Download Grades K-2 General Music - South Plainfield Public Schools

South Plainfield Public Schools
Curriculum Guide
General Music
Grades K-2
Authors:
Tobie Baldwin
Glenn Parisi
Curriculum Coordinator:
Paul C. Rafalowski
Board Approved on: August 29, 2012
1
Table of Contents
South Plainfield Public Schools Board of Education Members
and Administration
Page: 3
Recognitions
Page: 4
District Mission Statement
Page: 5
Index of Courses
Page: 6
Curriculum Guide
Page: 7-29
2
Members of the Board of Education
Jim Giannakis, President
Sharon Miller, Vice President
Carol Byrne
John T. Farinella, Jr.
Christopher Hubner
William Seesselberg
Joseph Sorrentino
Gary Stevenson
Central Office Administration
Dr. Stephen Genco, Superintendent of Schools
Dr. Frank Cocchiola, Interim Assistant Superintendent of Schools
Mr. James Olobardi, Board Secretary/ BA
Mr. Frank Esposito, Director of Special Services
Ms. Kedra Gamble, Supervisor of Language Arts Literacy and Social Studies
Mr. Vincent Parisi, Supervisor of Math and Science
Mrs. Marlene Steele, Supervisor of Transportation
Mrs. Annemarie Stoeckel, Supervisor of Technology
Ms. Elaine Gallo, Director of Guidance
Mr. Al Czech, Director of Athletics
Mr. Paul Rafalowski, Curriculum Coordinator
3
Recognitions
The following individuals are recognized for their support in developing this Curriculum Guide:
Grade/Course
Writer(s)
General Music: Grades K-4
Tobie Baldwin and Glenn Parisi
General Music: Grades 5-6
Tobie Baldwin, Dr. Donna Markiewicz and Glenn Parisi
Concert Band: Grade 4
Andy Veiss and Roger Vroom
Concert Band: Grades 5-6
Andy Veiss and Roger Vroom
Concert Band: Grades 7-8
Andy Veiss and Roger Vroom
Concert Band: Grades 9-12
Andy Veiss and Roger Vroom
Chorus: Grades 3-4
Dr. Donna Markiewicz and Joan Stasio
Chorus: Grades 5-6
Dr. Donna Markiewicz and Joan Stasio
Chorus: Grades 7-8
Dr. Donna Markiewicz and Joan Stasio
Chorus: Grades 9-12
Dr. Donna Markiewicz and Joan Stasio
Orchestra: Grades 3-4
Sarah LiVecchi and Bruce Mikolon
Orchestra: Grades 5-6
Sarah LiVecchi and Bruce Mikolon
Orchestra: Grades 7-8
Sarah LiVecchi and Bruce Mikolon
Orchestra: Grades 9-12
Sarah LiVecchi and Bruce Mikolon
High School Music Experience
Joan Stasio and Roger Vroom
High School Beginning Guitar
Bruce Mikolon
Jazz Ensemble
Roger Vroom
Supervisors:
Supervisor of LAL and Social Studies:
Ms. Kedra Gamble
Supervisor of Mathematics and Science:
Mr. Vince Parisi
Curriculum Coordinator:
Mr. Paul C. Rafalowski
Supervisor of Technology:
Ms. Annemarie Stoeckel
4
South Plainfield Public Schools
District Mission Statement
To ensure that all pupils are equipped with essential skills necessary to acquire a common body
of knowledge and understanding;
To instill the desire to question and look for truth in order that pupils may become critical
thinkers, life-long learners, and contributing members of society in an environment of mutual
respect and consideration.
It is the expectation of this school district that all pupils achieve the New Jersey Core
Curriculum Content Standards at all grade levels.
Adopted September, 2008
5
Index of Performing Arts Courses
Elementary Schools
General Music: Grades K-4
Concert Band: Grade 4
Chorus: Grades 3-4
Orchestra: Grades 3-4
Grant School
General Music: Grades 5-6
Concert Band: Grades 5-6
Chorus: Grades 5-6
Orchestra: Grades 5-6
Middle School
Concert Band: Grades 7-8
Chorus: Grades 7-8
Orchestra: Grades 7-8
High School
Concert Band: Grades 9-12
Chorus: Grades 9-12
Orchestra: Grades 9-12
Music Experience
Introduction to Music Theory
Advanced Placement Music Theory
Jazz Ensemble
Beginning Guitar
6
South Plainfield Public Schools Curriculum Guide
Content Area: Performing Arts
Course Title: General Music
Grade Level: K-2
Unit 1:DURATION
Weeks
Unit 2:PITCH
Weeks
Unit 3:EXPRESSIVE QUALITIES
Weeks
Unit 4:FORM/DESIGN
Weeks
Unit 5:TONE COLOR/TIMBRE
Weeks
Unit 6:CULTURE and HISTORY
Weeks
*Because of the structure of the General Music in the elementary schools, the length of these units
will vary. These units scaffold throughout the year. Skills are assessed continuously, as the music
being studied and performed in class changes.
