Download General Music - Pompton Lakes School District

POMPTON LAKES SCHOOL DISTRICT
PRACTICAL ARTS
Music – General
Grade 6
COURSE OF STUDY
June 2012
Dr. Paul Amoroso, Superintendent
BOARD MEMBERS
Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz, Mr. Shawn Dougherty,
Mr. Garry Luciani, Mr. Carl Padula, Mr. Tom Salus, Mrs. Nancy Schwartz,
Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.
Content Area:
General Music
Unit Plan Title:
Music Exploration – Appreciation
Anchor Standard (ELA) or Domain (Math)
Grade(s)
6
Overview/Rationale
This unit will examine different genres of music in the “western” world in addition to other “world”
music. This shall include (but not be limited to) classical, jazz, rock, pop, and other world music such as
African, Chinese, Indian, Latin, etc. Current musical artists and styles will be discussed and the students
will be able to use musical terminology to analyze the music that they listen to. In addition, instruments
of the orchestra will be taught, identified and heard.
Standard(s)
 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.
 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.
 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.
 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.
Technology Standard(s)
Interdisciplinary Standard(s)
 Social Studies – History and Culture of the
composer, literature and time periods being
studied.
 Music Theory – Rhythms, sonorities, musical
for
 World Language Music terminology
Essential Question(s)
 Why is it important to study different styles of music as well as music from different cultures?
 How do musicians and their music influence generations that come after them?
 How is sound produced on each different instrument family of the orchestra?
 Why do we like the music we like?
 How does music impact our lives?
 Is all sound music?
 Why do we listen to music?
Enduring Understandings
 Music likes and dislikes are individual.
 Composers and musician are influenced by the music that has come before them and that many
styles of music, although sounding very different, share common bonds with one another.
 Music can be made from anything.
 Music builds a sense of community.
 Students should gain an awareness of the vast musical world around them.
 Music is everywhere.
 Music is a universal language.


Music is a part of all cultures.
Music tells a story through time.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, TCheck all that apply.
Taught, or A-Assessed in this unit by marking E, T, A
21 s t Century Themes
on the line before the appropriate skill.
21 s t Century Skills
X Global Awareness
X
Creativity and Innovation
X Civic Literacy
X
Critical Thinking and Problem Solving
X
Communication
X
Collaboration
Student Learning Targets/Objectives
 Students will listen to a variety of different musical genres and be able to identify what in the
music makes it sound in that particular style.
 Students will learn descriptive musical vocabulary in order to discuss listening examples in a
musical way. Example: Tempo, Dynamics, Timbre, Texture, etc.
 Students will learn about Jazz music and understand the concept of improvisation.
Assessments
 Classroom participation and discussion
 Quizzes on music and composers studied
Teaching and Learning Actions
Instructional Strategies
 Demonstration
D
 Worksheets
 Collaborative Group work
 Practice by doing
 Listening examples provided by the teacher
Activities
 Listening examples provided by the students
D
 Learning of musical terms
 Improvising in the key of Bb blues using melody instruments.
Experiences

D


Students will have the opportunity to bring in examples of music
they listen to and be able to discuss their listening example in
musical terms.
Students will learn the basics of using a blues scales to improvise
over a chord progression.
Students will get to see and hold instruments of the orchestra.
Resources
 Variety of orchestral instruments in the
wind, brass, and string family of
instruments.
Suggested Time Frame:
7 days of a 21 day rotation
D- Indicates differentiation at the Lesson Level.



Stereo system
Music listening examples.
I-pod
Content Area: General Music
Unit Plan Title: Music Exploration – Melody/Harmony
Anchor Standard (ELA) or Domain (Math)
Grade(s)
6
Overview/Rationale
This unit will allow students to learn about the importance of melody and harmony in music. Focus will
be on learning notes names of the treble clef staff and incorporating this knowledge into being able to
play and compose simple melodies. Students will use instruments such as classroom guitars and/or
xylophones to learn basic note names and to perform melodies.
Standard(s)

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.
 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.
 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.
Technology Standard(s)
Interdisciplinary Standard(s)
 Social Studies – History and Culture of the
composer, literature and time periods being
studied.
 Music Theory – Rhythms, sonorities, musical
for
 World Language Music terminology
Essential Question(s)
 What role does the melody of a piece of music play in the overall interpretation of the piece?
 What makes a melody sound “good?”
 How are rhythm and melody connected?
 What is the relationship between melody and speech?
 Does all melody have contour?
 What is the pattern of note names on a piano/xylophone keyboard?
 How does one determine the difference between a major sound in music vs. a minor one?
Enduring Understandings







