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Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Jay County High School
Music Theory and Composition Curriculum Guide
Grades 9 – 12
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 1
PERFORMING MUSIC: Singing alone and with others
Students sing independently and in groups to demonstrate understanding of theoretical concepts.
Music Academic
Standard
H.1.1 Sing melodic
and harmonic
intervals
H.1.2 Sing major
and minor scales
and modes.
H.1.3 Sing musical
examples using a
consistent method
such as numbers
or solfège,
to develop
independence in
sight singing.
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
9-12.RT.4 Determine the
meaning of symbols, key
terms, and other domainspecific words and phrases as
they are used in a specific
technical music context
relevant to grades 9-12 texts
and topics.
9-12.RT.3 Follow precisely a
complex multistep procedure
when performing technical
music tasks, attending to
special cases or exceptions
defined in the text.
Students will sing
melodic and
harmonic intervals
using solfège
syllables.
Teacher observation
Aural Evaluation
Sing melodic and
harmonic intervals.
Varying sight reading
sources
Classroom with Piano
Students will sing
major and minor
scales using solfège
syllables.
Teacher observation
Aural Evaluation
Sing major and
minor scales and
modes.
Varying sight reading
sources
Classroom with Piano
9-12.RT.10 By the end of
grade 12 read and
comprehend technical music
texts in the grades 9-10 text
complexity band
independently and
proficiently.
Students will sight
read a unison vocal
piece using solfège.
Teacher Observation
Performance
Evaluation
Demonstration of
Skills
Sing musical
examples using a
consistent method
such as numbers or
solfège, to develop
independence in
sight singing.
Varying sight reading
sources
Classroom with Piano
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 2
PERFORMING MUSIC: Playing an instrument alone and with others
Students play rhythmic, melodic, and harmonic patterns and accompaniments.
Music Academic
Standard
H.2.1 Play
melodic,
rhythmic, and
harmonic
patterns on
keyboard,
percussion, or
other
instruments.
H.2.2 Play simple
melodies and
accompaniments
that use primary
chord
progressions.
Literacy Embedded Standard
Learning Activities
Assessment(s)
9-12.RT.4 Determine the
meaning of symbols, key terms,
and other domain-specific
words and phrases as they are
used in a specific technical
music context relevant to
grades 9-12 texts and topics.
Students will play a set
of rhythmic patterns on
a hand drum.
Teacher
observation
Demonstration of
Skills
Students will play a lead
sheet of a common
folksong.
Teacher
observation
Demonstration of
Skills
Knowledge/
Skills
Play melodic,
rhythmic, and
harmonic
patterns on
keyboard,
percussion, or
other
instruments.
Materials/Notes
Play simple
melodies and
accompaniments
that use primary
chord
progressions.
Classroom with Piano
Folksong Lead Sheets
Classroom
Hand Drum
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 3
CREATING MUSIC: Improvising melodies, variations, and accompaniments
Students create melodic improvisations over given chord progressions and simple harmonizations for established melodies. They improvise melodies,
variations, and accompaniments in various styles.
Music Academic
Standard
H.3.1 Improvise a
melody within
specified
guidelines such as
length, range, and
stylistic
characteristics.
H.3.2 Improvise a
melody that is
compatible with a
given chord
progression
H.3.3 Improvise a
countermelody
for a given
melody.
Literacy Embedded
Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
Students will improvise
a melody on a piano or
instrument for 16
measures using a
pentatonic scale in
Common Time in the
key of C major
Students will improvise
a melody on a piano or
instrument for 16
measures in a major key
while playing a smooth
chord progression
While a simple melody
is given, the students
will improvise a
countermelody on the
piano.
Teacher
Observation
Demonstration of
skills
Improvise a melody
within specified
guidelines such as
length, range, and
stylistic characteristics.
Classroom with Piano
Pianos or Keyboards
for each student
Or student instruments
Teacher
Observation
Demonstration of
skills
Improvise a melody that
is compatible with a
given chord
progression.