Board Approved on:
August 29, 2012
7
Unit 1
Content Area – Performing Arts
Unit Title – Duration
Target Course/Grade Level – General Music: Grades K-2
Unit Summary/Rationale – Duration is one of the basic elements of music. An ability to decode rhythmic
notation, create and perform rhythm patterns, differentiate between beat and no beat, and an understanding
of meter are skills essential to basic music literacy. During this unit students will create, perform, listen to,
and move to rhythms comprised of long and short sounds.
Interdisciplinary Connections – Math, Time & Money, Language Arts, Science, Environmental Studies
Technology Integration CDs, Smartboard
21st Century Themes –
Global Awareness
21st Century Skills –
Critical Thinking/Problem Solving
Communication & Collaboration, Life & Career Skills.
Learning Targets
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.
Strand(s) –B. Music
Content Statement(s) –
1. Ear training and listening skills are prerequisites for musical literacy.
2. The elements of music are foundational to basic music literacy.
3. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch.
Musical notation captures tonality, dynamic range, and rhythm.
Cumulative Progress Indicator(s) (CPI) –
1.1.2. B.1: Explore the elements of music through verbal and written responses to diverse aural prompts
and printed scores.
1.1.2. B.2: Identify musical elements in response to diverse aural prompts such as rhythm, timbre,
dynamics, form, and melody.
1.1.2. B.3: Identify and categorize sound sources by common traits (e.g.,scales, rhythmic patterns, and/or
other musical elements), and identify rhythmic notation up to eight notes and rests.
Standard(s)- 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.
Strand- B. Music
8
Content Statements1. The ability to read music notation correlates with musical fluency and literacy. Notation systems are
complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.
2. Playing techniques for Orff instruments develop foundational skills used for hand percussion and
melodic percussion instruments.
3. Improvisation is a foundational skill for music composition.
4. Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of
parts.
5. Basic conducting patterns and gestures provide cues about how and when to execute changes in
dynamics, timbre, and timing.
Cumulative Progress Indicators (CPI)1.3.2. B.1: Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch,
rhythm, dynamics, and tempo.
1.3.2. B.3: Demonstrate correct playing techniques for Orff instruments or equivalent homemade
instruments.
1.3.2. B.5: Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic
patterns using selected notes and/or scales to create expressive ideas.
1.3.2. B.6: Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently
and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a
major scale.
1.3.2. B.7: Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic
levels in response to a conductor’s cues.
Standards- 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.
Strand – A. Music
Content Statement- Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics,
as do the artists who create them.
Cumulative Progress Indicators (CPI)1.4.2. A.4: Distinguish patterns in nature found in works of dance, music, theatre, and visual art.
Unit Essential Questions
 How is sound organized to make music?
 How do we symbolize length of sound?
 How are beat and rhythm related?
Unit Enduring Understandings
 Rhythm is one of four ways that sound is organized.
 Notes are musical symbols that represent the length
of sounds.
 Sounds either do have a steady beat or do not have a
steady beat.
Terminology: Steady beat, Rhythm, Rest, Syncopation, whole note, half note & half rest, ¼ note & ¼ rest,
1/8 note, duration, long & short.
9
Goals/Objectives
Students will be able to Track, Decode, and
Perform rhythm patterns
using whole, ½, ¼ and
1/8 notes as well as,
syncopation, ½ and ¼
rests.
Feel, move to, and keep a
steady beat.
Move appropriately to
different rhythmic
patterns (walk, jog, skip,
gallop).
Learning Activities/Instructional Strategies
Compose and Perform rhythm patterns- using
body percussion, and various classroom
instruments, individually and in groups.
Perform rhythms using rhythm syllables.
Evidence of Learning
(Formative & Summative)
Teacher observation of
accuracy of musical tasks
being performed, either
informally or using
performance rubrics.
SmartMusic music
assessment software.
