Download Glen Ridge Public Schools – Visual and Performing Arts Curriculum

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Course Title: General Music
Subject: Visual and Performing Arts
Grade Level: 4th Grade
Duration: Full Year (60 sessions)
Prerequisite: None
Elective or Required: Required
Visual and Performing Arts Mission Statement
The Glen Ridge Public Schools offer every student access to a balanced,
comprehensive, cohesive, and sequential program of study in the visual and
performing arts. Arts education, as part of the core curriculum, ensures the
development of intuition, imagination, expression, performance and critiquing
skills, confidence, and self esteem in students. An interdisciplinary approach to
The Arts ensures every student experiences and understands the arts in
relationship to history and culture. The Fine Arts contribute to the growth of
students into life long learners by nurturing their abilities and interests,
developing their divergent thinking, cultivating their multiple intelligences, and
enriching their lives.
Course Description: 4th grade general music teaches student basic skills in
reading, writing, understanding, and making music through playing instruments,
singing and participating in musical games. The main units of focus in 4th grade
are notation, singing, multicultural music and listening.
Author: Jessica Walsh
Date Submitted: Summer 2010
Visual and Performing Arts – Curriculum Standards – 2009
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.
A.
B.
C.
D.
Dance
Music
Theatre
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.
A. History of the Arts and Culture
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.
A.
B.
C.
D.
Dance
Music
Theatre
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.
A. Aesthetic Responses
B. Critique Methodologies
Topic/Unit: #1=Notation
Approximate # Of Weeks: 8 weeks
Essential Questions: What is music? How do people create music? How
does rhythm, melody and harmony affect music? What choices must a
composer make in notation to make a piece of music what they want? How
do uneven rhythms change the mood of a piece of music?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=1&Desc=Visual+and
+Performing+Arts
Upon completion of this unit students will be able to:
-identify, perform and write basic rhythms (including those learned in
3rd grade music in addition to dotted rhythms) in simple and complex
meters
-identify, perform and write notes of the treble clef
-identify melodic intervals
-define, identify and perform harmony
-have basic understanding of dynamic and tempo markings in music
CPI #
Cumulative Progress Indicator (CPI)
1.1.5.B.1
Identify the elements of music in response to aural prompts and printed music
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
melodic and harmonic progressions, and differentiate basic structures.
1.1.5.B.2
1.3.5.B.1
Sing or play music from complex notation, using notation systems in treble and
bass clef, mixed meter, and compound meter.
1.4.5.B.1
Assess the application of the elements of art and principles of design in dance,
music, theatre, and visual artworks using observable, objective criteria.
Multidisciplinary
CPI
3.2
Multi-disciplinary
Cumulative Progress Indicator (CPI)
3.3
All students will speak in a clear, concise, organized language that varies
in content and form for different audiences and purposes
All students will be able to write in clear, concise, organized language that
varies in content and form for different audiences and purposes
3.4
All students will listen actively to information from a variety of sources in a
variety of situations
8.1.8.A.5
Select and use appropriate tolls and digital resources to accomplish a
variety of tasks and to solve problems
Activities – include 21st Century Technologies:
 Teacher lecture/student discussion reviewing basic rhythms
learned in 3rd grade music and adding dotted rhythms such as the
dotted quarter note and dotted half note
 Teacher lecture/student discussion reviewing how to read and write
in simple meter ( 4/4, 3/4 and 2/4) and introducing complex meters
such as 6/8
 Teacher lecture/students discussion of the notes of the treble clef
staff, melodic direction and intervals
 Teacher lecture/students discussion of what harmony is and how to
create it
 Musical games (such as Forbidden Rhythm, Roll the Dice and
Rhythm Bingo)
 Echo Clapping
 Singing in two or three part rounds and two or three part harmony
 Playing Orff and percussion instruments
 Flashcards drills
 Melodic Dictation
 Worksheets
 Writing 4 measure patterns
 Playing/Singing along to audio examples
 Computer games to improve note reading and rhythm skills
Methods of Assessments/Evaluation:
 Student Responses
 Writing of original rhythms
 Teacher Observation
 Worksheets
Text, Resources, and/or Literature
 Flashcards
 Silver Burdett’s Making Music series
Online Resources:
 Teacher webpage
 Websites for composing or improving note reading skills
Topic/Unit: #2= Singing
Approximate # Of Weeks: 12 weeks
Essential Questions: How do we use our breath to sing properly? Is
singing something that people can learn to do or are you born with or
without the ability? What do we need to do in order to sing in different
parts? How can people express themselves through singing? Are there
different styles of singing and if so, how do they differ? Do people sing the
same way or for the same reasons around the world?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=1&Desc=Visual+and
+Performing+Arts
Upon completion of this unit students will be able to:
-understand how to take a proper breath and support the voice for
singing
-demonstrate an understanding of rhythmic, melodic, harmonic
elements of music through singing
-sing in unison in tune
-maintain two and three part harmony
-express the meaning of a piece of music through singing
-understand various forms, styles and uses of singing around the
world
-sing in multiple languages
CPI #
Cumulative Progress Indicator (CPI)
1.1.5.B.2
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
melodic and harmonic progressions, and differentiate basic structures.