Classroom with Piano
Pianos or Keyboards
for each student
Or student instruments
Teacher
Observation
Demonstration of
skills
Improvise a
countermelody for a
given melody. Revised
2010 High School Music
Theory and
Composition
Classroom with Piano
Pianos or Keyboards
for each student
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
H.3.4 Embellish a
melody by adding
or changing notes
such as passing
tones and other
non-harmonic
tones or by
altering its
rhythmic
structure.
H.3.5 Improvise
melodies,
harmonies, and
accompaniments
in styles from
various musical
eras or cultural
traditions.
Given a familiar
folksong, students will
embellish the melody by
adding or changing
some of the notes using
a piano or instrument.
9-12.RT.1 Cite specific
textual evidence to
support analysis of
technical music texts,
attending to the precise
details of explanations or
descriptions.
Given a 12-Bar Blues
chord progression
students will improvise
a melody on a piano or
instrument in the blues
style.
Teacher
Observation
Demonstration of
skills
Embellish a melody by
adding or changing
notes such as passing
tones and other nonharmonic tones or by
altering its rhythmic
structure.
Classroom with Piano
Pianos or Keyboards
for each student
Or student instruments
Improvise melodies,
harmonies, and
accompaniments in
styles from various
musical eras or cultural
traditions.
Classroom with Piano
Pianos or Keyboards
for each student
Or student instruments
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 4
CREATING MUSIC: Composing and arranging music within specified guidelines
Students compose melodies that demonstrate compositional principles. They arrange music for various voicings and instruments.
Music
Academic
Standard
H.4.1 Compose
simple melodies
that
demonstrate the
principles of
unity, variety,
repetition,
contrast, form,
and melodic
contour.
H.4.2 Arrange
music for
different
instruments or
voices than
originally
written
including
transposing
instruments.
H.4.3 Create an
original work
that utilizes
compositional
techniques
found in an
existing musical
example.
H.4.4 Arrange a
known work in
a different style
or for different
Literacy Embedded
Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
9-12.WT.4 Produce clear
and coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.
Students will compose a
simple melody using a
key to convert a phone
number to notes.
Teacher
Observation
Demonstration of
skills
Written Evaluation
Compose simple melodies
that demonstrate the
principles of unity,
variety, repetition,
contrast, form, and
melodic contour.
Staff Paper
Classroom with Piano
Computers with
Internet access and
Notation Software Midi
Keyboards
Students will arrange a
previously composed
simple melody for two
instruments different
than the original
composition.
Teacher
Observation
Demonstration of
skills
Written Evaluation
Arrange music for
different instruments or
voices than originally
written including
transposing instruments.
Staff Paper
Ensemble Classroom
with Piano
Computers with
Internet access and
Notation Software Midi
Keyboards
Students will compose a
four-part piece that
reflects the techniques
found in a Baroque
Chorale.
Teacher
Observation
Demonstration of
skills
Written Evaluation
Create an original work
that utilizes
compositional techniques
found in an existing
musical example.
Staff Paper
Ensemble Classroom
Computers with
Internet access and
Notation Software Midi
Keyboards
Students will arrange a
hymn for four-part
making a variation of the
original.
Written Evaluation
Arrange a known work in
a different style or for
different instrumentation.
Staff Paper
Ensemble Classroom
with Piano
Computers with
9-12.WT.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
instrumentation
.
H.4.5 Create a
composition for
a combination
of voices or
instruments
that fits the
range and
capabilities of
each.
Students will compose an
original piece for fourparts, a minimum of 32
measures in length and in
the keys of C, D, Bb or G
Major
Written Evaluation
Create a composition for
a combination of voices
or instruments that fits
the range and capabilities
of each.
Internet access and
Notation Software Midi
Keyboards
Staff Paper
Classroom with Piano
Computers with
Internet access and
Notation Software Midi
Keyboards
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 5
RESPONDING TO MUSIC: Reading, notating, and interpreting music
Students follow musical notation while listening and identify symbols found in a musical score.
Music Academic
Standard
H.5.1 Follow
traditional and
non-standard
notation in
musical scores
while listening to
aural examples.