Notate rhythms
Sing songs with rhythmic accompaniment on
pitched and non-pitched percussion
instruments.
Perform folk dances with focus on beat and
rhythm awareness
Recording of student
performances for teacher and
student critique.
Written assessments
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Spotlight on Music Grades K, 1, & 2 (Macmillan/ McGraw Hill 2006), CDs, Smartmusic
Assessment software, pitched & unpitched percussion instruments.
10
Unit 2
Content Area – Performing Arts
Unit Title – Pitch
Target Course/Grade Level – General Music: Grades K-2
Unit Summary/Rationale – Pitch is one of the basic elements of music. Stringing pitches together creates
melody and harmony. An understanding of pitch, melody, harmony, and music notation as it relates to pitch
are essential to basic music literacy. Students will explore melody by singing, performing on instruments,
improvising and composing melodies, and melodic accompaniments.
Interdisciplinary Connections – History, World Geography, World Languages
Technology Integration – CD, Computer, Smart Board, Projector, Smart Music assessment software.
21st Century Themes –
Global Awareness, Civic Literacy,
21st Century Skills –
Creativity/Innovation, Communication & Collaboration, Life &
Career Skills
Learning Targets
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.
Strand(s) – B. Music
Content Statement(s) –
1. Ear training and listening skill are prerequisites for musical literacy
2. The elements of music are foundational to basic music literacy.
3. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch.
Musical notation captures tonality, dynamic range, and rhythm.
4. Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided
into musical families according to shared properties.
Cumulative Progress Indicator(s) (CPI) –
1.1.2. B.1: Explore the elements of music through verbal and written responses to diverse aural prompts and
printed scores.
1.1.2.B.2: Identify musical elements in response to diverse aural prompts such as rhythm, timbre, dynamics,
form, and melody
1.1.2. B.3: Identify and categorize sound sources by common traits (e.g.,scales, rhythmic patterns, and/or
other musical elements), and identify rhythmic notation up to eight notes and rests.
1.1.2. B.4: Categorize families of instruments and identify their associated musical properties Musical
instruments have unique qualities of tonality and resonance. Conventional instruments are divided into
musical families according to shared properties.
11
Standard- 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.
Strand – A. History of the Arts and Culture
Content Statements1. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct
characteristics and common themes that are revealed by contextual clues within the works of art.
2. The function and purpose of art-making across cultures is a reflection of societal values and beliefs
Cumulative Progress Indicators (CPI)1.2.2. A.1: Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks
based on the themes of family and community, from various historical periods and world cultures.
1.2.2. A.2: Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are
affected by, past and present cultures.
Standard-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.
Strand – Music
Content Statements1. The ability to read music notation correlates with musical fluency and literacy. Notation systems are
complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.
2. Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical
properties of sound.
3. Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic
percussion instruments.
4. Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when
singing.
5. Improvisation is a foundational skill for music composition.
6. Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of
parts.
Cumulative Progress Indicator(s) (CPI) –
1.3.2. B.1: Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch,
rhythm, dynamics, and tempo.
1.3.2. B.2: Demonstrate developmentally appropriate vocal production/vocal placement and breathing
technique.
1.3.2. B.3: Demonstrate correct playing techniques for Orff instruments or equivalent homemade
instruments.
1.3.2. B.4: Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and
breathing technique while performing songs, rounds, or canons in unison and with a partner.
1.3.2. B.5: Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic
patterns using selected notes and/or scales to create expressive ideas.
12
1.3.2. B.6: Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently
and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a
major scale.
Standards- 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.
Strand- A. Aesthetic Responses
Content Statements1. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who
create them.
Cumulative Progress Indicator(s) (CPI) –
1.4.2. A.1: Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and
identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training,
style,
etc.).
1.4.2. A.2: Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual
art that evoke emotion and that communicate cultural meaning.
Strand – Critique Methodologies
Content Statements1. Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.
2. Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.
Cumulative Progress Indicator(s) (CPI) –
1.4.2. B.1: Observe the basic arts elements in performances and exhibitions and use them to formulate
objective assessments of artworks in dance, music, theatre, and visual art.
1.4.2. B.2: Apply the principles of positive critique in giving and receiving responses to performances.
Unit Essential Questions
 Why do melodies with similar pitches sound
different?
 Why is a standard system of music notation
important?
Unit Enduring Understandings
 A series of pitches creates a Melody.