1.2.5.A.2
Relate common artistic elements that define distinctive art genres in dance, music,
theatre, and visual art.
1.3.5.B.1
Sing or play music from complex notation, using notation systems in treble and
bass clef, mixed meter, and compound meter.
1.3.5.B.2
Sing melodic and harmonizing parts, independently and in groups, adjusting to
the range and timbre of the developing voice.
1.4.5.A.3
Multidisciplinary
CPI #
3.3
Demonstrate how art communicates ideas about personal and social values and is
inspired by an individual’s imagination and frame of reference (e.g., personal,
social, political, historical context).
Multi-disciplinary
Cumulative Progress Indicator (CPI)
All students will speak in a clear, concise, organized language that varies in
content and form for different audiences and purposes
3.4
All students will listen actively to information from a variety of sources in a
variety of situations
6.1.P.B.1
Develop an awareness of the physical features of the neighborhood/community
6.1.P.D.3
Express individuality and cultural diversity
6.1.P.D.4
Learn about and respect other cultures within the classroom and community
Activities – include 21st Century Technologies:
 Discussion and demonstrations about proper breathing
 Singing in unison, rounds, two and three parts
 Singing in different styles
 Singing songs from various cultures and in different languages
 Learning by rote when appropriate
 Discussion of musical elements that appear in the music
 Playing instruments and singing simultaneously
 Listen to audio clips
 Singing along to audio examples
 Performing at 4th grade multicultural show in the spring
Methods of Assessments/Evaluation:
 Student Responses
 Teacher Observation
Text, Resources, and/or Literature
 Various Cds
 Various songbooks
 Piano
 Silver Burdett’s Making Music series
Online Resources:
 Teacher webpage
 Video and audio clips
Topic/Unit: #3= Multicultural Music
Approximate # Of Weeks: 20 weeks
Essential Questions: How do people express themselves through music?
How does music differ around the world? Does everyone need/use music?
How does music reflect and well as shape culture? What can music tell us
about a society? How do we understand or relate to music that is very
different from ours? What constitutes “good” music?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=1&Desc=Visual+and
+Performing+Arts
Upon completion of this unit students will be able to:
-understand how music sounds unique in different places around the
world
-understand the various purposes that music may serve
-sing, play and perform contrasting musical examples from diverse
cultures
-identify similarities and differences between music of various
cultures
-demonstrate their understanding of music from another culture
through performance
CPI #
Cumulative Progress Indicator (CPI)
1.2.5.A.1
Recognize works of dance, music, theatre, and visual art as a reflection of societal
values and beliefs.
1.2.5.A.2
Relate common artistic elements that define distinctive art genres in dance, music,
theatre, and visual art.
1.2.5.A.3
Determine the impact of significant contributions of individual artists in dance,
music, theatre, and visual art from diverse cultures throughout history.
1.4.5.A.1
Employ basic, discipline-specific arts terminology to categorize works of dance,
music, theatre, and visual art according to established classifications.
