PENNSVILLE SCHOOL DISTRICT

PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Curriculum Design Template Content Area: Music Course Title: Advanced Music 4 Composing Grade Level: 12 Unit Plan 1 Introduction to Composing Unit Plan 4 Repetition and variation techniques Unit Plan 2 Composing with chords first or melody first Unit Plan 5 Mid Term and Final compositions Unit Plan 3 Modes and other scales Date Created: 12/20/2011 by Martha Frampton Board Approved on: January 30, 2012

PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT 1 PLAN Course Title: Advanced Music 4- Composing Unit Name: Introduction to Composing Grade Level 12 Content Statements AR.9-12.1.1.12.1 - Understanding nuanced stylistic differences among various genres of music is a component of musical fluency. Meter, rhythm, tonality, and harmonics are determining factors in the categorization of musical genres. AR.9-12.1.3.12.2 - The ability to read and interpret music impacts musical fluency. AR.9-12.1.3.12.4 - Basic vocal and instrumental arranging skills require theoretical understanding of music composition. AR.9-12.1.4.12.1 - Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. AR.9-12.1.4.12.4 - Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, disciplinespecific arts terminology. AR.9-12.1.4.12.3 - [Content Statement] - Art and art-making reflect and affect the role of technology in a global society. WORK.9-12.9.1.12.1 - [Content Statement] - Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.9.1.12.1 - [Content Statement] - The nature of the 21st-century workplace has shifted, demanding greater individual accountability, productivity, and collaboration. WORK.9-12.9.2.12.A.1 - [Cumulative Progress Indicator] - Analyze the relationship between various careers and personal earning goals. Cumulative Progress Indicators AR.9-12.1.1.12.B.1 - [Cumulative Progress Indicator] - Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions. AR.9-12.1.3.12.B.2 - [Cumulative Progress Indicator] - Analyze how the elements of music are manipulated in original or prepared musical scores. AR.9-12.1.3.12.B.4 - [Cumulative Progress Indicator] - Arrange simple pieces for voice or instrument using a variety of traditional and nontraditional sound sources or electronic media, and/or analyze prepared scores using music composition software. AR.9-12.1.4.12.A.1 - [Cumulative Progress Indicator] - Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. AR.9-12.1.4.12.A.4 - [Cumulative Progress Indicator] - Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. AR.9-12.1.4.12.B.3 - [Cumulative Progress Indicator] - Determine the role of art and artmaking in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. WORK.9-12.9.1.12.C.1 - [Cumulative Progress Indicator] - Enlist input from experts in the field, community members, and other stakeholders to design a service-learning activity that addresses a local, national, or worldwide need. WORK.9-12.9.1.12.F.1 - [Cumulative Progress Indicator] - Explain the impact of current and emerging technological advances on the demand

Overarching Essential Questions How does creating and performing in the arts differ from viewing the arts? How do underlying structures unconsciously guide the creation of art works? Unit Essential Questions What basic skills does the composer bring to the process of composing? Which careers utilize the skills of a composer? for increased and new types of accountability and productivity in the global workplace. WORK.9-12.9.2.12.A.2 - [Cumulative Progress Indicator] - Identify a career goal and develop a plan and timetable for achieving it, including educational/training requirements, costs, and possible debt. Overarching Enduring Understandings Thought the artist s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. Underlying structures in art can be found via analysis and inference. Unit Enduring Understandings A composer must have a thorough grasp of musical principles to use them in creating music Many career paths are open to the composer Unit Rationale After three years of studying the basics of music harmony, students begin creating their own music by reviewing the necessary skills and career paths. Unit Overview Chapters 1 and 2 present the overview of essential skills, tools, and possible careers of the composer Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Report to the class on a favorite composer, gaming composer, performer or music engineer who makes a living composing music. Integration of 21 st Century Themes Global Perspectives Music is everywhere and composers can earn a living composing music for many different aspects of art and life. Art and music have value, and digital information threatens to cheapen the value as more consumers have access to art in a free format. Civic Literacy The livelihood of the composer and performer depends on monetary payment for their artistic products. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively The tools needed for composing music have to be applied in the composing process. (E) Use Systems Thinking Considers key, tonality, singing/playing range before beginning the composing process. (E)