 Melody is one of the four ways to organize sounds to
make music
 Standard music notation allows composers and
performers around the world a system for visually
representing, pitch, rhythm, and expressive qualities, so
that music can be performed and remembered over long
periods of time.
Terminology: Pitch, Melody, Staff/Staves, Space, Line, Measure, bar line, Steps, Leaps, Repeats,
Ascending/Descending, do, re, mi, so, la.
13
Goals/Objectives
Students will be able to Sing melodies with Pitch
accuracy using head
voice.
Learning Activities/Instructional Strategies
Singing songs from various cultures in various
languages.
Perform ostinato and
melodies on instruments
with pitch accuracy.
Perform melodic and harmonic
accompaniments on classroom instruments
Compose/ improvise melodies on classroom
instruments or vocally.
Identify skips, steps, and
repeated pitches in a
melody.
Moving appropriately to ascending/descending
melodic lines.
Tracking/decoding pitch from the music staff.
Identify melody as going
upward, downward, or
staying the same.
Evidence of Learning
(Formative & Summative)
Teacher observation of
accuracy of musical tasks
being performed, either
informally or using
performance rubrics.
SmartMusic music
assessment software.
Recording of student
performances for teacher and
student critique.
Written assessments.
Identify pitches on the
lines and spaces of the
treble clef staff.
Sing simple melodies
using Solfege Syllables,
and Curwen hand signs..
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Spotlight on Music, Grades K, 1, & 2 (Macmillan/ McGraw/ Hill- 2006), folk songs from
various cultures, Pitched percussion instruments, Smart music assessment software, worksheets.
14
Unit 3
Content Area – Performing Arts
Unit Title – Expressive Qualities
Target Course/Grade Level – General Music: Grades K-2
Unit Summary/Rationale – Music is an expressive art form. Qualities such as dynamics, tempo,
articulation, and accents all enhance the expressive nature of music. Students will explore these aspects of
music through listening, performing, and composing music with a focus on dynamics, tempo, accents, and
articulation.
Interdisciplinary Connections – Language Arts, World Languages, Geography, History
Technology Integration – CDs, SmartBoard, computers
21st Century Themes –
Global Awareness, Civic Literacy, Health
Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving, Media
Literacy, Communication & Collaboration, Information Literacy,
Life & Career Skills
Learning Targets
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.
Strand(s) – Music
Content Statement(s) –
1. Ear training and listening skill are prerequisites for musical literacy
2. The elements of music are foundational to basic music literacy.
3. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch.
Musical notation captures tonality, dynamic range, and rhythm.
Cumulative Progress Indicator(s) (CPI) –
1.1.2. B.1: Explore the elements of music through verbal and written responses to diverse aural prompts and
printed scores.
1.1.2.B.2: Identify musical elements in response to diverse aural prompts such as rhythm, timbre, dynamics,
form, and melody
1.1.2. B.3: Identify and categorize sound sources by common traits (e.g.,scales, rhythmic patterns, and/or
other musical elements), and identify rhythmic notation up to eight notes and rests.
Standard- 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.
15
Strand – History of the Arts and Culture
Content Statements1. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct
characteristics and common themes that are revealed by contextual clues within the works of art.
2. The function and purpose of art-making across cultures is a reflection of societal values and beliefs
Cumulative Progress Indicators (CPI)1.2.2. A.1: Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks
based on the themes of family and community, from various historical periods and world cultures.
1.2.2. A.2: Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are
affected by, past and present cultures.
Standard-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.
Strand – Music
Content Statements1. The ability to read music notation correlates with musical fluency and literacy. Notation systems are
complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.
2. Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical
properties of sound.
3. Playing techniques for Orff instruments develop foundational skills used for hand percussion and
4. Improvisation is a foundational skill for music composition.
5. Basic conducting patterns and gestures provide cues about how and when to execute changes in dynamics,
timbre, and timing.
Cumulative Progress Indicator(s) (CPI) –
1.3.2. B.1: Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch,
rhythm, dynamics, and tempo.
1.3.2. B.2: Demonstrate developmentally appropriate vocal production/vocal placement and breathing
technique.
1.3.2. B.3: Demonstrate correct playing techniques for Orff instruments or equivalent homemade
instruments.
1.3.2. B.5: Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic
patterns using selected notes and/or scales to create expressive ideas.
1.3.2. B.7: Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels
in response to a conductor’s cues.
Standard- 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.
16
Strand- A. Aesthetic Responses
Content Statements1. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who
create them.
