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Core Instructional
Materials
Essential Questions
CMS
Curriculum Guide
Grade/ Course: Grade 5 General Music
Date of Revision: June 2013
MP1
 How can you use
your hands to show
the changes in the
music?
 How does Camille
Saint-Saëns’ use
tone poems to tell
stories through
music?
-- Meet the Great
Composers (Book One) by
June Montgomery and
Maurice Hinson
-- Famous Composers by
Diane C. Butikofer
-- World of Music Grade 8
textbook
-- Classical composer CDs
MP2
 How does a
composer’s life
influence the music
that he/she writes?
 Why is Bach
considered one of the
most important
composers of his
time?
-- Meet the Great
Composers (Book One) by
June Montgomery and
Maurice Hinson
-- Classical composer CDs


MP3
How is music
constructed and
notated?
How are
symphonies,
concertos, and
sonatas different
from each other?
-- musictheory.net
-- Alfred’s Essentials of
Music Theory (student book,
teacher’s guide, and
reproducible activities kit)
-- One Minute Theory (Neil
A. Kjos Pubications)


MP4
Why is music based
around scales?
How do people
perform music
they’ve never seen
before?
-- Alfred’s Essentials of
Music Theory (student book,
teacher’s guide, and
reproducible activities kit)
-- One Minute Sight-Singing
(Neil A. Kjos Publications)
-- Curwen/Kodaly hand
signs chart
Ver. 2006-05
Standard/ Strand/Activity
1.1.5.B.1, 1.1.5.B.2,
1.4.5.A.2, and 1.4.5.A.3
Identify and demonstrate the
elements of music and make
informed aesthetic responses
through listening and
discussion of Saint- Saëns’
music
1.2.5.A.2
Relate the elements that
define a tone poem
1.2.5.A.3
Discuss the impact of SaintSaëns’ music on their
communities and culture
1.3.2.B.7
Discuss the role of a
conductor
1.1.2.B.3
Identify the syllables used to
construct a major scale
1.3.2.B.3
Sing using Kodaly hand
signals
1.1.5.B.1, 1.1.5.B.2,
1.4.5.A.2, and 1.4.5.A.3
Identify and demonstrate the
elements of music and make
informed aesthetic responses
through listening and
discussion of Bach’s music
1.2.5.A.1
Recognize religious works
of Bach as a reflection of
societal values of the
Baroque era through
biographical study
1.4.5.A.1
Use music vocabulary to
categorize the compositions
of Bach
1.2.5.A.3
Discuss the impact of
Beethoven’s music on their
communities and culture
1.4.5.A.1
Use music vocabulary to
categorize the compositions
of Liszt and Beethoven
using established
terminology (concerto,
symphony, etc.)
1.1.5.B.1 and 1.1.5.B.2
Identify and demonstrate the
elements of music through
study of notation systems
1.3.5.B.1
Study notation systems in
treble and bass clefs
1.3.5.B.4
Analyze the use of rhythmic
notation in musical scores
1.1.5.B.1
Explain the function of a
time signature and how it
affects the music that it
relates to
1.1.5.B.1
Explain how flats, sharps,
and natural signs affect the
pitch of written music
1.2.5.A.2
Relate the elements that
define a symphony,
concerto, and sonata
1.3.5.B.1
Sing music using notation
systems learned during the
3rd Marking Period
1.3.5.B.2
Sing sight-reading examples
individually and as a class
1.3.5.B.3
Create simple melodies
using classroom instruments
or computer software
1.1.3.5.B.4
Analyze the use of melodic
notation in musical scores
Ver. 2006-05
Modifications for SpEd/Ell/Gifted & Talented
Assessment
Danse Macabre
TIER I: Create a listening
map showing the different
themes Camille Saint- Saëns
uses in Danse Macabre
TIER II: Identify the themes
used in Camille SaintSaëns’ Danse Macabre
through listening
TIER III: Identify the
themes used in Camille
Saint- Saëns’ Danse
Macabre with the use of
visual cue cards
Kodaly Hand Signs:
TIER I: Use Kodaly hand
signs to sight-sing a sample
piece in a major key
TIER II: Use Kodaly hand
signs to indicate a major
scale
TIER III: Use Kodaly hand
signs to indicate a major
scale with the use of a hand
signal chart
Beethoven’s Symphonies
TIER I: Describe how a
symphony differs from other
categories of classical music
TIER II: Describe the
components of a symphony
TIER III: Describe the
components of a symphony
with the use of a checklist
Bach Listening
TIER I: In an open-ended
response, explain why much
of Bach’s music is
religiously based
TIER II: Distinguish
between the varied functions
of Bach’s compositions
TIER III: Distinguish
between the varied functions
of Bach’s compositions with
the use of a reference bank
of possible function choices
Notes in the Staff:
TIER I: Play notes in the
treble or bass clefs on a
classroom instrument by
following correct notation
TIER II: Identify notes in
the treble and bass clefs and
categorize instruments by
the clef they use
TIER III: Identify notes in
the treble clef using teachercreated acronyms and
mnemonics
Note Values:
TIER I: In an open-ended
response, explain why
different note values are
necessary in music notation
TIER II: Complete musical
math problems using
knowledge of note values
TIER III: Complete musical
math problems with the use
of a note value reference
chart
Major Scales
TIER I: Perform a major
scale on an instrument
TIER II: Identify and
perform major scales
vocally
TIER III: Perform major
scales vocally with the use
of music notation
Sight-Reading
TIER I: Sing and perform a
song using all solfege
syllables and hand signals
with only music notation (no
solfege written)
TIER II: Identify the solfege
syllables of a song, then
play or sing
TIER III: Identify the
solfege syllables of a song
-- Warm-up exercises
-- Danse Macabre theme
activity
-- Class Participation
-- Warm-up exercises
-- “Describing Beethoven’s
Music” listening worksheet
-- Bach listening worksheet
-- Class Participation
-- Warm-up exercises
-- Alfred’s Essentials of
Music Theory worksheets
-- Quizzes and tests
-- Class Participation
-- Warm-up exercises
-- Collaborative song
writing
-- Sight-singing exercises
-- Class Participation
Ver. 2006-05
21st Century Life & Careers
(4th-8th grade)
9.2.8.A.1
Discuss the career of a
composer as it relates to
compensation and jobrelated skills
9.4.12.C(4).5
Demonstrate knowledge of
music theory
9.3.8.B.12
Discuss how Beethoven’s
personal attitude and
behavior would impact his
success as a composer in the
21st century
9.1.8.F.1
Discuss how Bach’s
productivity led to him
realizing his goals as a
composer
9.1.8.F.2
Discuss how current
legislation would have
protected Bach from the
cruel treatment he suffered
by his employer
9.2.8.A.2
Discuss how musicians use
their knowledge of music
theory in their careers
9.4.12.C(4).5
Demonstrate knowledge of
music theory
9.2.8.A.2
Discuss how musicians use
their knowledge of music
theory and sight-reading in
their careers
9.4.12.C(4).5
Demonstrate knowledge of
music theory
9.4.12.C(4).7
Demonstrate a wide
repertoire of music through
vocal performance
Ver. 2006-05