Make Judgments and Decisions Compares personal skills and the skills needed for musical careers. (E) Solve Problems Learns to just write even when there is a lack of inspiration. (T,A) Makes attempt to write through tough spots and revise at a later time. (T,A) Makes the most of every minute in the composing process. (T,A) Learning Targets/Scaffolding 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. Strand B. Music 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. Strand A. History of the Arts and Culture 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. Strand B. Music 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. Strand A. Aesthetic Responses, Strand B. Critique Methodologies Evidence of Learning Summative Assessment (6 Days) Specific composition projects, assigned in a progressive manner Equipment needed: text, student workstations/keyboards Teacher Resources: text, Smatboard, software, Key Terms Harmonic composition Melodic composition Imitation vs. flattery Songwriter, jingle writer, jazz composer, publishing composer, religious composer, film/tv composer, video game composer, Broadway composer, serious composer Transposition Orchestration Music Notation software Instructional Strategies Lecture- new material is presented in lecture format with visible reinforcement on Smartboard. Discussion- students are encouraged to ask about things that are not clear. Classmates are welcome to offer explanations in their own words, helping others understand and making a stronger internal connection. Daily piano practice and dictation exercises enable students to apply concepts Customizing Learning/Differentiation Special Needs: All students are encouraged to contribute to discussions and answer teacher questions.

ELL: This musical material is very adaptable to English Language Learners. ELL students would be encouraged to share their ideas and music with the class. Gifted Learners: Gifted students are encouraged to spend extra time composing music on staff paper, recorder, or Finale. Mainstream Learners: Discussions, drilling, and other reinforcement are offered. All mainstream learners will be able to create their own music that will reflect their own personality. Formative Assessments Class discussions about material in book Small-scale beginning compositions, assessed by teacher and peers Some exercises in textbook Performances: piano, singing, and dictation exercises Primary Interdisciplinary Connections WORK.9-12.9.1.12.1 - The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.1 - Apply critical thinking and problem-solving strategies during structured learning experiences. WORK.9-12.9.1.12.1 - Digital media are 21st-century tools used for local and global communication. WORK.9-12.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. WORK.9-12.9.1.12.1 - Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.2 - Participate in simulated industry assessments, when and where appropriate. Resources References The Complete Idiot s Guide to Music Composition, Michael Miller, Penguin 2005. Music for Ear Training, Horvit, Koozin, Nelson, 2 nd Edition Alfred s Basic Adult Piano books and many other supplemental books in classroom Music for Sight Singing, Ottman 5 th Edition Collaboration Tools Skype software and hardware CDs and DVDs of student compositions to share with administration, peers, public Digital Tools Student computers and piano keyboards for performing on piano, drilling online Smartboard for lesson presentation and interactive activities Various websites, including www.musictheory.net, teoria.com, YouTube Eyes and Ears, An Anthology of Melodies for Sight Singing, by Benjamin Crowell, in pdf format, attached to website for student access. Suggested Activities for Inclusion in Lesson Planning Offer various types of learning opportunities so that students can use their strongest learning styles. Lecture, discussion, physical demonstration of concepts, singing examples.

Unit Timeline Lesson Lesson 1 Approaches to and careers in composition Lesson 2 The Composer s essential skills Lesson 3 Composing- first attempts {DATE} Timeframe 3 days 3 days 7 days Sample Lesson Plan Template Content Area: Music, Advanced Music IV Composing Lesson Title: Composing- first attempts Timeframe: 7 days Lesson Components 21 st Century Themes x Global Awareness x Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills x Creativity and Innovation x Critical Thinking and Problem Solving x Communication and Collaboration x Information Literacy Media Literacy ICT Literacy x Life and Career Skills Interdisciplinary Connections: Music and Workplace Readiness Integration of Technology: Keyboard lab, music notation software (Finale) Equipment needed: Student workstations, computer, piano keyboard, headphones, pencil, Teacher Smartboard for sharing compositions with class. Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Create original piece using parameters from teacher Edit/refine music as suggested by teacher Print music in Lesson Sequence 1. Teacher provides sample piece that meets length and tonality requirements 2. Students are instructed on how to formulate their own musical ideas 3. Teacher demonstrates techniques to transfer music to notation software. 4. Self-assessment is encouraged as teacher Student stays on task during allotted composing time Piece has title, copyright date, all blank measures removed from end Peers offer comments

