Download Unit Plan Design Template - South Plainfield Public Schools

South Plainfield Public Schools
Curriculum Guide
General Music
Grades 3-4
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: 7-28
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
Andrew Veiss and Roger Vroom
Concert Band: Grades 5-6
Andrew Veiss and Roger Vroom
Concert Band: Grades 7-8
Andrew Veiss and Roger Vroom
Concert Band: Grades 9-12
Andrew 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: 3-4
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/ 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 3-4
Unit Summary/Rationale– During this unit, students will discuss how 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 that are essential for 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, Language Arts, Science,
Technology Integration – CDs, SmartMusic, Smart board, Projector, Computer, Audacity music recording
software, microphone.
21st Century Skills –
21st Century Themes –
Global Awareness
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration
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 – B. Music
Content Statement(s) –
1. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
2. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals,
chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
1.1.5.B.2:
melodic and harmonic progressions, and differentiate basic structures.
Standard(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 Statement(s) –
8
1. Art and culture reflect and affect each other.
2. Characteristic approaches to content, form, style, and design define art genres
Cumulative Progress Indicator(s) (CPI) –
Recognize works of dance, music, theatre, and visual art as a reflection of societal
1.2.5.A.1:
values and beliefs.
Relate common artistic elements that define distinctive art genres in dance, music,
1.2.5.A.2:
theatre, and visual art.
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(s) – B. Music
Content Statement(s) –
1. Complex scores may include compound meters and the grand staff.
2. Decoding musical scores requires understanding of notation systems, the elements of music, and basic
compositional concepts.
Cumulative Progress Indicator(s) (CPI) –
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.4: Decode how the elements of music are used to achieve unity and variety, tension and
release, and balance in musical compositions.
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 length of
sounds.
 Rhythm is often, but not always built around a steady
pulse /beat.
Terminology: Rhythm, Rest, Syncopation, Whole note/ rest, Half note/ rest, 16th note/ rest, dotted 1/ 2 note,
dotted ¼ note, beat, meter, meter signature, time signature.
9
Goals/Objectives
Students will be able to Decode, perform, and
create, rhythm patterns
containing 1/4, ½, 8th,
16th, notes and rests. , and
dotted half and quarter
notes.
Students will move to and
perform music in duple
and triple meter.
Identify various time
signatures.
Differentiate between
beat and rhythm.
Move to show beat and
rhythm.
Learning Activities/Instructional Strategies
Compose and Perform rhythm patterns- using
body percussion, and various classroom
instruments, individually and in groups.
Evidence of Learning
(Formative & Summative)
Rhythmic dictation
Written student rhythm
composition.
Perform rhythms using rhythm syllables.
Audibly notate rhythms (rhythmic dictation)
Sing songs with rhythmic accompaniment on
pitched and non-pitched percussion
instruments.
Explore how the music of different cultures
uses rhythms in their music.
Perform folk dances with focus on beat and
rhythm awareness.
Teacher observation of
accuracy of performed
musical tasks informally and
by using assessment rubrics.
Smart Music assessment
software.
Record student performances
for teacher and student
evaluation purposes.
Rhythm worksheets.
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.
ResourcesSpotlight on Music Grades 3+4 (Macmillan/ McGraw Hill 2006), CDs, Smartmusic
Assessment software, pitched and non-pitched percussion instruments.
10
Unit 2
Content Area – Performing Arts
Unit Title – Pitch
Target Course/Grade Level – General Music: Grades 3-4
Unit Summary/Rationale – During this unit, students will discuss how 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 – Science, Language Arts, Math, Social Studies, World Languages,
Geography.
Technology Integration – CD, DVD, Computer, Smart Board, Projector, Smart Music assessment software.
21st Century Themes –
Global Awareness, Civic Literacy, Life
and Career Skills.
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration,
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 – B. Music
Content Statement(s) –
1. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
2. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals,
chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
1.1.5.B.2:
melodic and harmonic progressions, and differentiate basic structures.
Standard(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.
11
Strand(s) - A. History of the Arts and Culture
Content Statement(s) –
3. Art and culture reflect and affect each other.
4. Characteristic approaches to content, form, style, and design define art genres
Cumulative Progress Indicator(s) (CPI) –
Recognize works of dance, music, theatre, and visual art as a reflection of societal
1.2.5.A.1:
values and beliefs.
