Stafford Township School District Manahawkin, NJ

Transcription

1 Stafford Township School District Manahawkin, NJ Sixth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board of Education Meeting August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015

2 Stafford Township School District Music Curriculum Content Area: Music Course Title: Chorus Grade Level: 6 Unit Plan 1 Basics: Basic vocal production Vocal and breathing anatomy Breathing Posture Rudimentary music Theory The staff Treble Clef, Bass Clef Notes Beginning repertoire Pacing Guide September Unit Plan 2 Vocal production Intonation Beginning solfegue Beginning Curwen hand signals Notes and rests Bar lines and measures Beats Time signature Tempo Reading rhythms Repertoire Pacing Guide October -November 1

3 Unit Plan 3 Vocal production Sustaining notes Choreographing breathing Staggered breathing Continuing Intonation solfegue Continuing Curwen signals Reading rhythms Basic vocal support Vowel and Consonant formation Dotted rhythms ties Preparation for performance Holiday Concert Community concerts Adding expression and movement Pacing Guide December Unit Plan 4 Vocal production Curwen signals Beginning Reading rhythms and pitch Pitch: Notes of the Treble Clef and Bass Clef Ledger Lines Grand Staff repertoire Pacing Guide January-February Unit Plan 5 Vocal Production Intonation Curwen Signals solfegue Reading simple rhythms and pitch Vocal support Placement Sharp and Flat Introduction to Key Signatures Natural Sign, Accidentals Repertoire Pacing Guide March - April 2

4 Unit Plan 6 Vocal Production Support, breathing, placement Intonation Solfegue: Curwen Signals Reading pitch and rhythm Musical Symbols: Dynamic symbols Staccato and fermata Accents, tenuto and marcato Repeats General review Preparation for Spring Concert Adding expression and movement Pacing Guide May - June Date Created: 3/27/12 Board Approved on: 3

5 Content Area: Music Unit Title: Basic Concepts Target Course/Grade Level: 6 Unit 1 Summary Basic vocal production Vocal and breathing anatomy Breathing Posture Rudimentary music Theory The staff Treble Clef, Bass Clef Notes Beginning repertoire Stafford Township School District Music Curriculum Unit Overview Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration Learning Targets Standards Content Statements B.1 Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.2 The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts CPI # Cumulative Progress Indicator (CPI) B.1 Identify the elements of music in response to aural prompts and printed music notational systems B B B.2 4 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique

6 1.3.5.B.4 Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Unit Essential Questions How does the voice function? How do we identify the basic elements of music notation? What is rhythm as compared to beat? What is style in music? How do we care for and organize our music Unit Enduring Understandings Students will understand proper breathing and phrasing Students will identify the parts of the staff Students will identify notes and their relationship to each other Students will begin to identify differences in musical style due to a varied repertoire Students will maintain a music folder Unit Learning Targets (Objectives) Students will... Students will become aware of proper breathing for vocal production Students will use proper posture for breathing and vocal production Students will begin to use the Curwen signals for solfegue and intonation Students will identify the parts of the staff and Clefs Students will identify and understand basic notes and rests: whole, half, quarter and eighth Students will begin to identify differences in musical style in repertoire Students will sing in 2 parts 5

7 Formative Assessments Students will sing using proper breathing posture and phrasing Students will sing proper pitch as to their ability and show improvement in intonation Students will demonstrate ability to identify parts of the staff Summative Assessments 1. Participation effort 2. written quizzes and tests 3. performance evaluation Evidence of Learning Students will demonstrate ability to identify notes Students will understand note values Students will recognize differences in musical style in repertoire Modifications (ELLs, Special Education, Gifted and Talented) Special Education: individual help, supplementary material, work with tonal recall, modeling Gifted and Talented: Have students demonstrate Hand signals and run drills, Students can compose rhythmic drills using notes learned. Students study musical styles and historical origins Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 MUSIC QUIZZES, LINE AND SPACES BINGO, ENCORE, octavos Teacher Notes: 1. Start Students on basic breathing techniques and exercise 2. Start students on Cuwen hand signal using direction for intonation 3. Work with parts of the staff and identification and significance 4. Compare notes to fractions which students will have studied (this can work very well for understanding) 5. Choose repertoire that challenges but is accessible 6