accepted format listens and helps guide the student s assessment of their work. after they hear piece Music is printed for teacher assessment, saved to flash drive in both.mus and mp3 formats Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Resources Provided Use all resources previously named UNIT 2 PLAN Course Title: Advanced Music 4- Composing Unit Name: Composing with chords first or melody first Grade Level 12 Overarching Essential Questions To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist? How do underlying structures unconsciously guide the creation of art works? Unit Essential Questions Why do composers sometimes start with chords, sometimes with melody? Unit Rationale Having composed a few small pieces, students will use common chord progressions to lead their melodic direction. Conversely, they will begin a piece melodically and later choose harmonies to go with the melody. Overarching Enduring Understandings Thought the artist s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. The artistic process can lead to unforseen or unpredictable outcomes. Underlying structures in art can be found via analysis and inference. Unit Enduring Understandings A composer is led by the creative process, but must choose how to begin the process that works for him at a certain time. Unit Overview Chapters 3 and 4 present standard chord progressions and some variations. Students choose a few of these progressions to realize in the notation program, then fit a suitable melody to the chords. Chapter 5 reverses the process and lets the melody dictate the choice of harmonies. Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Use a well-known harmonic progression and create a new melody that fits it. Integration of 21 st Century Themes

Global Perspectives A given harmonic progression can support many melodies and the integrity of the progression lends to the success of the resulting piece. A melody can suggest harmonies, but the composer is free to choose expected or unexpected harmonies. Civic Literacy Often composers imitate some favorite musical nuances or motives, which is flattering or bordering on musical theft, depending on perspective. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Given the characteristics of a successful melody or harmony, students will choose to use these characteristics in their own creative work. (E) Use Systems Thinking Carefully applies the chosen progression to the structure of a piece. (E) Make Judgments and Decisions Uses their ear to determine the relative success of their work. (E) Solve Problems Accepts input from peers and teacher to make a passage more successful. (T,A) Makes attempt to write through tough spots and revise at a later time. (T,A) Makes the most of every minute in the composing process. (T,A) Learning Targets/Scaffolding 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. Strand B. Music 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. Strand A. History of the Arts and Culture 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. Strand B. Music 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. Strand A. Aesthetic Responses, Strand B. Critique Methodologies

Evidence of Learning Summative Assessment (3 Days) Specific composition projects, assigned in a progressive manner Equipment needed: text, student workstations/keyboards Teacher Resources: text, Smartboard, software, Key Terms Logical progression Harmonic rhythm Deceptive cadence Extensions Chord inversions Altered bass, compound chords Pedal point Diatonic substitution Nonscale chords Motion, contour of the melodic line Pleasant vs. unexpected Step-wise and skip-wise motion Repeat, motif, motive, form, range, unique, hook, phrase Instructional Strategies Lecture- new material is presented in lecture format with visible reinforcement on Smartboard. Discussion- students are encouraged to ask about things that are not clear. Classmates are welcome to offer explanations in their own words, helping others understand and making a stronger internal connection. Daily piano practice and dictation exercises enable students to apply concepts Customizing Learning/Differentiation Special Needs: All students are encouraged to contribute to discussions and answer teacher questions. ELL: This musical material is very adaptable to English Language Learners. ELL students would be encouraged to share their ideas and music with the class. Gifted Learners: Gifted students are encouraged to invest extra time composing music on staff paper, recorder, or Finale for their own pleasure. Mainstream Learners: Discussions, drilling, and other reinforcement are offered. All mainstream learners will be able to create their own music that will reflect their own personality. Formative Assessments Class discussions about material in book Small-scale beginning compositions, assessed by teacher and peers Some exercises in textbook Performances: piano, singing, and dictation exercises Primary Interdisciplinary Connections WORK.9-12.9.1.12.1 - The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.

