as part of an ensemble Play melodies and accompaniments of various styles and cultures independently or in ensembles Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and dynamics. EBB/SE/TE: 42, 49, 233, 247, 278, 281, 299, 355, 371 EBB/SE/TE: 126, 127, 144, 174, 265, 295, 451, 480 EBB/SE/TE: 50, 53, 56, 107, 165, 183, 195, 230, 289, 295, 420 EBB/SE/TE: 107, 194, 203, 214, 231, 318, Maintain an independent part on an instrument in a group while following the cues of a conductor. EBB/SE/TE: 107, 182, 183, 191, 193 Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompaniments Students improvise sung or instrumental responses, melodies, and accompaniments. They create accompaniments to literary pieces and follow a conductor s directions in improvising short musical compositions. They improvise movement in response to music Sing or play extended responses to teacher or student questions. EBB/SE/TE: 252, 278, 279, Improvise rhythmic accompaniments to classroom or recorded songs. EBB/SE/TE: 29, 142, 175, 252, 334, 348, 365 8

12 6.3.3 Improvise independently with voice or instruments to create a short piece as directed by a teacher or student conductor Improvise appropriate rhythmic movement to accompany a song or instrumental piece. EBB/SE/TE: 27, 29, 93, 208 EBB/SE/TE: 53, 320, 324, Use voices, instruments, or computer software to create appropriate sound effects as accompaniments to a poem or short story. EBB/SE/TE: 7, 25, 38-41, 44, 208, 209, 339 Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelines Students compose melodic and rhythmic patterns, make simple two-part arrangements, and create sound effects for literary pieces Compose short melodic and rhythmic patterns for voice or instruments within established guidelines. EBB/SE/TE: 21, 29, 55, 169, Create sound effects to accompany a reading or drama. EBB/SE/TE: 7, 25, 44, Arrange a given short two-part song EBB/SE/TE: 81, 171, 175, 193 by re-assigning voice or instrumentation for each part using traditional or electronic sources. Standard 5 RESPONDING TO MUSIC: Reading, notating, and interpreting music Students read and notate music in the treble clef and play or sing melodies in various keys and meters. They use appropriate musical terminology relating to dynamics, tempo, articulation, and expression Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meters. EBB/SE/TE: 10, 45, 81, 82, 95, 115, 118, 120, 145, 196, 197, 242, 243, 372, 396, Identify and notate rhythms and melodies from aural examples. EBB/SE/TE: 19, 36, 41, 81, 132, 289 9

13 6.5.3 Read and perform simple melodies in a variety of key signatures in the treble clef using solfège, note names, or numbers Identify and apply musical terms for dynamics, tempo, articulation, and expression. EBB/SE/TE: 18, 19, 21, 36, 57, 81, 96, 97, 106, 158, 159, 167, 197, 207, 373, 470, 489, EBB/SE/TE: 76, 79, 416, 419, 425, 443, 455, 464, Identify examples of non-standard EBB/SE/TE: 31, 43, 385 notation. Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing music Students recognize, identify, and describe musical elements, styles, and works from various periods and cultures. They distinguish vocal and instrumental timbres Identify and describe musical EBB/SE/TE: 6, 7, 14, 24, 25, 61, 65, elements such as rhythmic and 103, 123, 129, 170, 178, 179 melodic ideas, tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a particular emotion or mood Identify musical forms in aural examples such as AB, ABA, theme and variations, and rondo Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods Identify singers by vocal range and distinguish types of vocal ensembles Visually and aurally identify traditional string, wind, and percussion instruments, folk instruments, electronic instruments, and those from world cultures. EBB/SE/TE: 16, 17, 33, 47, 49, 51, 63, 87, 89, 109, 122, 125, 127, 129, 160, 161, 201, 311, 325, 337, 396, 467 EBB/SE/TE: 64, 124, 125, 158, 129, 161, 178, 198, 199, 209, 233 EBB/SE/TE: 24, 25, 41, 210, 211, 212, 213 EBB/SE/TE: 102, 103, 264, 271, 277, 285, 331, 355, 356, 357, 362, 363, 364, 366, 367, 382,

14 Standard 7 RESPONDING TO MUSIC: Evaluating music and music performances Students determine characteristics of effective musical compositions and performances and evaluate them based on collaboratively developed rubrics Define and discuss characteristics of EBB/SE/TE: 14,, 15, 100, 10,1, 159 a variety of effective musical works such as repetition and contrast and rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently Listen to and compare examples of a particular style or genre using basic music terminology Identify characteristics of effective performance of various styles of music and create a rubric to evaluate specific examples. EBB/SE/TE: 132, 129, 198, 211 EBB/SE/TE: 155, 259, 369, 373 Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts Students discover elements common to music and disciplines across the curriculum. They explore ways to enhance understanding of specific topics through interdisciplinary activities From a list of the elements of music, the elements of art (line, color, shape, value, texture, form, and space), and the principles of design (unity, variety, emphasis, balance, proportion, pattern, and rhythm), map correlations with dance, drama, and other curricular areas. EBB/SE/TE: 7, 14, 22, 28, 30, 31, 40, 48, 54, 101, 134, 204, 323, Respond to specific writing prompts such as, How is listening to music different than looking at art or reading a poem? EBB/SE/TE: 87, 99, 139, 199,

15 6.8.3 Identify music related to a EBB/SE/TE: 190, 340, 342, 343, 466, contemporary event or topic such as 468, 472, 473, 474, 475, 476, 477 Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities. Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture Students recognize and experience music that influenced cultural trends of the past as well as that of present day cultures. They examine their own musical experiences and identify career opportunities in music related to contemporary culture Investigate past and contemporary uses of music to influence societal change such as the political context of Yankee Doodle, or protest songs like Blowin in the Wind or I Am Woman. EBB/SE/TE: 83, 84, 232, 267, 443, 466, 467, Listen to specific examples of program music related to historical events in Europe and the Americas such as Tchaikovsky s 1812 Overture and place them on a timeline Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time Explore various musical styles and genres of Europe and the Americas and learn related dances including square dance, folk dance, traditional dance, and popular dance. EBB/SE/TE: 154, 163, 325 EBB/SE/TE: 88, 91, 138, 148, 149, 151, 178, 194, 195, 254, 256, 257, 258, 348 EBB/SE/TE: 153, 205, 307, 309, 327, 434,

16 6.9.5 Reflect on the way that music is a part of individual experience through activities such as responding to the writing prompt, Write your own personal music history, beginning with the first music-making experience that you remember. EBB/SE/TE: 15, 83, 91, 129, Identify various career opportunities related to contemporary American music. EBB/SE/TE: 113, 217, 259, 288, 331, 347,