8 Content Area: Music Unit Title: rhythm Target Course/Grade Level: 6 Stafford Township School District Music Curriculum Unit Overview Unit 2 Summary Vocal production Intonation Beginning solfegue Beginning Curwen hand signals Notes and rests Bar lines and measures Beats Time signature Tempo Reading rhythms Repertoire Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration Learning Targets Standards 1.1. Content Statements B.1 Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.2 The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts CPI # B B B.2 Cumulative Progress Indicator (CPI) Identify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. 7

9 1.3.5.B B.4 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Unit Essential Questions Do students understand direction of pitch? Are students able to match pitches Can students accurately sing a major 5 note scale? Do students understand meter, measures and time signature? Do student understand note relationships and values Unit Learning Targets (Objectives) Students will... Students will understand and recognize pitch direction Students will accurately sing a major 5 note scale Students will understand and read meter, time signature and measures Students will understand note values and relationships Students will sing in 2 parts Unit Enduring Understandings Pitch direction both aurally and by sight on score Meter and how it relates to time signature and measures Note relationships and how that relates to note values Breathing as part of vocal production and phrasing 8

10 Formative Assessments Do students sing with proper intonation and breathing according to their ability Do students recognize notes Do students understand note value and their relation ship to time signature Evidence of Learning Are students able to read a simple rhythmic score Are students able to recognize direction of pitch both aurally and on score Can students accurately sing a 5 note major scale Summative Assessments 1. Student participation and effort 2. written quizzes and tests 3. performance evaluation Modifications (ELLs, Special Education, Gifted and Talented) Special Education: individual help, work with modeling, Gifted and Talented: delve more into rhythmic reading and Curwen drills Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: SING ON SIGHT Audrey Snyder, READY TO READ MUSIC Jay Althouse, octavos Teacher Notes: 1. Work with students for understanding of relationships of notes to each other use math analogies 2. Work with meter and measures have students fine meter in music they like to listen to 3. Work with students to listen to what they are singing so they recognize when they are on pitch and when they are not. 4. Work with Curwen signals to help with intonation for future reading of pitches Content Area: Music Unit Title: rhythm and performance Target Course/Grade Level: 6 Unit 3 Summary Vocal production Sustaining notes Choreographing breathing Staggered breathing Continuing Intonation solfegue Continuing Curwen signals Reading rhythms Basic vocal support Vowel and Consonant formation Dotted rhythms ties Preparation for performance Holiday Concert 9 Stafford Township School District Music Curriculum Unit Overview

11 Community concerts Adding expression and movement Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration Learning Targets Standards 1.1 Content Statements B.1 Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.2 The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts CPI # B B B B B.4 Cumulative Progress Indicator (CPI) Identify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Unit Essential Questions Do Students understand structure of music notation Are Students able to apply knowledge to reading music Do Students understand performance etiquette Do students use breathing markings and use proper phrasing Do Students follow director and understand direction cues 10 Unit Enduring Understandings Students will understand and read meter and measures Students will understand basic dotted rhythms Students will take direction and understand cues. Students will sing with proper intonation Students will understand performance etiquette

12 Unit Learning Targets (Objectives) Students will... Students will apply rhythmic knowledge to reading score Students will understand dotted rhythms Students will perform for audience using expression and movement Students will use proper breathing and pronunciation techniques Students will sing in 2 parts 11

