COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC

Transcription

1 COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL 6-8 PREPARED BY: MUSIC DEPARTMENT TEACHERS REVISED JUNE 2015 ALIGNED TO THE 2014 NJCCCS B.O.E. Adopted August 20, 2015

2 The Creative Process 1.1 All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in theater, and visual art. Performanc e Indicators: Common, recognizable forms often have characteristics related to specific cultural traditions B.1 Analyze the application of the elements of music in diverse Western and non- Western works from different historical eras using active listening and by reading and interpreting written scores. The Compositional techniques used in Areas of Focus: Ear training ** Elements of music Creation of experimental projects in music Discriminate the signs and symbols of music composition Creating the melodic and harmonic properties of a song ** Illustrate expressive characteristics in compositions and performance Essential Questions: Why is it to create personal pieces of music based on set rules? Why is it to create personal pieces of music without rules? Why is it to have steady beat (pulse) during performanc e and creating a compositio n? What is rhythm? What is the difference between beat and rhythm? Activities: Teacher demonstrations. Question and answer, verbal and written. Discussions. Using worksheets, flash cards, and other visual aids. Performing in a group or solo on guitar. ** Performing in a group or solo using rhythmic notation. ** Memorizing written notation for guitar. ** Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and Vocabulary: Key signature Scale Mode Major mode Minor mode Dorian mode Meter Triple meter Duple meter Syncopation Chordal notation Dissonance Consonance Repeat Sign D.C./D.S. Al Fine Rest Triplet Duration Round Canon Pitch Blues Lyrics Genre Improvisation. Resources: Mel Bay Guitar Method, 2000 Sound, Shape, Symbol, New Dimensions in Music, American Book Company Elements of Music, Straus, J. Prentice Hall Music, Second Edition Politske, D. Prentice Hall Rhythmic Pattern, Book 1, Sueta, E. Melodic and rhythmic flash cards. Guitars Blank Staff Videos/film clips of vocal, choral and instrumental performances. Teacher selected/creat ed supplemental materials.

3 different styles and genres of music vary according to prescribed sets of rules B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of compositions Why is it to practice the recognition of rhythm and notes in a general music class? Why are scales to compositio n? What is form in music? What is style in music? What is tone color or timbre? What are some characterist ics of contempora ry music? How does contempora ry music change? How does compositio n on a guitar different than just rhythmicall y? Why is it to direct oneself in other movement activities. Note reading and rote playing. ** Creation of lyrics that reflect one s personal strifes. Creation of blues composition on guitar with blues lyrics.

4 activities? 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. Performanc e Indicators: Technological changes have and will continue to substantially influence the development and nature of the arts A.1 Map historical innovations in theatre, and visual art that were caused by the creation of new technologies. Tracing the histories of theatre, and visual art in world cultures provides insight into the lives of people and their values A.2 Differentiate past and contemporary works of theatre, and Areas of Focus: Styles/genres. Composers Artists. Musical and historical eras. Music and story telling. The importance of Humanities through the function of music. Functional vs. aesthetic music. Music s use in other creative disciplines. Music and careers centered on it. Essential Questions: What inspires people to create a piece of music? What societal functions does music serve historically and culturally? In what ways have people used music to express their feelings and values and describe their experiences? In what ways have people used music to describe their personal experiences? What style elements of a work express context of Activities: Guided listening activities. Use of listening charts. Examination of correlative works of works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of music. Examination of lives and compositions of seminal composers and musicians. Vocabulary: Style Classical Orchestra Ragtime Jazz Pop/Rock African music Latin American music Concerto Sonata Musical theater Broadway Opera Big Band/Swing. Dance Styles Boogie- woogie Blues Spirituals Gospel New Orleans Slavery Producer Songwriter Sound Editor Revolutionary War/Civil War/World War II

5 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating performing, and/or presenting works of art in theater, and visual art. visual art that represent ideas, issues, and events that are chronicled in the histories of diverse cultures. The arts reflect cultural morays and personal aesthetics throughout the ages A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Performanc e Indicators: Western, non- Western, and avant- garde notation systems have distinctly different characteristics B.1 Perform instrumental Areas of Focus: Performance of written rhythmic patterns to a steady beat. ** Performance alone and in a group on guitar or other pitched instruments. ** Reading notation that is teacher or student led. Improvising and composing. time period or culture? Have styles tended to change sympatheti cally with other art forms historically and culturally? Essential Questions: What is a round? How is an ensemble like a team? How is music notation used to represent the essential elements of music such Activities: Echo chanting and singing. ** Memorizing lyrics. ** Rhythmic chanting ** Singing. ** Performance on non- pitched percussion instruments. Writing and reading rhythms in Vocabulary: Unison Part singing Harmony Accompaniment. Swing beat

6 or vocal compositions using complex standard and non- standard Western, non- Western, and avant- garde notation. Stylistic considerations vary across genres, cultures, and historical eras B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Understandin g of discipline- specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy B.3 Apply theoretical understanding of expressive as rhythm, melody, harmony, tempo, form, and instrument ation? What is the role of the staff in music notation and how does it represent the various ways melodies can move? What is the relationship between a pitch s sound and its position on the staff? Why is it to perform on your own? What is the role of the guitar in our culture? Why is it to decipher different kinds of notation? What is a Western and non- Western music. Note reading and rote playing on body or guitar. Participating in performance opportunities within the classroom setting with the possibility of seeing live performances in New York City.