H.5.2 Identify
symbols found
in a musical
score.
Literacy
Embedded
Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
Students will examine a
musical score and discuss
the terms and symbols
used
Teacher Observation
Follow traditional and nonstandard notation in
musical scores while
listening to aural
examples.
Classroom with Piano
and CD Player
Computer with Internet
access
Speakers
Students will examine a
contemporary music
arrangement and discuss
the non-standard notation
used.
Teacher Observation
Written Evaluation
Identify symbols found in
a musical score.
Ensemble Classroom
with Piano and CD
Player
Contemporary music
piece
Performance
Evaluation
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 6
RESPONDING TO MUSIC: Listening to, analyzing, and describing music
Students identify and describe musical elements, forms, and compositional devices from aural examples.
Music
Academic
Standard
H.6.1 Identify
musical forms
from aural
examples such
as AB, ABA,
rondo, fugue,
or theme and
variations.
H.6.2 Use
correct
terminology
when
describing
musical events,
musical
devices, or
instruments
used within an
example from
a musical
work.
H.6.3 Listen to
and compare
musical
examples of
different
styles, genres,
and time
periods
H.6.4 Use
correct
terminology to
Literacy
Embedded
Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
Students will listen to a
given piece. They will
identify and describe
form, of the piece.
Aural
evaluation
Teacher
Observation
Identify musical forms from aural
examples such as AB, ABA, rondo,
fugue, or theme and variations.
Ensemble Classroom
with Piano and CD
Player
Computer with Internet
Access and Speakers
Students will listen to a
given piece and describe
the musical devices
and/or instruments used.
Aural
Evaluation
Teacher
Observation
Use correct terminology when
describing musical events, musical
devices, or instruments used within
an example from a musical work.
Ensemble Classroom
with Piano and CD
Player
Computer with Internet
Access and Speakers
Students will listen to and
compare two given pieces
of music from different
genres.
Teacher
Observation
Written
Evaluation
Listen to and compare musical
examples of different styles, genres,
and time periods.
Ensemble Classroom
with Piano and CD
Player Computer with
Internet Access and
Speakers
Musical Examples
Students will listen to a
given piece and identify
the elements and
Teacher
Observation
Written
Use correct terminology to identify
elements and compositional devices
in aural examples such as form,
Ensemble Classroom
with Piano and CD
Player Computer with
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
identify
elements and
compositional
devices in
aural examples
such as form,
texture, meter,
cadences,
harmonic
progressions,
non-harmonic
tones, and key
changes.
H.6.5 Discuss
how certain
compositional
elements or
techniques
could convey
particular
emotions or
moods.
compositional devices
used.
Evaluation
texture, meter, cadences, harmonic
progressions, non-harmonic tones,
and key changes.
Internet Access and
Speakers
Musical Examples
Students will analyze a
selection of music and
discuss the dynamics,
rhythm, and meter of the
music and their effect on
the emotion or mood.
Teacher
Observation
Written
Evaluation
Aural
Evaluation
Discuss how certain compositional
elements or techniques could convey
particular emotions or moods.
Ensemble Classroom
with Piano and CD
Player Computer with
Internet Access and
Speakers
Music Examples
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 7
RESPONDING TO MUSIC: Evaluating music and music performances
Students establish criteria and evaluate their compositions.
Music
Academic
Standard
H.7.1 Establish
criteria and
evaluate
musical
examples
composed to
illustrate
designated
musical
principles.
H.7.2 Establish
criteria to
Literacy
Embedded
Standard
9-12.WT. 3 Note:
Students’ narrative
skills continue to
grow in these
grades. The
Standards require
that students be
able to incorporate
narrative elements
effectively into
arguments and
informative/expla
natory texts. In
technical, students
must be able to
write precise
enough
descriptions of the
step-by-step
procedures they
use in their
technical work
that others can
replicate them and
(possibly) reach
the same results.
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
Students will create a
rubric with
appropriate criteria
and use it to evaluate
a musical example
Teacher
Observation
Written
Evaluation
Establish criteria and evaluate musical
examples composed to illustrate
designated musical principles.
