School District of Springfield Township
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1 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 PERFORM DYNAMICS IN MUSIC? BY THE END OF THIS UNIT, STUDENTS WILL BE ABLE TO IDENTIFY DYNAMICS IN MUSIC. Soft vs. loud Sing songs Play classroom instruments Listen to songs and recordings Describe and define dynamics Identify dynamics KEY Vocabulary: dynamics, soft, loud, piano, forte 9.1.J 9.3.B Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. Know that works in the arts can be described by using the arts elements, principles and concepts Assessment of unit: Informal assessment: teacher observation Resources for unit: song books, recordings, charts, classroom instruments, student worksheets
2 School District of Springfield Township UNIT TITLE: FORM UNIT LENGTH: ONGOING ESSENTIAL QUESTION : ARE THE STUDENTS ABLE TO IDENTIFY AND MOVE TO THE FORM OF FAMILIAR SONGS AND RECORDED MUSIC? BY THE END OF THIS UNIT, STUDENTS WILL BE ABLE TO IDENTIFY FORM IN MUSIC PERFORMED AND PERCEIVED. Phrase Identify form Sing and play songs Introduction Listen to songs and recordings Interlude Identify, describe, and define form Verse and Refrain AB, ABA form KEY Vocabulary: form, phrase, introduction, interlude, verse and refrain, AB form, ABA form 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts Assessment of unit: Informal assessment: teacher observation Resources for unit: song books, recordings, charts, classroom instruments, student worksheets
3 School District of Springfield Township UNIT TITLE: MELODY UNIT LENGTH: ONGOING ESSENTIAL QUESTIONS: ARE THE STUDENTS ABLE TO SING TUNEFULLY IN UNISON? ARE THE STUDENTS ABLE TO AURALLY DECODE, READ AND WRITE FAMILIAR AND UNFAMILIAR SONGS USING SOLFEGE SYLLABLES? BY THE END OF THIS UNIT, STUDENTS WILL BE ABLE TO SING FOLK AND MULTICULTURAL SONGS TUNEFULLY. BY THE END OF THIS UNIT, STUDENTS WILL BE ABLE TO READ SIMPLE SONGS WITH SOLFEGE SYLLABLES. High, medium, low Tunefulness Sing hello songs, call and response songs, simple songs Melodic contour Melodic notation Listen to songs and recordings Speak vs. sing vs. whisper vs. shout Describe pitch direction, how voice is used Solfege (Do-Re-Mi ) Identify high, medium, pitch direction, speak vs. sing vs. whisper vs. shout Read and write simple melodies KEY Vocabulary: high, medium, low, up, down, speak, sing, echo, read, write, decode, solfege, treble clef, staff, repeat signs, measures, bar lines, double bar lines, time signature Assessment of unit: rubric/checklist, student sings in solo, students read and write simple melodies Resources for unit: song books, recordings, charts, student worksheets
4 ESSENTIAL QUESTION: School District of Springfield Township UNIT TITLE: RHYTHM UNIT LENGTH: ONGOING ARE THE STUDENTS ABLE TO AURALLY DECODE, READ AND WRITE FAMILIAR AND UNFAMILIAR SONGS AND CHANTS USING RHYTHMIC NOTATION? BY THE END OF THIS UNIT, STUDENTS WILL BE ABLE TO READ NOTATION WITH RHYTHM SYLLABLES. BY THE END OF THIS UNIT, STUDENTS WILL BE ABLE TO READ AND PLAY NOTATION ON UNPITCHED INSTRUMENTS. Steady beat Play rhythms on instruments Duple and triple meter Rhythm notation Demonstrate and/or perform body percussion to music Differences among eighth notes, quarter notes, dotted quarter notes, half notes Listen to songs Speak rhythm patterns Read and write rhythm patterns KEY Vocabulary: steady beat, move, march, walk, snap, pat, clap, stamp, play, speak, read, write, duple meter, triple meter, eighth note, quarter note, dotted quarter note, half notes, rhythm syllables (du, du-de, du-da-di, du-di) Recognize, know, use and demonstrate a variety of appropriate art elements and principles to use, review and revise original works of art. Assessment of unit: Rubric/checklist, students speak/play rhythms, students read and write rhythms Resources for unit: Song books, recordings, charts, rhythm instruments, student worksheets
5 ESSENTIAL QUESTION: School District of Springfield Township UNIT TITLE: TIMBRE /TONE COLOR UNIT LENGTH: ONGOING ARE THE STUDENTS ABLE TO AURALLY IDENTIFY AND DESCRIBE THE TIMBRE OF CLASSROOM INSTRUMENTS? BY THE END OF THIS UNIT, STUDENTS WILL BE ABLE TO IDENTIFY THE TIMBRE OF CLASSROOM INSTRUMENTS AS PITCHED/UNPITCHED. Unpitched instruments Play classroom instruments Pitched instruments Listen to songs and recordings Wood, metal, skin, barred instruments Describe and define timbre Identify timbre KEY Vocabulary: pitched, unpitched, wood, metal, skin (drums), barred (Orff) 9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. Assessment of unit: Informal assessment: teacher observation Resources for unit: song books, recordings, charts, classroom instruments, student worksheets
6 School District of Springfield Township ESSENTIAL QUESTION: UNIT TITLE: TEMPO UNIT LENGTH: ONGOING ARE THE STUDENTS ABLE TO IDENTIFY SLOW, MEDIUM, AND FAST TEMPOS IN MUSICAL TERMS (MODERATO, ALLEGRO)? BY THE END OF THIS UNIT STUDENTS WILL BE ABLE TO SING, PLAY, AND MOVE AT DIFFERENT TEMPOS. BY THE END OF THIS UNIT STUDENTS WILL BE ABLE TO IDENTIFY AND DEFINE MUSICAL TERMINOLOGY RELATED TO TEMPO. Slow, medium, fast Varied tempos Move, sing and play instruments at different tempos Moderato, allegro Musical terminology related to tempo Identify tempo of songs Listen to varied tempos in music KEY Vocabulary: slow, medium, fast, moderato, allegro Assessment of unit: Informal teacher observation Resources for unit: song books, recordings, charts, instruments
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