13 Formative Assessments Students will use Curwen signals to sing full and ½ steps Students will understand performance etiquette Students will understand and use dotted rhythms Evidence of Learning Students will sing using proper phrasing and breathing Students will sing in two parts Summative Assessments 1. Students participation and effort 2. written tests and quizzes 3. Performance evaluation Modifications (ELLs, Special Education, Gifted and Talented) 1. Special Education: emphasis on performance evaluation and participation 2. Leadership roles offered for performance planning, accelerated reading drills Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 MUSIC QUIZZES Jay Althouse Teacher Notes: 1. December is when we are performing both for the annual Holiday Concert and Community Concerts. It is a good time to work on proper performance skills and performance etiquette. It is also important for the students to use their music as an outreach for the community. 2. Using and understanding dotted rhythms is very important using an analogy to Math is very helpful. 3. Students should be aware of proper breathing and vowel formation especially for performance 4. Movement will enhance performance all students need to participate and students can help plan choreography. Content Area: Music Unit Title: Pitch (Treble and Bass clef) Target Course/Grade Level: 6 Unit 4 Summary Vocal production Curwen signals Beginning Reading rhythms and pitch Pitch: Notes of the Treble Clef and Bass Clef Ledger Lines Grand Staff Repertoire Stafford Township School District Music Curriculum Unit Overview 12

14 Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21 st century themes: Global Awareness, Health Literacy,Creativity and Innovation, Communication and Collaboration Learning Targets Standards 1.1 Content Statements B.1 Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.2 The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts CPI # Cumulative Progress Indicator (CPI) B.1 Identify the elements of music in response to aural prompts and printed music notational systems B B B B.4 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Unit Essential Questions Are Students able to identify notes of the Treble and Bass staff? Are Students able to read simple pitches and rhythms Are students able to use the Curwen signs to sing major scale using proper intonation Are students able to use knowledge to learn repertoire music Unit Learning Targets (Objectives) Students will... Students will understand and read pitch notation Students will identify ledger lines Students will use the Curwen signals to sing whole and ½ steps accurately Students will recognize and be able to follow the Grand Staff Students will sing in 2 parts Unit Enduring Understandings Students will sing two part harmony Students will recognize and use knowledge in reading scores Students will sing with proper intonation 13

15 Formative Assessments Do students recognize and read pitches Do students recognize and read simple rhythms Evidence of Learning Do student use proper breathing and support in vocal production Do student use proper vowel formation and phrasing Summative Assessments 1. Student participation and effort 2. written tests and quizzes 3. performance evaluation Modifications (ELLs, Special Education, Gifted and Talented) Special Education: use of modeling Gifted and Talented: find the composers of music to be performed as well as analyzing style look at additional music that fit into these catagories Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 MUSIC QUIZZES Jay Althouse, LINES AND SPACES BINGO Cheryl Lavender Teacher Notes: 1. games to test and enhance knowledge work very well, LINES AND SPACES BINGO the students really like as well as ENCORE 2. Use the knowledge of pitch name in sight singing even though most students will sing in the treble clef make sure to teach and drill Bass Clef. 3. Work with diaphragmatic support for vocal production try a lot of varied repertoire, you can choose what to use for the Spring Concert later 14

16 Content Area: Music Unit Title: Melody Target Course/Grade Level: 6 Unit 5 Summary Vocal Production Intonation Curwen Signals solfegue Reading simple rhythms and pitch Vocal support Placement Sharp and Flat Introduction to Key Signatures Natural Sign, Accidentals Repertoire Stafford Township School District Music Curriculum Unit Overview Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration Learning Targets Standards 1.1 Content Statements B.1 Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.2 The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts CPI # B B.2 15 Cumulative Progress Indicator (CPI) Identify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures

17 1.3.2.B B B.4 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Unit Essential Questions Will Students understand apply the basic principals of Melody/ Will students progress in sight singing to encompass all of the Major scale do do? Will students support and place the voice correctly for healthy vocal production? Unit Learning Targets (Objectives) Students will... Understand the structure of the Major Scale Students will use understanding for Major Scale to find their Key note (do) Students will use knowledge and understanding to sight read Students will apply their knowledge to repertoire music Students will sing with a supported placed tone Students will sing in 2 parts and begin 3 parts Unit Enduring Understandings Students will begin to understand the structure of western music Students will begin to apply the principals of sight singing Students will sing with a well placed supported tone 16