WORK.9-12.9.1.12.A.1 - Apply critical thinking and problem-solving strategies during structured learning experiences. WORK.9-12.9.1.12.1 - Digital media are 21st-century tools used for local and global communication. WORK.9-12.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. WORK.9-12.9.1.12.1 - Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.2 - Participate in simulated industry assessments, when and where appropriate. Resources References The Complete Idiot s Guide to Music Composition, Michael Miller, Penguin 2005. Music for Ear Training, Horvit, Koozin, Nelson, 2 nd Edition Alfred s Basic Adult Piano books and many other supplemental books in classroom Music for Sight Singing, Ottman 5 th Edition Collaboration Tools Skype software and hardware CDs and DVDs of student compositions to share with administration, peers, public Digital Tools Student computers and piano keyboards for performing on piano, drilling online Smartboard for lesson presentation and interactive activities Various websites, including www.musictheory.net, teoria.com, YouTube Eyes and Ears, An Anthology of Melodies for Sight Singing, by Benjamin Crowell, in pdf format, attached to website for student access. Suggested Activities for Inclusion in Lesson Planning Offer various types of learning opportunities so that students can use their strongest learning styles. Lecture, discussion, physical demonstration of concepts, singing examples. Unit Timeline Lesson Lesson 1 Composing with harmonic progression Lesson 2 Melodic composition Timeframe 10 days 10 days {DATE} Sample Lesson Plan Template Content Area: Music, Advanced Music IV Composing Lesson Title: Composing with harmonic progression Timeframe: 10 days Lesson Components

21 st Century Themes x Global Awareness x Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills x Creativity and Innovation x Critical Thinking and Problem Solving x Communication and Collaboration x Information Literacy Media Literacy ICT Literacy x Life and Career Skills Interdisciplinary Connections: Music and Workplace Readiness Integration of Technology: Keyboard lab, music notation software (Finale) Equipment needed: Student workstations, computer, piano keyboard, headphones, pencil, Teacher Smartboard for sharing compositions with class. Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Review which chords logically progress to others Play through the Common Chord Progressions p. 29-31 to get the sound internalized Compose a melody to an assigned progression that they must first realize in a particular key Select another progression and compose a melody for it Lesson Sequence 5. Teacher plays given progressions 6. Students sing roots of chords while teacher plays 7. Teacher demonstrates melody writing to fit a progression 8. Student uses assigned progression and writes a suitable melody on notation software Student stays on task during allotted composing time Piece has title, copyright date, all blank measures removed from end Peers offer comments after they hear piece Music is printed for teacher assessment, saved to flash drive in both.mus and mp3 formats Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Resources Provided Use all resources previously named

UNIT 3 PLAN Course Title: Advanced Music 4- Composing Unit Name: Modes and other scales Grade Level 12 Overarching Essential Questions To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist? How do underlying structures unconsciously guide the creation of art works? Overarching Enduring Understandings Thought the artist s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. The artistic process can lead to unforseen or unpredictable outcomes. Underlying structures in art can be found via analysis and inference. Unit Essential Questions Are melodies based on scales besides major and minor forms? Unit Rationale Students need to know that a particular scale or mode will evoke a certain mood or feel of a composition. Unit Enduring Understandings The major/minor system is prevalent, but the ancient modes and other popular scales such as bebop and blues are used to affect the mood of a composition. Unit Overview Chapter 6 presents a list and examples of twelve scales outside the major/minor family. Students will study these other scales and choose one on which to base a composition. Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Write a melody using one of the church modes, emphasizing the characteristic notes to get a real feel for the mode. Integration of 21 st Century Themes Global Perspectives The church modes date back to the ancient Greeks, but can be used today to give a different feel to a tune. The pentatonic scale has humble roots but lends a distinctive, simple sound to a melody. Civic Literacy Knowing and recognizing these different scale forms in music gives the serious student insights into the composer s mind and background. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Hearing a different feel in a song can lead the student to examine the reasons and discover the use of a mode or other scale. (E)