Cumulative Progress Indicator(s) (CPI) –
1.4.2. A.1: Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and
identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training,
style,
etc.).
1.4.2. A.2: Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual
art that evoke emotion and that communicate cultural meaning.
1.4.2. A.3: Use imagination to create a story based on an arts experience that communicated an emotion or
feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art).
Strand- B. Critique Methodologies
Content Statements1. Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.
2. Contextual clues are embedded in works of art and provide insight into artistic intent.
Cumulative Progress Indicator(s) (CPI) –
1.4.2. B.2: Apply the principles of positive critique in giving and receiving responses to performances.
1.4.2.B.3: Recognize the making subject or theme in works of dance, music, theatre, and visual
art.
Unit Essential Questions
 How does the use of dynamics, tempo,
accents, and articulation affect the
expressiveness of a piece of music?
Unit Enduring Understandings
 Changes in expressive qualities affect the emotional
response of the listener. Decisions about these
expressive qualities can be driven by the function of the
music being created (March, lullaby, sacred music,
dance music, movie music, ceremonial music, concert
music, etc.), where the music is going to be performed
Terminology: Loud/Soft, Fast/Slow, Tempo, Accent
17
Goals/Objectives
Students will be able to Audibly differentiate ,
label, and move
appropriately to music
that is Loud/Soft
Audibly differentiate,
label, and move
appropriately to music
that is Fast/Slow.
Audibly differentiate,
label, and move
appropriately to music
having/not having
accents.
Learning Activities/Instructional Strategies
Singing, playing on instruments, and moving to
music of varying tempos, dynamics, and usage
of accents.
Evidence of Learning
(Formative & Summative)
Teacher audible and visual
observations.
Written assessments.
Perform poems and speech pieces using
appropriate tempo, dynamics and use of accents
to appropriately express the meaning of the
text.
Improvise sound carpets/highlights to
accompany stories/poems/speech pieces.
Dramatize stories to illustrate the expressive
qualities of the text.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Spotlight on Music, Gr K, 1, & 2 (Macmillan/ McGraw/ Hill- 2006) , CDs, Orff
Instrumentarium
18
Unit 4
Content Area – Performing Arts
Unit Title – Form/Design
Target Course/Grade Level – General Music: Grades K-2
Unit Summary/Rationale – During this unit, students will explore how music has structure, and understand
that basic musical form is essential to the creative process, performing music, and informed listening. These
underlying structures unconsciously and consciously guide the creation of music, and they can be found via
analysis and inference.
Interdisciplinary Connections - Visual Art, Architecture, Social Studies, Geography, Math, Language Arts
Technology Integration – CD’s, SmartBoard, Computer/projector
21st Century Themes –
Global Awareness
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills
Learning Targets
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.
Strand(s) – B. Music
Content Statement(s) –
1. Ear training and listening skill are prerequisites for musical literacy
2. The elements of music are foundational to basic music literacy.
3. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch.
Musical notation captures tonality, dynamic range, and rhythm.
Cumulative Progress Indicator(s) (CPI) –
1.1.2. B.1: Explore the elements of music through verbal and written responses to diverse aural prompts and
printed scores.
1.1.2.B.2: Identify musical elements in response to diverse aural prompts such as rhythm, timbre, dynamics,
form, and melody
1.1.2. B.3: Identify and categorize sound sources by common traits (e.g.,scales, rhythmic patterns, and/or
other musical elements), and identify rhythmic notation up to eight notes and rests.
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.
19
Strand – A. History of the Arts and Culture
Content Statements1. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct
characteristics and common themes that are revealed by contextual clues within the works of art.
Cumulative Progress Indicators (CPI)1.2.2. A.1: Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks
based on the themes of family and community, from various historical periods and world cultures.
Standard-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.
Strand – B. Music
Content Statements1. Playing techniques for Orff instruments develop foundational skills used for hand percussion and
2. Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of
parts.
Cumulative Progress Indicator(s) (CPI) –
1.3.2. B.3: Demonstrate correct playing techniques for Orff instruments or equivalent homemade
instruments.
1.3.2. B.6: Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently
and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a
major scale.
Standard- 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.
Strand– B. Critique Methodologies
Content Statement(s) –
1. Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.
2. Contextual clues are embedded in works of art and provide insight into artistic intent.
Cumulative Progress Indicator(s) (CPI) –
1.4.2. B.1: Observe the basic arts elements in performances and exhibitions and use them to formulate
objective assessments of artworks in dance, music, theatre, and visual art.