18 Formative Assessments Did student demonstrate understanding of the principals of music notation Did the students demonstrate proficiency in reading simple music in the major key Are students able to find their note from do Evidence of Learning Do students sing with a supported placed tone Do students show improvement on their intonation Summative Assessments 1. students participation and effort 2. written quizzes and tests 3. performance evaluation Modifications (ELLs, Special Education, Gifted and Talented) Special Education: emphasis on performance evaluation and participation and effort Gifted and Talented: look for key signatures, find keys we have studied, Look at guitar and piano chords, Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 music quizzes, LINES AND SPACES BINGO, ENCORE, OCTAVOS and appropriate music Teacher Notes: 1. The students should be proficient enough now to try more challenging music and mapping (take sections of the music for analysis and have to students locate them ) 2. Games are very good to keep the students interested and as incentive 3. Try to apply what they are learning to the music they are listening to on their own in other work how many pieces are in 4/4 can we find music in the key of G C or F 4. Try using boom whackers or tone bells as a reading exercise. 17

19 Content Area: Music Unit Title: Music Symbols Target Course/Grade Level: 6 Unit 6 Summary Accents, tenuto and marcato Repeats General review Preparation for Spring Concert Adding Vocal Production Support, breathing, placement Intonation Solfegue: Curwen Signals Reading pitch and rhythm Musical Symbols: Dynamic symbols Staccato and fermata expression and movement Stafford Township School District Music Curriculum Unit Overview Primary interdisciplinary connections: : Math, Language Arts, Social Studies 21 st century themes: Global Awareness, Health Literacy,Creativity and Innovation, Communication and Collaboration Learning Targets Standards 1.1 Content Statements B.1 Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill B.2 The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.2 Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound B.4 Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts CPI # B B.2 18 Cumulative Progress Indicator (CPI) Identify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures

20 1.3.2.B B B.4 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. Unit Essential Questions Did students understand dynamic and expression markings and their origins Did students use their knowledge in performance? Unit Enduring Understandings Students understand how music symbols tell the performer everything the composes wants Students will use knowledge to enhance their performance Unit Learning Targets (Objectives) Students will... Understand and identify expression and dynamic symbols Students will learn the historical origins of these symbols and notation Students use expression and movement to enhance their performance for the Spring Concert 19

21 Formative Assessments Students will use knowledge while reading and performing music. Students will be able to analyze a simple score before hearing or performing it Students will be able to analyze rhythm of a score by reading the time signature and notes Evidence of Learning Students will sing a full Major scale with proper intonation Students will be able to find their note from do Students will read pitches stepwise correctly Summative Assessments 4. Participation effort 5. written quizzes and tests 6. performance evaluation Modifications (ELLs, Special Education, Gifted and Talented) Special Education: emphasis on Participation and effort and performance evaluation Gifted and Talented: opportunities to create performance movement and enhancements Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: READY TO READ MUSIC Jay Althouse, SING ON SIGHT Audrey Snyder, 60 MUSIC QUIZZES, LINE AND SPACES BINGO, ENCORE, octavos Teacher Notes: 1. The Spring Concert gives the students a chance to show what they have learned, make sure there is a lot of variety of style in the chosen music 2. The Students should at this point be proficient using the Curwen signs which I find work really well for intonation 3. Work a lot with sign reading 4. Last few weeks use as a chance for the students to show their music to each other I would always let them play AMERICAN IDOL with a rotating panel of judges. Instruct them to be kind to each other but fair. They can use their analytical skills. 20

22 Stafford Township School District Music Curriculum Content Area: Music Course Title: Instrumental Music Grade Level:6 Unit Plan 1 THE MOST BASIC FUNDAMENTALS OF PLAYING YOUR INSTRUMENT THE MOST BASIC SKILLS BEGINNING TONE PRODUCTION Whole, Half and Quarter notes and rests Bb and Eb major scales SPECIAL TECHNIQUES MUSICAL CONCEPTS MUSICAL CONTEXT Pacing Guide MP 1/ 1st Quarter Unit Plan 2 PERFORMANCE IN A FULL BAND SETTING PRESENTING A WINTER CONCERT TIME SIGNATURES KEY SIGNATURES F and Ab MAJOR SCALES ARPEGGIOS IN QUARTER NOTES READING RHYTHMS REPERTOIRE Pacing Guide MP 2/ 2 nd Quarter 1