Relate common artistic elements that define distinctive art genres in dance, music,
1.2.5.A.2:
theatre, and visual art.
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(s) – B. Music
Content Statement(s) –
3. Complex scores may include compound meters and the grand staff.
4. Decoding musical scores requires understanding of notation systems, the elements of music, and basic
compositional concepts.
Cumulative Progress Indicator(s) (CPI) –
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.4: Decode how the elements of music are used to achieve unity and variety, tension and
release, and balance in musical compositions.
Standard(s) 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(s) – B. Critique Methodologies
Content Statement(s) –
1. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from
opinion.
Cumulative Progress Indicator(s) (CPI) –
1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the
objectivity of critiques by peers.
12
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, Contour, Melody, Harmony, Staff/ Staves, Space, Line, Treble Clef, Measure, bar line,
Steps, Skips (Leaps), Repeats, ascending, descending, do, re, mi, fa, so, la , ti.
Goals/Objectives
Students will be able to Sing melodies with Pitch
accuracy, in unison and in
two part harmony from
written scores.
Perform melodies and
ostanatos on instruments
with pitch accuracy from
written scores.
Identify skips, steps, and
repeated pitches in a
melody.
Identify contour or shape
of melody as going
upward, downward, or
staying the same.
Learning Activities/Instructional Strategies
Sing songs from various cultures in various
languages, in unison and two part harmony.
Evidence of Learning
(Formative & Summative)
Perform melodic and harmonic
accompaniments on classroom instruments
Teacher observation of
accuracy of musical tasks
being performed, either
informally or using
performance rubrics.
Perform melodies from written notation on the
recorder
SmartMusic music
assessment software.
Compose/ improvise melodies on classroom
instruments/ recorder/ or vocally.
Recording of student
performances for teacher and
student critique.
Identify and follow major melodic motives
when they occur in listening examples.
Write music notation given the pitch names,
and or write pitch names given music notation.
Identify pitches on the
lines and spaces of the
treble clef.
Compose melodies on the music staff and
perform them accurately on classroom
instruments or vocally.
Perform the pitches G, A,
B, C, D on the recorder
using proper fingerings
from written notation.
Identify major melodies (themes, motifs) in
larger pieces of music.
13
Written assessments
(worksheets, tests, quizzes).
Sing melodies using
Solfege Syllables, and
hand signs in do major
and la minor.
Define home tone.
Identify major vs. minor
tonality (Do Vs. La tonic)
Identify major melodies
when they recur in major
pieces of music.
Compose/ short melodies
for classroom instruments
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, Grade 3 and Grade 4 (Macmillan/ McGraw/ Hill- 2006), folk songs from
various cultures, Recorder method books, Smart music assessment software, worksheets, recorders, pitched
percussion instruments.
14
Unit 3
Content Area – Performing Arts
Unit Title – Expressive Qualities
Target Course/Grade Level – General Music: Grades 3-4
Unit Summary/Rationale – During this unit, students will discuss how 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 – Math, History, Geography, Language arts, World Languages.
Technology Integration – Computers, YouTube, projector, CDs, DVDs,
21st Century Themes –
Global Awareness
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 – B. Music
Content Statement(s) –
5. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
6. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals,
chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
1.1.5.B.2:
melodic and harmonic progressions, and differentiate basic structures.
Standard(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.
15
Strand(s) - A. History of the Arts and Culture
Content Statement(s) –
7. Art and culture reflect and affect each other.
8. Characteristic approaches to content, form, style, and design define art genres
Cumulative Progress Indicator(s) (CPI) –
Recognize works of dance, music, theatre, and visual art as a reflection of societal
1.2.5.A.1:
values and beliefs.
Relate common artistic elements that define distinctive art genres in dance, music,
1.2.5.A.2:
theatre, and visual art.
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(s) – B. Music
Content Statement(s) –
5. Complex scores may include compound meters and the grand staff.
6. Decoding musical scores requires understanding of notation systems, the elements of music, and basic
compositional concepts.
Cumulative Progress Indicator(s) (CPI) –
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.4: Decode how the elements of music are used to achieve unity and variety, tension and
release, and balance in musical compositions.
Standard(s) 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(s) – B. Critique Methodologies
Content Statement(s) –
2. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from
opinion.