1.4.2.B.3: Recognize the making subject or theme in works of dance, music, theatre, and visual
art.
20
Unit Essential Questions
Unit Enduring Understandings
 How is sound organized to make music?
 Form is the underlying structure of a piece of music. This
structure can be found via analysis and inference.
 How is repetition and contrast used to create
form in music?
 Composers use repetitions of music, and contrasting
sections to keep the listener engaged.
Terminology: Same/Different, AA/AB, Rondo
Goals/Objectives
Students will be able to Audibly recognize and
label music as
Same/Different.
Visually recognize and
label shapes as
Same/Different.
Learning Activities/Instructional Strategies
Analyze and map out the form of a piece of
music.
Evidence of Learning
(Formative & Summative)
Compose/ improvise music in AB and, ABA
forms.
Teacher observation of
musical tasks being
performed both informally
and using performance
rubrics.
Move to show contrasting sections in a piece of
music.
Recording Student
performances
List the ways music is contrasting each section.
Written work sheets, tests,
quizzes.
Decode a listening map delineating the form of
a piece of music.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources Spotlight on Music, Gr K, 1, & 2 (Macmillan/ McGraw/ Hill- 2006), Audacity sound recording
software, CDs, DVDs, Internet resources (YouTube)
21
Unit 5
Content Area – Performing Arts
Unit Title – Tone Color/timbre
Target Course/Grade Level – General Music: Grades K-2
Unit Summary/Rationale – During this unit, students will explore how sound is the basis for all music.
Sounds are all around us, and the unique sounds of instruments and voices can be used in various ways to
create music. Students will explore, categorize, and use different sounds and voices in this unit.
Interdisciplinary Connections – Family & Health, Language Arts, Science/ Acoustics, Geography
Technology Integration – CDs, DVD, Computers, Projector, Internet
21st Century Themes –
Global Awareness, Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication & Collaboration, Life & Career Skills.
Learning Targets
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.
Strand(s) – B. Music
Content Statement(s) –
1. The elements of music are foundational to basic music literacy.
2. Musical instruments have unique qualities of tonality and resonance. Conventional instruments are
divided into musical families according to shared properties.
Cumulative Progress Indicator(s) (CPI) –
1.1.2. B.2: Identify musical elements in response to diverse aural prompts such as rhythm, timbre,
dynamics, form, and melody.
1.1.2.B.4: Categorize families of instruments and identify their associated musical properties
Standards(s)- 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.
Strand(s)- A. History of the Arts and Culture
Content Statement1. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct
22
characteristics and common themes that are revealed by contextual clues within the works of art.
Cumulative Progress Indicator(s) (CPI) –
1.2.2. A.1: Identify characteristic theme-based works of dance, music, theatre, and visual art, such as
artworks based on the themes of family and community, from various historical periods and world
cultures.
Standard- 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.
Strand – B. Music
Content Statement(s) –
1. Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical
properties of sound.
2. Playing techniques for Orff instruments develop foundational skills used for hand percussion and
melodic percussion instruments.
3. Proper breathing technique and correct posture improve the timbre of the voice and protect the voice
when singing.
Cumulative Progress Indicator(s) (CPI) –
1.3.2. B.2: Demonstrate developmentally appropriate vocal production/vocal placement and breathing
technique.
1.3.2. B.3: Demonstrate correct playing techniques for Orff instruments or equivalent homemade
instruments.
1.3.2. B.4: Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture
and breathing technique while performing songs, rounds, or canons in unison and with a partner.
Standard- 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.
Strand- A. Aesthetic Responses
Content Statement1. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists
who create them.
Cumulative Progress Indicator(s) (CPI)1.4.2. A.3: Use imagination to create a story based on an arts experience that communicated an emotion or
feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art).
23
Unit Essential Questions
 In what ways do we use our voices?
 How does changing tone color affect music?
Unit Enduring Understandings
 Voices can be musical instruments.
 We use our voices in different ways to
communicate.
 Each individual instrument and voice has a distinct
tone quality. Using combinations of these different
tone colors can drastically affect the way music
sounds.
Terminology: Singing Voice (head voice), Speaking Voice, Calling Voice, Whisper Voice, String,
Woodwind, Brass, Pitched Percussion, Non-pitched Percussion,
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Correctly use the four
voices
Perform, compose, improvise music using
different instrument families
Sing using correct singing
voice
Perform, compose, and improvise music using
the four voices.