23 Unit Plan 3 MASTERING MORE COMPLEX AND CHALLENGING MUSIC Bb, Eb, F and Ab MAJOR SCALES G and C MINOR SCALES CHROMATIC SCALE 1 OCTAVE IN QUARTER NOTES SCALES IN THIRDS CUT TIME 3/4 AND 6/8 TIME Pacing Guide Mp3/3 rd Quarter Unit Plan 4 PREPARING A SPRING CONCERT VARIATION IN REPERTOIRE SOLO AND SECTIONAL PIECES PERFORMING AT DIFFERENT TEMPOS USING DYNAMICS IN PERFORMANCE THE IMPORTANCE OF BEING PUNCTUAL AND PREPARED Pacing Guide Mp4/4 th Quarter Date Created: 4/30/2012 Board Approved on: 2

24 Stafford Township School District Music Curriculum Unit Overview Content Area: MUSIC Unit Title: THE BASIC FUNDAMENTALS OF PLAYING YOUR INSTRUMENT Target Course/Grade Level: Instrumental Music Grade 6 Unit Summary/ This is a 20 minute class of mixed instruments meeting five days a week with one additional 45 minute sectional lesson. BASIC SKILLS TONE PRODUCTION SPECIAL TECHNIQUES MUSICAL CONCEPTS MUSICAL CONTEXT Primary interdisciplinary connections: Math, Language Arts, Social Studies, 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration Learning Targets STANDARD 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. STANDARD 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures STANDARD 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. STANDARD 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statements: Students will learn the basics of reading musical notation in addition to performing GRADE 1 BAND MUSIC and maintaining their instrument. 3

25 CPI # B B A A A B B B A.3 Cumulative Progress Indicator (CPI) Analyze the application of the elements of music in diverse Western and non- Western musical works from different historical eras using active listening and by reading and interpreting written scores. Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Perform instrumental or vocal compositions using complex standard and nonstandard Western, non-western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Unit Essential Questions How do you properly produce a sound on your instrument? How do we read musical notation? What is STYLE in music? How do we care for our instrument and music? Unit Enduring Understandings proper tone production is achieved by employing specific techniques for each musical instrument Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics and tempo Different musical styles are demonstrated by performing a variety of repertoire proper care and maintenance of instruments and music folders will be taught by the instructor 4

26 Unit Learning Targets (Objectives) Students will... Identify parts of their instrument Assemble and/or set up the instrument Demonstrate proper care of the instrument Use proper playing posture Produce sounds demonstrating characteristic tone quality Identify flat,sharp and natural signs Demonstrate proper techniques on BRASS,WOODWIND,STRING, and PERCUSSION INSTRUMENTS Count and perform rhythm patterns combining various notes and rests Recognize the labels which identify historic and stylistic periods Perform each piece studied in the correct style Perform as a member of the full band 5

27 Formative Assessments Students will perform on their instrument using proper technique Students will perform on their instruments demonstrating improvement in intonation and rhythmic accuracy Students will demonstrate ability to identify note names and note values Students will recognize differences in musical styles Summative Assessments Signed Monthly Practice Sheets Written quizzes and tests Performance evaluation Evidence of Learning Modifications (ELLs, Special Education, Gifted and Talented) Special Ed Simplification of written or improvised parts Gifted and Talented Advanced supplementary material Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: STANDARD OF EXCELLENCE BOOK 1 A variety of musical scores grade 1 to 2 Solo, Duet, and Sectional musical selections Teacher Notes: 1 Reminders to Count and tap foot 2 Warm up on long tones and scales 3 Use a varied repertoire that is challenging but within reasonable ability level 4 Proceed through the method book Use a combination of method book songs and exercises and band repertoire 6

28 Content Area: MUSIC Stafford Township School District Music Curriculum Unit Overview Unit Title: PERFORMANCE IN A FULL BAND SETTING Target Course/Grade Level: Instrumental Music Grade 6 Unit Summary/ This is a 20 minute class of mixed instruments meeting five days a week with one additional 45 minute sectional lesson. BASIC SKILLS TONE PRODUCTION SPECIAL TECHNIQUES MUSICAL CONCEPTS MUSICAL CONTEXT Primary interdisciplinary connections: Math, Language Arts, Social Studies, 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration Learning Targets STANDARD 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. STANDARD 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. STANDARD 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. STANDARD 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statements: Students will learn the basics of reading musical notation in addition to performing GRADE 1 BAND MUSIC and maintaining their instrument. 7