Use Systems Thinking Carefully chooses tones that define the chosen mode when composing in a certain mode. (E) Make Judgments and Decisions Uses their ear to determine the relative success of their work. (E) Solve Problems Accepts input from peers and teacher to make a passage more successful. (T,A) Makes attempt to write through tough spots and revise at a later time. (T,A) Makes the most of every minute in the composing process. (T,A) Learning Targets/Scaffolding 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. Strand B. Music 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. Strand A. History of the Arts and Culture 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. Strand B. Music 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. Strand A. Aesthetic Responses, Strand B. Critique Methodologies Evidence of Learning Summative Assessment (6 Days) Specific composition projects, assigned in a progressive manner Weekly performance for teacher on keyboard and singing Daily dictation exercises: melodic, rhythmic, harmonic Equipment needed: text, student workstations/keyboards Teacher Resources: text, Smartboard, software, Key Terms Major scale Minor Scale Pentatonic scale Whole tone scale Diminished scale Blues scale Bebop scale Modes: Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, Locrian Instructional Strategies Lecture- new material is presented in lecture format with visible reinforcement on Smartboard.

Discussion- students are encouraged to ask about things that are not clear. Classmates are welcome to offer explanations in their own words, helping others understand and making a stronger internal connection. Daily piano practice and dictation exercises enable students to apply concepts Customizing Learning/Differentiation Special Needs: All students are encouraged to contribute to discussions and answer teacher questions. ELL: This musical material is very adaptable to English Language Learners. ELL students would be encouraged to share their ideas and music with the class. Gifted Learners: Gifted students are encouraged to invest extra time composing music on staff paper, recorder, or Finale for their own pleasure. Mainstream Learners: Discussions, drilling, and other reinforcement are offered. All mainstream learners will be able to create their own music that will reflect their own personality. Formative Assessments Class discussions about material in book Compositions based on modes and other non-major/minor scales, assessed by teacher and peers Some exercises in textbook Performances: piano, singing, and dictation exercises Primary Interdisciplinary Connections WORK.9-12.9.1.12.1 - The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.1 - Apply critical thinking and problem-solving strategies during structured learning experiences. WORK.9-12.9.1.12.1 - Digital media are 21st-century tools used for local and global communication. WORK.9-12.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. WORK.9-12.9.1.12.1 - Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.2 - Participate in simulated industry assessments, when and where appropriate. Resources References The Complete Idiot s Guide to Music Composition, Michael Miller, Penguin 2005. Music for Ear Training, Horvit, Koozin, Nelson, 2 nd Edition Alfred s Basic Adult Piano books and many other supplemental books in classroom Music for Sight Singing, Ottman 5 th Edition Collaboration Tools Skype software and hardware CDs and DVDs of student compositions to share with administration, peers, public Digital Tools Student computers and piano keyboards for performing on piano, drilling online Smartboard for lesson presentation and interactive activities Various websites, including www.musictheory.net, teoria.com, YouTube

Eyes and Ears, An Anthology of Melodies for Sight Singing, by Benjamin Crowell, in pdf format, attached to website for student access. Suggested Activities for Inclusion in Lesson Planning Offer various types of learning opportunities so that students can use their strongest learning styles. Lecture, discussion, physical demonstration of concepts, singing examples. Unit 3 Timeline Lesson Lesson 1 Church modes Lesson 2 Other scales besides major, minor and modes Timeframe 8 days 8 days Sample Lesson Plan Template Content Area: Music, Advanced Music IV Composing Lesson Title: Church modes Timeframe: 8 days Lesson Components 21 st Century Themes x Global Awareness x Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills x Creativity and Innovation x Critical Thinking and Problem Solving x Communication and Collaboration x Information Literacy Media Literacy ICT Literacy x Life and Career Skills Interdisciplinary Connections: Music and Workplace Readiness Integration of Technology: Keyboard lab, music notation software (Finale) Equipment needed: Student workstations, computer, piano keyboard, headphones, pencil, Teacher Smartboard for sharing compositions with class. Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Learn the seven basic Lesson Sequence 9. Teacher introduces modes p. 71-73 in Student stays on task during allotted

