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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.