29 CPI # B B A A A B B B A.3 Cumulative Progress Indicator (CPI) Analyze the application of the elements of music in diverse Western and non- Western musical works from different historical eras using active listening and by reading and interpreting written scores. Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Perform instrumental or vocal compositions using complex standard and nonstandard Western, non-western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Unit Essential Questions How do you properly produce a sound on your instrument? How do we read musical notation? What is STYLE in music? How do we care for our instrument and music? Unit Enduring Understandings proper tone production is achieved by employing specific techniques for each musical instrument Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics and tempo Different musical styles are demonstrated by performing a variety of repertoire proper care and maintenance of instruments and music folders will be taught by the instructor 8

30 Unit Learning Targets (Objectives) Students will... Prepare repertoire and present a Winter Concert Understand time and key signatures Learn the Bb, Eb F and Ab scales and arpeggios Use proper playing posture Produce sounds demonstrating characteristic tone quality Demonstrate proper techniques on BRASS,WOODWIND,STRING, and PERCUSSION INSTRUMENTS Count and perform rhythm patterns combining various notes and rests Recognize the labels which identify historic and stylistic periods Perform each piece studied in the correct style Perform as a member of the full band 9

31 Formative Assessments Students will perform on their instrument using proper technique Students will perform on their instruments demonstrating improvement in intonation and rhythmic accuracy Students will demonstrate ability to identify note names and note values Students will recognize differences in musical styles Summative Assessments Signed Monthly Practice Sheets Written quizzes and tests Performance evaluation Evidence of Learning Modifications (ELLs, Special Education, Gifted and Talented) Special Ed Simplification of written or improvised parts Gifted and Talented Advanced supplementary material Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: STANDARD OF EXCELLENCE BOOK 1 A variety of musical scores grade 1 to 2 Solo, Duet, and Sectional musical selections Teacher Notes: 1 Reminders to Count and tap foot 2 Warm up on long tones and scales 3 Use a varied repertoire that is challenging but within reasonable ability level 4 Proceed through the method book Use a combination of method book songs and exercises and band repertoire 10

32 Content Area: MUSIC Stafford Township School District Music Curriculum Unit Overview Unit Title: MASTERING MORE COMPLEX AND CHALLENGING MUSIC Target Course/Grade Level: Instrumental Music Grade 6 Unit Summary/ This is a 20 minute class of mixed instruments meeting five days a week with one additional 45 minute sectional lesson. BASIC SKILLS TONE PRODUCTION SPECIAL TECHNIQUES MUSICAL CONCEPTS MUSICAL CONTEXT Primary interdisciplinary connections: Math, Language Arts, Social Studies, 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration Learning Targets STANDARD 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. STANDARD 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures STANDARD 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. STANDARD 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statements: Students will learn the basics of reading musical notation in addition to performing GRADE 1 BAND MUSIC and maintaining their instrument. 11

33 CPI # B B A A A B B B A.3 Cumulative Progress Indicator (CPI) Analyze the application of the elements of music in diverse Western and non- Western musical works from different historical eras using active listening and by reading and interpreting written scores. Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Perform instrumental or vocal compositions using complex standard and nonstandard Western, non-western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Unit Essential Questions How do you properly produce a sound on your instrument? How do we read musical notation? What is STYLE in music? How do we care for our instrument and music? Unit Enduring Understandings proper tone production is achieved by employing specific techniques for each musical instrument Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics and tempo Different musical styles are demonstrated by performing a variety of repertoire proper care and maintenance of instruments and music folders will be taught by the instructor 12