church (medieval) modes Know the color notes that give each mode its definitive sound Compose a melody in a mode of their choice, emphasizing the color notes. text 10. Students sing the modes in solfege, which emphasizes the color notes 11. Teacher demonstrates memorization technique to remember modes 12. Student writes a melody in a selected mode and gives it a flavor by emphasizing the color notes composing time Informal quiz of mode intervals or solfege patterns Composed melody has title, copyright date, all blank measures removed from end Peers offer comments after they hear piece Music is printed for teacher assessment, saved to flash drive in both.mus and mp3 formats Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Resources Provided Use all resources previously named UNIT 4 PLAN Course Title: Advanced Music 4- Composing Unit Name: Repetition and variation techniques Grade Level 12 Overarching Essential Questions To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist? How do underlying structures unconsciously guide the creation of art works? Unit Essential Questions What are the components of a wellconstructed composition that keeps the listener invested in its progress? Overarching Enduring Understandings Thought the artist s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. The artistic process can lead to unforeseen or unpredictable outcomes. Underlying structures in art can be found via analysis and inference. Unit Enduring Understandings Repetition and variation allow the composer to use a few musical ideas in many ways and invite the listener to attempt to understand how and why these choices were made. Unit Rationale Students have to use repetition and variation techniques to give their music a logical but exciting aspect that engages the listener. Unit Overview Chapter 13 presents many ways to reuse melodic components to help the composition make sense to the listener. Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)

Using only two or three motives, construct a melody of 16 measures using repetition and variation. Integration of 21 st Century Themes Global Perspectives Repetition and variation are used in music of all eras. Civic Literacy Recognizing the presence of repetition and variation in music helps the student understand their effectiveness to the listener. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Student names the repetition or variation technique and imitates its use in their own work. (T,A) Use Systems Thinking Carefully uses repetition in many forms including sequence. (E) Make Judgments and Decisions Uses their ear to determine the relative success of their work. (E) Solve Problems Accepts input from peers and teacher to make a passage more successful. (T,A) Makes attempt to write through tough spots and revise at a later time. (T,A) Makes the most of every minute in the composing process. (T,A) Learning Targets/Scaffolding 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. Strand B. Music 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. Strand A. History of the Arts and Culture 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. Strand B. Music 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. Strand A. Aesthetic Responses, Strand B. Critique Methodologies

Evidence of Learning Summative Assessment (6 Days) Specific composition projects, assigned in a progressive manner Weekly performance for teacher on keyboard and singing Daily dictation exercises: melodic, rhythmic, harmonic Equipment needed: text, student workstations/keyboards Teacher Resources: text, Smartboard, software, Key Terms Sequence Repetition Variation Rhythmic displacement Inversion, retrograde inversion Permutation Augmentation Diminution Truncation Expansion Modulation Thinning Ornamentation Instructional Strategies Lecture- new material is presented in lecture format with visible reinforcement on Smartboard. Discussion- students are encouraged to ask about things that are not clear. Classmates are welcome to offer explanations in their own words, helping others understand and making a stronger internal connection. Daily piano practice and dictation exercises enable students to apply concepts Customizing Learning/Differentiation Special Needs: All students are encouraged to contribute to discussions and answer teacher questions. ELL: This musical material is very adaptable to English Language Learners. ELL students would be encouraged to share their ideas and music with the class. Gifted Learners: Gifted students are encouraged to invest extra time composing music on staff paper, recorder, or Finale for their own pleasure. Mainstream Learners: Discussions, drilling, and other reinforcement are offered. All mainstream learners will be able to create their own music that will reflect their own personality. Formative Assessments Class discussions about material in book Make compositions that include repetition and variation techniques, assessed by teacher and peers Some exercises in textbook Performances: piano, singing, and dictation exercises