Cumulative Progress Indicator(s) (CPI) –
1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the
objectivity of critiques by peers.
16
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.), and where the music is going to be
performed.
Terminology: Pianissimo, Piano, Mezzo Piano, Mezzo Forte, Forte, Fortissimo, Crescendo, Decrescendo,
accent, dynamics, tempo.
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Decode and apply
dynamic markings in
performance
Singing, playing on instruments songs with
varying tempo, dynamics, accents and
articulations.
Identify dynamics from
softest to loudest
(pianissimo to fortissimo)
Analyze larger pieces of music and write about
how changes in expressive qualities affect the
mood of the piece.
Audibly differentiate
between music that has
fast or slow tempo
Perform poems/ speech pieces changing the
dynamics to properly express the meaning of
the text.
Keep a steady beat, move
to, clap rhythms, echopitch, and sing to music
with various tempos.
Move to show dynamic changes in a piece of
music.
Visually and audibly
differentiate between
music that is or isn’t
accentuated.
Compose, improvise, or perform music using
dynamic, tempo, accent, and articulation
changes to enhance the expressiveness of the
performance.
Decode and apply accents
through use of voice,
body percussion, and loco
motor movement.
Explain how changes in
17
Evidence of Learning
(Formative & Summative)
Teacher observation of
accuracy of musical tasks
being performed either
informally or using
performance rubrics.
Recording student
performances
Students’ written music
expressive qualities affect
the overall mood, or
emotional effect 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 3+4 (Macmillan/ McGraw/ Hill- 2006), Audacity sound recording
software, CDs, DVDs, Youtube,
18
Unit 4
Content Area – Performing Arts
Unit Title – Form/ Design
Target Course/Grade Level – General Music: Grades 3-4
Unit Summary/Rationale – During this unit, students will discuss how music has structure, an
understanding of 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 – Cds, DVDs, Internet, Projector, Computer
21st Century Themes –
Global Awareness
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 – B. Music
Content Statement(s) –
9. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
10. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals,
chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
1.1.5.B.2:
melodic and harmonic progressions, and differentiate basic structures.
Standard(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
19
cultures.
Strand(s) - A. History of the Arts and Culture
Content Statement(s) –
11. Art and culture reflect and affect each other.
12. Characteristic approaches to content, form, style, and design define art genres
Cumulative Progress Indicator(s) (CPI) –
Recognize works of dance, music, theatre, and visual art as a reflection of societal
1.2.5.A.1:
values and beliefs.
Relate common artistic elements that define distinctive art genres in dance, music,
1.2.5.A.2:
theatre, and visual art.
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(s) – B. Music
Content Statement(s) –
7. Complex scores may include compound meters and the grand staff.
8. Decoding musical scores requires understanding of notation systems, the elements of music, and basic
compositional concepts.
Cumulative Progress Indicator(s) (CPI) –
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.4: Decode how the elements of music are used to achieve unity and variety, tension and
release, and balance in musical compositions.
Standard(s) 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(s) – B. Critique Methodologies
Content Statement(s) –
3. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from
opinion.
Cumulative Progress Indicator(s) (CPI) –
1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the
objectivity of critiques by peers.
20
Unit Essential Questions
 How is sound organized to make music?
 How is repetition and contrast used to create
form in music?
Unit Enduring Understandings
 Form is the underlying structure of a piece of music.
This structure can be found via analysis and inference.
 Composers use repetitions of music, and contrasting
sections to keep the listener engaged.
Terminology: Form, Binary (AB), Ternary (ABA), Rondo (ABACA), Theme and Variations, contrast,
repetition
Goals/Objectives
Students will be able to Audibly identify the form
of a piece of music using
letter names to map out
the form.
Audibly identify AB,
ABA, ABACA, and
theme and variations.
Define repetition and
contrast.
Explain how the elements
of music are used to
create contrast in music.
Learning Activities/Instructional Strategies
Analyze and map out the form of a piece of
music.
Using the elements of music, list the ways a
composer creates contrast in each variation of a
Theme and Variations.
Compose/ improvise music in AB, ABA,
ABACA, and Theme and Variations.
Move to show contrasting sections in a piece of
music.
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.
List the ways music is contrasting each section.