1.4.5.A.2
Make informed aesthetic responses to artworks based on structural arrangement
and personal, cultural, and historical points of view.
1.4.5.A.3
Demonstrate how art communicates ideas about personal and social values and is
inspired by an individual’s imagination and frame of reference (e.g., personal,
social, political, historical context).
Multidisciplinary
CPI #
3.3
Multi-disciplinary
Cumulative Progress Indicator (CPI)
6.1.P.D.3
All students will speak in a clear, concise, organized language that varies in
content and form for different audiences and purposes
All students will listen actively to information from a variety of sources in a
variety of situations
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws
Express individuality and cultural diversity
6.1.P.D.4
Learn about and respect other cultures within the classroom and community
3.4
6.1.4.A.14
Activities – include 21st Century Technologies:
 Teacher lecture/student discussion of various cultural, uses of music,
songs, games and instruments
 Viewing images of people and instruments from other cultures
 Passing around and playing authentic instruments from Africa, South
America and Asian
 Learning and playing musical games from other cultures
 Singing (sometimes in other languages)
 Listen to audio clips
 Singing along to audio clips
 Improvisation
 Dance/movement
 Watching video clips of music from various cultures
 Webquest of music of a culture of student’s choice and presentation of
findings
Methods of Assessments/Evaluation:
 Student Responses
 Teacher Observation
 Graded assignments (such as webquest)
Text, Resources, and/or Literature
 Various Cds
 Various songbooks
 Silver Burdett’s Making Music series
Online Resources:
 Teacher webpage
 Audio and visual clips of music, instruments and people from
various cultures
 Use of internet for webquest
Topic/Unit: #4= Listening
Approximate # Of Weeks: 8 weeks
Essential Questions: How do people express themselves through music?
Can a composer tell a story through music and if so, how? How does
music connect to other art forms (literature, painting, etc.)? How do
different types of music affect the listener? What can we describe about a
piece of music?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=1&Desc=Visual+and
+Performing+Arts
Upon completion of this unit students will be able to:
-describe a piece of music, without giving opinion, based on their
knowledge of musical elements
-articulate responses to pieces of music that convey different moods
-understand that music can tell a story
-represent the story they hear in a piece of music through drawing
CPI #
Cumulative Progress Indicator (CPI)
1.3.5.B.4
Decode how the elements of music are used to achieve unity and variety, tension
and release, and balance in musical compositions.
1.4.5.A.1
Employ basic, discipline-specific arts terminology to categorize works of dance,
music, theatre, and visual art according to established classifications.
1.4.5.A.2
Make informed aesthetic responses to artworks based on structural arrangement
and personal, cultural, and historical points of view.
1.4.5.A.3
Demonstrate how art communicates ideas about personal and social values and is
inspired by an individual’s imagination and frame of reference (e.g., personal,
social, political, historical context).
Assess the application of the elements of art and principles of design in dance,
music, theatre, and visual artworks using observable, objective criteria.
1.4.5.B.1
1.4.5.B.3
Use discipline-specific arts terminology to evaluate the strengths and weaknesses
of works of dance, music, theatre, and visual art.
Multidisciplinary
CPI #
3.2
Multi-disciplinary
Cumulative Progress Indicator (CPI)
All students will write in clear, concise, organized language that varies in context
and form for different audiences and purposes
3.3
All students will speak in a clear, concise, organized language that varies in
content and form for different audiences and purposes
3.4
All students will listen actively to information from a variety of sources in a
variety of situations
Activities – include 21st Century Technologies:
 Teacher lecture/student discussion of words and phrases that can
be used to describe music without giving opinion
 Listen to audio clips
 Brainstorm descriptive words and phrases
 Brainstorming what the story may be behind these listening
examples
 Student discussions of listening examples
 Writing individual responses to music
 Representing a piece of music through drawing
Methods of Assessments/Evaluation:
 Student Responses
 Teacher observation
 Written assignments
Text, Resources, and/or Literature
 Various Cds
 Various songbooks
 Silver Burdett’s Making Music series
Online Resources:
 Teacher webpage
 Audio clips