7 1.4 Aesthetic Reponses and Critique Methodologie s and dynamic music terminology to the performance of written scores in the grand staff. Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music B.4 Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style. Performanc e Indicators: Symbolism and metaphor are Areas of Focus: Discernment of unique characteristics of different styles, genre, eras, and ethnicities of conductor and why is he/she to a performanc e? Essential Questions: How do various styles of music differ from one Activities: Guided listening activities. Use of listening charts. ** Examination of Vocabulary: Emotional quality Commercial music Complexity Aesthetics Sharp/flat

8 All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in theater, and visual art. characteristics of art and art- making A.1 Interpret symbolism and metaphors embedded in works of theatre, and visual art A.2 Compare artistic content among contrasting art works in the same domain. Awareness of basic elements of style and design in theatre, and visual art inform the creation of criteria for judging originality. Critique Methodologies (B) Content (B1): Relative merits of works of art can be qualitatively and music. Recognition of emotional affects conveyed by the music. Recognition of a composition s function and the intention of its composer. Expressing an informed opinion of a composition relative to its cultural and historical context, and its emotional impact. Listening with appreciation and understanding. The structure of a composition. ** Audience etiquette and decorum ** Time periods in reference to recognizing, differentiating, and critiquing. Sociological use of music and how it affects our way of looking at the world. another? What is the mood of a given style or selection? What is distinctive about a given style or selection? What elements are exhibited and to what effect in a given style or selection? How does the style of a piece of music affect the behavior of the audience? Why should one respect a selection even when one does not like the way it sounds? Is all music beautiful? correlative works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of music. Attending music specific field trips to hear live performances at venues in New Jersey and New York City. Self- Reflection ** Writing under the context of music critiques and essays.

9 quantitatively assessed using observable criteria B.1 Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work s content and form B.2 Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the assessment of artworks, without consideration of the artist B.3 Universal elements of art and principles of design apply equally to artwork across cultures and historical eras.

10 Curriculum Guide Addendum Content/Area Course: General Music Grade Level: 6 Pacing Guide Unit 1 Note and Score Reading Unit 2 Vocal Technique, Breathing, and Placement Unit 3 Score Study, History, and Application of Piece- specific Technique Unit 4 Performance Instructional Materials 1. Sheet music, scores, note reading/recognition worksheets 2. Various instruments for accompaniment, SmartBoard, CD s/dvd s Suggested strategies for English as a Second Language (ESL) student Consultation with ESL staff Preferred seating, redirection, restate, Modified per student need Suggested strategies for Special Education students Consultation with Special Education staff Preferred seating, redirection, restate, Modified per student need Inclusion of Interdisciplinary Connections Note: See Curriculum Guide

11 Inclusion of 21 st century themes and skills Note: See Curriculum Guide For information related to the 12 Career Ready Practices follow the link below. Personal Financial Literacy Career Awareness, Exploration, and Preparation Career and Technical Education Educational Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming For NJ Technology Standards 8.1 and 8.2 follow the link below.

12 Curriculum Guide Addendum Content/Area Course: General Music Grade Level:7 Pacing Guide Unit 1 Elements of music, Rhythm and Form Unit 2 Harmony Melody, Tone Color Unit 3 Lyrics Texture Unit 4 The elements of music in modern pop culture Instructional Materials 3. Various element worksheet 4. Student Projects in popular music 5. Smart Board, CD s, DVD s, and lyric sheets Suggested strategies for English as a Second Language (ESL) student Consultation with ESL staff Preferred seating, redirection, restate Modified per student need Suggested strategies for Special Education students Consultation with Special Education staff Preferred seating, redirection, restate Modified per student need

13 Inclusion of Interdisciplinary Connections Note: See Curriculum Guide Inclusion of 21 st century themes and skills Note: See Curriculum Guide For information related to the 12 Career Ready Practices follow the link below. Personal Financial Literacy Career Awareness, Exploration, and Preparation Career and Technical Education Educational Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming For NJ Technology Standards 8.1 and 8.2 follow the link below.

14 Curriculum Guide Addendum Content/Area Course: General Music Grade Level: 8 Pacing Guide Unit 1 Review of Elements of Music Unit 2 Blues Form, Harmony, Melody, and Rhythm Unit 3 Lyric and Music Writing Unit 4 Final Composition Project Instructional Materials 6. Various elements and Blues worksheets 7. Student projects in popular music 8. SmartBoard, CD s, DVD s, and lyric sheets Suggested strategies for English as a Second Language (ESL) student Consultation with ESL staff Preferred seating, redirection, restate, Modified per student need Suggested strategies for Special Education students Consultation with Special Education staff Preferred seating, redirection, restate, Modified per student need

15 Inclusion of Interdisciplinary Connections Note: See Curriculum Guide Inclusion of 21 st century themes and skills Note: See Curriculum Guide For information related to the 12 Career Ready Practices follow the link below. Personal Financial Literacy Career Awareness, Exploration, and Preparation Career and Technical Education Educational Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming For NJ Technology Standards 8.1 and 8.2 follow the link below.