Ensemble Classroom
with Piano and CD
Player Computer with
Internet Access and
Speakers
Music Examples
Paper/Pencil
Students will create a
rubric with
Written
Evaluation
Establish criteria to evaluate student
compositions, based on understanding
Ensemble Classroom
with Piano and CD
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
evaluate
student
compositions,
based on
understanding
of
compositional
techniques.
appropriate criteria
and use it to evaluate
student
compositions.
of compositional techniques.
Player Computer with
Internet Access and
Speakers
Music Examples
Paper/Pencil
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 8
RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts
Students identify terms and concepts common to music and other disciplines. They understand the physical properties of sound as they apply to
composing for combinations of instruments.
Music
Academic
Standard
H.8.1 Identify
concepts and
terms used in
the creative
process in
music and
compare their
use in other
disciplines.
Literacy Embedded
Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
9-12.RT.2
Determine the
central ideas or
conclusions of a
text, piece of music
or song lyrics; trace
the text’s
explanation or
depiction of a
complex process,
phenomenon, or
concept; provide an
accurate summary
of the text.
Students will listen to a
given piece of music to
identify concepts and
terms used in the
creative process in music
and compare their use in
other disciplines
Teacher
Observation
Written
Evaluation
Identify concepts and terms
used in the creative process in
music and compare their use in
other disciplines.
Ensemble Classroom
with Piano and CD
Player Computer with
Internet Access and
Speakers
Music Examples
Paper/Pencil
H.8.2
Understand the
physical
properties of
sound including
frequency,
amplitude, and
wavelength as
they relate to
specific
instruments
and
combinations of
instruments.
9-12.RT.5 Analyze
the structure of the
relationships
among concepts in
a text, including
relationships
among key terms
(e.g., force, friction,
reaction force,
energy).
Students will research
and write a paper
discussing sound,
including frequency,
amplitude and
wavelength as related to
the instruments of a high
school band.
Teacher
Observation
Written
Evaluation
Understand the physical
properties of sound including
frequency, amplitude, and
wavelength as they relate to
specific instruments and
combinations of instruments.
Ensemble Classroom
with Piano and CD
Player Computers with
Internet Access and
Speakers
Paper/Pencil
Jay School Corporation Music Theory and Composition Curriculum Guide 2012-2018
Standard 9
RESPONDING TO MUSIC: Understanding music in relation to history and culture
Students identify musical characteristics of their own and other historical eras and cultures. They explore the process of music publication.
Music
Academic
Standard
H.9.1 Recognize
compositional
devices of
Literacy Embedded
Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
.
Teacher
Observation
Written Evaulation
Recognize compositional
devices of music of the
Baroque, Classical, Romantic,
and Contemporary periods
and jazz.
H.9.2 Recognize
characteristics
of music from
various Western
and nonWestern
cultures.
H.9.3 Explore
the process for
submission and
publication of
musical
compositions.
9-12.WT.9 Draw
evidence from
informational texts
to support analysis,
reflection, and
research.
Students will analyze and
identify compositional
devices used in music of
the Baroque, Classical,
Romantic, and
Contemporary periods and
jazz.
Students will identify and
compare characteristics of
music from various
Western and non-Western
cultures.
Teacher
Observation
Written Evaluation
Recognize characteristics of
music from various Western
and non-Western cultures.
Students will study the
process for submission
and publication of musical
compositions.
Teacher
Observation
Aural Evaluation
Written Evaluation
Explore the process for
submission and publication
of musical compositions.
Ensemble Classroom
with Piano and CD
Player Computer with
Internet Access and
Speakers
Music Examples
Paper/Pencil
Ensemble Classroom
with Piano and CD
Player Computer with
Internet Access and
Speakers
Music Examples
Paper/Pencil
Ensemble Classroom
with Piano and CD
Player Computer with
Internet Access and
Speakers
Music Examples
Paper/Pencil
9-12.WT.9 Draw
evidence from
informational texts
to support analysis,
reflection, and
research.