Audibly differentiate and
label the 4 voices.
Analyze how different tone colors are used in a
piece of program music to depict different
ideas/ characters/ or to tell a story.
Identify the four families
of instruments both
audibly and visually
Perform an accompaniment to a story using the
different instrument families to depict
characters in the story.
Use classroom
instruments to
appropriately illustrate
proper use of tone color.
24
Evidence of Learning
(Formative & Summative)
Teacher observation of
musical tasks being
performed both informally
and using performance
rubrics.
Recording Student
performances
Written work sheets, tests,
quizzes.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources Spotlight on Music, Gr K, 1, & 2 (Macmillan/ McGraw/ Hill- 2006), Audacity sound
recording software, CDs, DVDs, Internet resources, pitched and non- pitched percussion instruments,
Variety of band and orchestral instruments.
25
Unit 6
Content Area – Performing Arts
Unit Title – History and Culture
Target Course/Grade Level – General Music: Grades K-2
Unit Summary/Rationale – During this unit, students will explore how music is an integral part of all
cultures around the world. Each culture has music traditions that have similarities and differences.
Understanding these similarities and differences are essential for a comprehensive understanding of those
cultures, and humanity as a whole. Students will explore music of different cultures and will generate a basic
awareness of how music is used in different societies, and the similarities and differences of music from
around the world.
Interdisciplinary Connections - World languages, geography, language arts, social studies.
Technology Integration – CDs, DVD, Computers, Projector, Internet Smart board.
21st Century Themes –
Global awareness, civic literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
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.
Strand(s) – B. Music
Content Statement(s) –
1. Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided
into musical families according to shared properties.
Cumulative Progress Indicator(s) (CPI) –
1.1.2. B.4: Categorize families of instruments and identify their associated musical properties .
Standard- 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.
Strand- A. History of the Arts and Culture
Content Statement(s) –
1. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct
characteristics and common themes that are revealed by contextual clues within the works of art.
26
2. The function and purpose of art-making across cultures is a reflection of societal values and beliefs.
Cumulative Progress Indicator(s) (CPI) –
1.2.2.A.1: Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks
based on the themes of family and community, from various historical periods and world cultures
1.2.2. A.2: Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are
affected by, past and present cultures.
Standard- 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.
Strand- B. Music
Content Statement(s) –
1. Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical
properties of sound.
2. Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic
percussion instruments.
3. Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when
singing
Cumulative Progress Indicator(s) (CPI) –
1.3.2.B.2: Demonstrate developmentally appropriate vocal production/vocal placement and breathing
technique
1.3.2.B.3: Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments
1.3.2. B.4: Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and
breathing technique while performing songs, rounds, or canons in unison and with a partner.
Standard- 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.
Strand- A. Aesthetic Responses
Content Statement1. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who
create them.
Cumulative Progress Indicator(s) (CPI) –
1.4.2. A.1: Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and
identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training,
style,
etc.).
1.4.2. A.2: Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual
art that evoke emotion and that communicate cultural meaning.
27
Strand B. Critique Methodologies
Content Statement1. Contextual clues are embedded in works of art and provide insight into artistic intent.
Cumulative Progress Indicator(s) (CPI) –
1.4.2.B.3: Recognize the making subject or theme in works of dance, music, theatre, and visual
art.
Unit Essential Questions
 Does music affect culture or does culture
affect music?
Unit Enduring Understandings
 Culture affects music, whether we realize it or not.
Terminology: Community, Country, Continent, Culture, patriotism, Folk Music
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Identify the ways music is Perform folk music from a variety of countries/
used in society (leisure,
cultures
ceremonial/ religious/
civic, for dance, to tell
Sing songs in foreign languages
stories (folk music)
Identify similarities and
differences in the music
of different cultures.
Evidence of Learning
(Formative & Summative)
Teacher observation of
musical tasks being
performed both informally
and using performance
rubrics.
Watch performances of traditional music
ensembles from different cultures. Exploring
differences in sound and instrumentation.
Recording Student
performances
Perform traditional folk dances from a variety
of countries
Written work sheets, tests,
quizzes
28
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Spotlight on Music, Gr K, 1, & 2 (Macmillan/ McGraw/ Hill- 2006), Audacity sound recording
software, CDs, DVDs, Internet resources, pitched and non- pitched percussion instruments.
29