Primary Interdisciplinary Connections WORK.9-12.9.1.12.1 - The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.1 - Apply critical thinking and problem-solving strategies during structured learning experiences. WORK.9-12.9.1.12.1 - Digital media are 21st-century tools used for local and global communication. WORK.9-12.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. WORK.9-12.9.1.12.1 - Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.2 - Participate in simulated industry assessments, when and where appropriate. Resources References The Complete Idiot s Guide to Music Composition, Michael Miller, Penguin 2005. Music for Ear Training, Horvit, Koozin, Nelson, 2 nd Edition Alfred s Basic Adult Piano books and many other supplemental books in classroom Music for Sight Singing, Ottman 5 th Edition Collaboration Tools Skype software and hardware CDs and DVDs of student compositions to share with administration, peers, public Digital Tools Student computers and piano keyboards for performing on piano, drilling online Smartboard for lesson presentation and interactive activities Various websites, including www.musictheory.net, teoria.com, YouTube Eyes and Ears, An Anthology of Melodies for Sight Singing, by Benjamin Crowell, in pdf format, attached to website for student access. Suggested Activities for Inclusion in Lesson Planning Offer various types of learning opportunities so that students can use their strongest learning styles. Lecture, discussion, physical demonstration of concepts, singing examples. Lesson Lesson 1 Techniques for repetition Lesson 2 Using variation Unit 4 Timeline Timeframe 8 days 8 days Sample Lesson Plan Template Content Area: Music, Advanced Music IV Composing Lesson Title: Techniques for repetition Timeframe: 8 days

Lesson Components 21 st Century Themes x Global Awareness x Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills x Creativity and Innovation x Critical Thinking and Problem Solving x Communication and Collaboration x Information Literacy Media Literacy ICT Literacy x Life and Career Skills Interdisciplinary Connections: Music and Workplace Readiness Integration of Technology: Keyboard lab, music notation software (Finale) Equipment needed: Student workstations, computer, piano keyboard, headphones, pencil, Teacher Smartboard for sharing compositions with class. Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Know the value of repetition in engaging the listener Develop skills at repeating material just enough, stopping short of turning off the listener Compose a melody that uses repetition in its many forms Lesson Sequence 13. Teacher introduces CH 13 topics of repetition and variation 14. Students sing given melodies that demonstrate techniques 15. Students learn and list the repetition techniques 16. Students use repetition to craft a melody that gives the listener a sense of ownership because the melodies become familiar through repetition Student stays on task during allotted composing time Piece has title, copyright date, all blank measures removed from end Peers offer comments after they hear piece Music is printed for teacher assessment, saved to flash drive in both.mus and mp3 formats Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Resources Provided Use all resources previously named

UNIT 5 PLAN Course Title: Advanced Music 4- Composing Unit Name: Mid term and Final Compositions Grade Level 12 Overarching Essential Questions To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist? How do underlying structures unconsciously guide the creation of art works? Unit Essential Questions What percentage of a successful composition should be used many times, and what percentage should be brand new, only used once? Overarching Enduring Understandings Thought the artist s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. The artistic process can lead to unforseen or unpredictable outcomes. Underlying structures in art can be found via analysis and inference. Unit Enduring Understandings Repetition and variation allow the composer to use a few musical ideas in many ways and invite the listener to attempt to understand how and why these choices were made. Unit Rationale Students have multiple tools that they must employ in their compositions to the desired end of a cohesive work that is enjoyable to listen to. Unit Overview The culminating project for each semester of study is a major composition of approximately 80+ measures or three minutes length. Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Using only two or three motives, construct a melody of 16 measures using repetition and variation. Integration of 21 st Century Themes Global Perspectives Repetition and variation are used in music of all eras. Civic Literacy Recognizing the presence of repetition and variation in music helps the student understand their effectiveness to the listener. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Student names the repetition or variation technique and imitates its use in their own work. (T,A)