34 Unit Learning Targets (Objectives) Students will... Prepare MORE COMPLEX AND CHALLENGING repertoire Introduce new time and key signatures Learn the Bb, Eb F and Ab major scales and arpeggios Learn the G and C minor scale Perform the scales in thirds Demonstrate proper techniques on BRASS,WOODWIND,STRING, and PERCUSSION INSTRUMENTS Count and perform rhythm patterns combining various notes and rests Recognize the labels which identify historic and stylistic periods Perform each piece studied in the correct style Perform as a member of the full band 13

35 Formative Assessments Students will perform on their instrument using proper technique Students will perform on their instruments demonstrating improvement in intonation and rhythmic accuracy Students will demonstrate ability to identify note names and note values Students will recognize differences in musical styles Summative Assessments Signed Monthly Practice Sheets Written quizzes and tests Performance evaluation Evidence of Learning Students will perform major and minor scales Modifications (ELLs, Special Education, Gifted and Talented) Special Ed Simplification of written or improvised parts Gifted and Talented Advanced supplementary material Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: STANDARD OF EXCELLENCE BOOK 1 A variety of musical scores grade 1 to 2 Solo, Duet, and Sectional musical selections Teacher Notes: 1 Reminders to Count and tap foot 2 Warm up on long tones and scales 3 Use a varied repertoire that is challenging but within reasonable ability level 4 Proceed through the method book Use a combination of method book songs and exercises and band repertoire 14

36 Content Area: MUSIC Stafford Township School District Music Curriculum Unit Overview Unit Title: PREPARING A SPRING CONCERT Target Course/Grade Level: Instrumental Music Grade 6 Unit Summary/ This is a 20 minute class of mixed instruments meeting five days a week with one additional 45 minute sectional lesson. BASIC SKILLS TONE PRODUCTION SPECIAL TECHNIQUES MUSICAL CONCEPTS MUSICAL CONTEXT Primary interdisciplinary connections: Math, Language Arts, Social Studies, 21 st century themes: Global Awareness, Health Literacy, Creativity and Innovation, Communication and Collaboration Learning Targets STANDARD 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. STANDARD 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures STANDARD 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. STANDARD 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Content Statements: Students will learn the basics of reading musical notation in addition to performing GRADE 1 BAND MUSIC and maintaining their instrument. 15

37 CPI # B B A A A B B B A.3 Cumulative Progress Indicator (CPI) Analyze the application of the elements of music in diverse Western and non- Western musical works from different historical eras using active listening and by reading and interpreting written scores. Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions. Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Perform instrumental or vocal compositions using complex standard and nonstandard Western, non-western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Unit Essential Questions How do you properly produce a sound on your instrument? How do we read musical notation? What is STYLE in music? How do we care for our instrument and music? Unit Enduring Understandings proper tone production is achieved by employing specific techniques for each musical instrument Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics and tempo Different musical styles are demonstrated by performing a variety of repertoire proper care and maintenance of instruments and music folders will be taught by the instructor 16

38 Unit Learning Targets (Objectives) Students will... Learn and perform a variety of repertoire Learn and perform solo and sectional pieces Perform at different tempos Use dynamics when performing Produce sounds demonstrating characteristic tone quality Demonstrate proper techniques on BRASS,WOODWIND,STRING, and PERCUSSION INSTRUMENTS Count and perform rhythm patterns combining various notes and rests Recognize the labels which identify historic and stylistic periods Perform each piece studied in the correct style Perform as a member of the full band 17

39 Formative Assessments Students will perform on their instrument using proper technique Students will perform on their instruments demonstrating improvement in intonation and rhythmic accuracy Students will demonstrate ability to identify note names and note values Students will recognize differences in musical styles Summative Assessments Signed Monthly Practice Sheets Written quizzes and tests Performance evaluation Evidence of Learning Modifications (ELLs, Special Education, Gifted and Talented) Special Ed Simplification of written or improvised parts Gifted and Talented Advanced supplementary material Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: STANDARD OF EXCELLENCE BOOK 1 A variety of musical scores grade 1 to 2 Solo, Duet, and Sectional musical selections Teacher Notes: 1 reminders to Count and tap foot 2 Warm up on long tones and scales 3 Use a varied repertoire that is challenging but within reasonable ability level 4 Proceed through the method book Use a combination of method book songs and exercises and band repertoire 18