Pitches are the high and low sounds of music.
Melodies which use stepwise motion and smaller leaps along with a logical rhythm tend
to make a melody more recognizable and/or memorable.
Students should be able to recognize the melody in a given piece of music.
The human voice is melodic.
Melody has shape.
There is a definitive pattern of notes on a piano and xylophone keyboard.
The difference in sound between major and minor chords is the result of the change of
only one note in the chord.
In this unit plan, the following 21st Century themes and skills are addressed.
21 s t Century Themes
21 s t Century Skills
X Global Awareness
X
Creativity and Innovation
x
Civic Literacy
X
Critical Thinking and Problem Solving
X
Communication
X
Collaboration
Student Learning Targets/Objectives
 Students will learn the notes of the treble clef staff.
 Students will be able to play simple melodies on selected melody instruments.
 Students will be able to compose a short four measure melody in the key of C.
 Students will be able to distinguish major and minor chords
Assessments
 A pre-assessment of the students’ melodic abilities music be made to ensure an equal
starting point for all students.
 Assessments will be based on students’ ability to recognize note names in the treble clef
staff, their abilities to compose a simple melody in the key of C, and the performance of a
simple melody on the xylophone keyboard or guitar.
Teaching and Learning Actions
Instructional Strategies
 Demonstration
D
 Worksheets
 Collaborative Group work
 Practice by doing
 Performing simple melodies on a keyboard or guitar.
Activities
 Composing utilizing notes in the Key of C.
D
 Learn to play examples or major and minor chords.
Experiences
 Students utilize the piano, xylophone, and/or guitar to increase
D
awareness of the notes of the treble clef staff.
Resources
 Music Chairs
 Music Stands and Racks
 Mel Bay’s, “Guitar Method – Grade 1”
 Variety of melody instruments such as piano, xylophone, bells, and guitars.
 Stereo system
Suggested Time Frame:
7 days of a 21 day rotation
D- Indicates differentiation at the Lesson Level.
Content Area: General Music
Unit Plan Title: Music Exploration – Rhythm
Anchor Standard (ELA) or Domain (Math)
Grade(s)
6
Overview/Rationale
Students will learn the basic building blocks of rhythm. These include whole notes, half notes, quarter
notes, eighth notes and sixteenth notes with corresponding whole, half and quarter rests. Students will
be able to identify and perform these rhythms in addition to using them to compose short rhythmic
compositions. Along the way, students will learn about the different instruments in the percussion
section of a band and orchestra and be able to play them with teacher guidance.
Standard(s)

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.
 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.
 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.
Technology Standard(s)
Interdisciplinary Standard(s)
 Social Studies – History and Culture of the
composer, literature and time periods
being studied.
 Music Theory – Rhythms, sonorities,
musical for
 World Language Music terminology
Essential Question(s)
 How are rhythms in music related to mathematical concepts such as division and multiplication?
 Is it possible to have music without a sense of rhythm?
 Is all sound music?
Enduring Understandings
 The relationship of one rhythm to another in terms of simple multiplication and division
 Rhythm is a main building block of music.
 Music can be made from anything.
 Music is a universal language.
In this unit plan, the following 21st Century themes and skills are addressed.
21 s t Century Them es
X
x
Global Awareness
Civic Literacy
21 s t Century Skills
X
X
X
X
Creativity and Innovation
Critical Thinking and Problem Solving
Communication
Collaboration
Student Learning Targets/Objectives
 Students will learn the rhythms of whole, half, quarter, eighth and sixteenth notes along
with whole, half and quarter rests.
 Students will learn about the different types of percussion instruments of the band and
orchestra.
 Students will be able to perform these rhythms by hand-clapping and the use of a variety of
percussion instruments.
 Students will compose their own rhythmic composition.
Assessments
 A pre-assessment of the students’ rhythmic abilities music be made to ensure an equal
starting point for all students.
 Assessments will be based on students’ ability to compose rhythms in addition to their
actual performance of the given rhythms.
Teaching and Learning Actions
Instructional Strategies
D
Activities
D
Experiences
D
Resources







Demonstration
Worksheets
Collaborative Group work
Practice by doing
Performing of selected rhythms
Composing a composition with the aforementioned rhythms.
Students utilize different percussion instruments including snare
drums and/or drum set to complete the tasks.



Music Chairs
Music stands and racks
Variety of percussion instruments – Snare Drums, Drum Set, Sticks
 Stereo system
Suggested Time Frame:
7 days of a 21 day rotation
D- Indicates differentiation at the Lesson Level.