Use Systems Thinking Carefully uses repetition in many forms including sequence. (E) Make Judgments and Decisions Uses their ear to determine the relative success of their work. (E) Solve Problems Accepts input from peers and teacher to make a passage more successful. (T,A) Makes attempt to write through tough spots and revise at a later time. (T,A) Makes the most of every minute in the composing process. (T,A) Learning Targets/Scaffolding 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. Strand B. Music 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. Strand A. History of the Arts and Culture 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. Strand B. Music 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. Strand A. Aesthetic Responses, Strand B. Critique Methodologies Evidence of Learning Summative Assessment (4 Days) Specific composition projects, assigned in a progressive manner Attendance at Composition Night and presentation of a larger-scale original composition to audience, assessed by music teachers in attendance. Live performance preferred in Semester Two. Equipment needed: text, student workstations/keyboards Teacher Resources: text, Smartboard, software, Key Terms Instructional Strategies Lecture- new material is presented in lecture format with visible reinforcement on Smartboard. Discussion- students are encouraged to ask about things that are not clear. Classmates are welcome to offer explanations in their own words, helping others understand and making a stronger internal connection. Daily piano practice and dictation exercises enable students to apply concepts Customizing Learning/Differentiation Special Needs: All students are encouraged to contribute to discussions and answer teacher questions. ELL: This musical material is very adaptable to English Language Learners. ELL students would be encouraged to share their ideas and music with the class.

Gifted Learners: Gifted students are encouraged to invest extra time composing music on staff paper, recorder, or Finale for their own pleasure. Mainstream Learners: Discussions, drilling, and other reinforcement are offered. All mainstream learners will be able to create their own music that will reflect their own personality. Formative Assessments Class discussions about material in book Make compositions that engage the listener, assessed by teacher and peers Some exercises in textbook Performances: piano, singing, and dictation exercises Primary Interdisciplinary Connections WORK.9-12.9.1.12.1 - The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.1 - Apply critical thinking and problem-solving strategies during structured learning experiences. WORK.9-12.9.1.12.1 - Digital media are 21st-century tools used for local and global communication. WORK.9-12.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. WORK.9-12.9.1.12.1 - Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.9-12.2 - Participate in simulated industry assessments, when and where appropriate. Resources References The Complete Idiot s Guide to Music Composition, Michael Miller, Penguin 2005. Music for Ear Training, Horvit, Koozin, Nelson, 2 nd Edition Alfred s Basic Adult Piano books and many other supplemental books in classroom Music for Sight Singing, Ottman 5 th Edition Collaboration Tools Skype software and hardware CDs and DVDs of student compositions to share with administration, peers, public Digital Tools Student computers and piano keyboards for performing on piano, drilling online Smartboard for lesson presentation and interactive activities Various websites, including www.musictheory.net, teoria.com, YouTube Eyes and Ears, An Anthology of Melodies for Sight Singing, by Benjamin Crowell, in pdf format, attached to website for student access. Suggested Activities for Inclusion in Lesson Planning Offer various types of learning opportunities so that students can use their strongest learning styles. Lecture, discussion, physical demonstration of concepts, singing examples.

Unit 5 Timeline Lesson Lesson 1 Mid term composition and winter composition night Lesson 2 Final composition and Spring composition night Timeframe 30 days 50 days Sample Lesson Plan Template Content Area: Music, Advanced Music IV Composing Lesson Title: Mid term composition and winter composition night Timeframe: 30 days Lesson Components 21 st Century Themes x Global Awareness x Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills x Creativity and Innovation x Critical Thinking and Problem Solving x Communication and Collaboration x Information Literacy Media Literacy ICT Literacy x Life and Career Skills Interdisciplinary Connections: Music and Workplace Readiness Integration of Technology: Keyboard lab, music notation software (Finale) Equipment needed: Student workstations, computer, piano keyboard, headphones, pencil, Teacher Smartboard for sharing compositions with class. Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Compose a longer piece (80 measures or 3 minutes length) that is logical and engaging Revise the piece as Lesson Sequence 17. Teacher gives a few guidelines for student s composing 18. Students use daily class time to begin and develop their piece 19. Peers and teacher listen in occasionally to give student another Student stays on task during allotted composing time Piece has title, copyright date, all blank measures removed from end Peers offer comments

peers and teacher make suggestions Use all techniques studied so that the music is listenable viewpoint about where the music is going after they hear piece Music is printed for teacher assessment, saved to flash drive in both.mus and mp3 formats Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Resources Provided Use all resources previously named