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 3+4 (Macmillan/ McGraw/ Hill- 2006), Audacity sound recording
software, CDs, DVDs, Internet resources (YouTube, Brainpop)
http://www.empire.k12.ca.us/capistrano/Mike/capmusic/form/form.htm,
21
Unit 5
Content Area – Performing Arts
Unit Title – Tone Color/ Timbre
Target Course/Grade Level – General Music: Grades 3-4
Unit Summary/Rationale – During this unit, students will discuss 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 – Science, Social Studies, Language Arts
Technology Integration – CDs, DVD, Computers, Projector, Internet (YouTube).
21st Century Themes –
Global awareness
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 – B. Music
Content Statement(s) –
13. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
14. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals,
chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
1.1.5.B.2:
melodic and harmonic progressions, and differentiate basic structures.
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.
22
Strand(s) – B. Music
Content Statement(s) –
4. Complex scores may include compound meters and the grand staff.
5. Decoding musical scores requires understanding of notation systems, the elements of music, and basic
compositional concepts.
Cumulative Progress Indicator(s) (CPI) –
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.4: Decode how the elements of music are used to achieve unity and variety, tension and
release, and balance in musical compositions.
Unit Essential Questions
 How does changing the tone color affect the
music?
 In what ways do we use our voice?
Unit Enduring Understandings
 Each individual instrument and voice has a distinct tone
quality. Using these combinations of these different tone
colors can drastically affect the way music sounds.
 Voices can be musical instruments. We use our voices in
different ways to communicate.
Terminology: Singing Voice (head voice), Speaking Voice, Calling Voice, Whisper Voice, Tone Quality,
Symphony Orchestra, 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, and improvise music using
different instrument families
Sing using correct singing
voice
Perform, compose, and improvise music using
the four voices.
Identify the four families
of instruments both
audibly and visually
Analyze how different tone colors are used in a
piece of program music to depict different
ideas, characters, create a scene or tell a story.
Use classroom
instruments to
appropriately illustrate
usage of tone colors.
Perform an accompaniment to a story using the
different instrument families to depict
characters in the story.
Compose a piece of music that tells a story, or
23
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.
Student compositions/
written music.
describes a scene using classroom instruments.
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 3+4 (Macmillan/ McGraw/ Hill- 2006), Audacity sound recording
software, CDs, DVDs, Internet resources (youtube, Brain Pop), recorders, pitched and non- pitched
percussion instruments, Variety of Band and orchestral instruments.
24
Unit 6
Content Area – Performing Arts
Unit Title – History and Culture
Target Course/Grade Level – General Music: Grades 3-4
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 (YouTube, BrainPop, PBSKids),
Smart board.
21st Century Skills –
21st Century Themes –
Global awareness, civic literacy
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 – B. Music
Content Statement(s) –
15. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
16. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals,
chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
1.1.5.B.2:
melodic and harmonic progressions, and differentiate basic structures.
Standard(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.
25
Strand(s) - A. History of the Arts and Culture
Content Statement(s) –
17. Art and culture reflect and affect each other.
18. Characteristic approaches to content, form, style, and design define art genres
Cumulative Progress Indicator(s) (CPI) –
Recognize works of dance, music, theatre, and visual art as a reflection of societal
1.2.5.A.1:
values and beliefs.
Relate common artistic elements that define distinctive art genres in dance, music,
1.2.5.A.2:
theatre, and visual art.
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(s) – B. Music
Content Statement(s) –
9. Complex scores may include compound meters and the grand staff.
10. Decoding musical scores requires understanding of notation systems, the elements of music, and basic
compositional concepts.
Cumulative Progress Indicator(s) (CPI) –
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.4: Decode how the elements of music are used to achieve unity and variety, tension and
release, and balance in musical compositions.
Standard(s) 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(s) – B. Critique Methodologies
Content Statement(s) –
6. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from
opinion.
Cumulative Progress Indicator(s) (CPI) –
1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the
objectivity of critiques by peers.
26
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: Culture, Folk Music, Art music, patriotism, nationalism, Jazz, Blues, Continents (Africa,
North America,
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.
Identify the difference
between folk music and
art music.
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.
27
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 3+4 (Macmillan/ McGraw/ Hill- 2006), Audacity sound recording
software, CDs, DVDs, Internet resources (YouTube), recorders, pitched and non- pitched percussion
instruments
28