Download Somers Public Schools Somers, Connecticut 06071 Music

Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 6 Band
Standard 2: Instrumental Music – Students will play, alone and with others, a varied repertoire of instrumental music.
Overarching Idea:
Everyone can perform, create, and respond to music in meaningful ways.
• Music serves different purposes.
• Each music performance is unique.
• Creating and performing music are forms of self-expression.
Guiding Question(s): Why is music such an integral part of the human experience? What inspires someone to create a piece of music?
What criteria do we use to evaluate a performance? What makes a significant and meaningful performance?
Component Statement
Grade Level Expectations
First
Quarter
Second
Quarter
Third
Quarter
Fourth
Quarter
1. perform using correct posture and breathing techniques to support instrumental
production.
x
x
x
x
2. recognize appropriate dynamics, tempo, blend and balance in a group setting and
incorporate them into their performance with prompting.
x
x
x
x
b. Perform with expression and 1. respond with frequent prompting to conducting patterns and interpretive gestures.
technical accuracy on at least
one string, wind, percussion
or classroom instrument a
repertoire of instrumental
literature with a difficulty
level of 2, on a scale of 1 to 6.
x
x
x
x
c. Perform music representing
1. identify music forms and textures with frequent prompting.
diverse genres and cultures,
with expression appropriate
for the work being performed.
x
x
x
x
d. Play by ear simple melodies
on a melodic instrument and
simple accompaniments on a
harmonic instrument.
x
x
x
x
Students will:
a. Perform on at least one
instrument accurately and
independently, alone and in
small and large ensembles,
with good posture, good
playing position and good
breath, bow or stick control.
1
5/7/17
1. play music written in two-part harmony.
Component Statement
Grade Level Expectations
First
Quarter
Second
Quarter
Third
Quarter
Fourth
Quarter
e. Perform in groups, blending
1. play their instrument listening first as an individual, second as a section and third as a
instrumental timbres,
balanced member of the entire ensemble.
matching dynamic levels, and
responding to the cues of a
conductor.
x
x
x
x
f. Perform independent
1. perform simple independent musical lines contrary to other musical sections within
instrumental parts while other
the full ensemble with significant amounts of specialized instruction/rehearsal.
students sing or play
contrasting parts.
x
x
x
x
Students will:
2
5/7/17
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 6 Band
Standard 5: Students will read and notate music.
Overarching Idea: Music is organized sound.
Guiding Question: How is sound organized to make music?
Component Statement
Grade Level Expectations
Students will:
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
a. Read whole, half, quarter,
1. read rhythms of whole, half, dotted half, quarter, eighth notes and rests.
eighth, sixteenth and dotted
notes and rests in 2/4, 3/4, 4/4,
6/8, 3/8 and alla breve meter
signatures.
x
x
x
x
b. Read at sight simple melodies
in both the treble and bass
clefs.
1. read simple melodies at a level 1 in one clef.
x
x
x
x
c. Identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
1. interpret and organize standard notation symbols with assistance and practice.
x
x
x
x
d. Use standard notation to
record their musical ideas and
the musical ideas of others.
1. read and notate rhythms in simple meter.
x
x
x
x
e. Students who participate in a
performing ensemble or class
will, in addition, sight-read,
accurately and expressively,
music with a level of
difficulty of 2, on a scale of 1
to 6.
1. follow an instrumental score at 1.0
x
x
x
x
3
5/7/17
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 6 Band
Standard 6: Students will listen to, describe and analyze music.
Overarching Idea:
Music is a personal experience.
Guiding Question: What determines a style of music?
Component Statement
Grade Level Expectations
Students will:
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
a. Describe specific music
events in a given aural
example, using appropriate
terminology.
1. identify dynamics, tempi, tempi changes and form appropriate to the 1.0 level of
music.
x
x
x
x
b. Analyze the uses of elements
of music in aural examples
representing diverse genres
and cultures.
1. listen to various genres and identify sound, harmony, melody and rhythm.
x
x
x
x
x
x
c. Demonstrate knowledge of the 1. identify duple and triple meter, rhythms up to and including quarter notes in
basic principles of meter,
combination, major vs. minor tonality, melodic intervals through an octave, harmonic
rhythm, tonality, intervals,
progressions of I-V-I.
chords and harmonic
progressions in their analyses
of music.
4
5/7/17
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 6 Band
Standard 7: Students will evaluate music and music performances.
Overarching Idea: Students will be able to critique their instrument and singing ensemble performances.
Guiding Question: How was our tempo? Were our rhythms and notes accurate? Are you using proper technique?
Component Statement
Grade Level Expectations
Students will:
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
a. Devise criteria for evaluating
performances and
compositions.
1. listen to outside performances and professional performances.
x
x
x
x
b. Explain, using appropriate
music terminology, their
personal preferences for
specific musical works.
1. critique tone, rhythm, and dynamics of a given piece of music.
x
x
x
x
5
5/7/17
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 6 Band
Standard 8: Students will make connections between music, other disciplines and daily life.
Overarching Idea: Students will learn how music concepts relate to other disciplines.
Guiding Question: Can you make connections with music vocabulary and concepts to other subjects?
Component Statement
Grade Level Expectations
Students will:
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
a. Compare in two or more arts 1. compare and contrast two or more art forms and draw specific relationship to the
how the characteristic
music they perform. This comparison and contrast will include structure, form and
materials of each art (sound in
reflect various time periods throughout history.
music, visual stimuli in visual
arts, movement in dance,
human relationships in
theatre) can be used to
transform similar events,
scenes, emotions or ideas into
works of art.
x
x
x
x
b. Describe ways in which the
1. recognize the relationship between math, science, history and language as they study
principles and subject matter
the structure of music.
of music and other disciplines
taught in the school are
interrelated.
x
x
x
x
c. Identify a variety of musicrelated careers.
x
x
x
x
6
5/7/17
1. explore various music career options in the field of music to include performance,
business, therapy and psychology.
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 6 Band
Standard 9: Students will understand music in relation to history and culture.
Overarching Idea: Student will be able to differentiate music from different cultures and historical periods.
Guiding Question: Can you distinguish music one culture to another? Can you tell what time period this piece of from?
Component Statement
Grade Level Expectations
Students will:
a. Describe distinguishing
characteristics of
representative music genres
and styles from a variety of
cultures.
x
x
x
x
b. Classify by genre and style
1. analyze ensembles critiquing phrasing and control of ranges.
(and, if applicable, by
historical period, composer
and title) a varied body of
exemplary (high-quality and
characteristic) musical works,
and explain the characteristics
that cause each work to be
considered exemplary.
x
x
x
x
c. Compare, in several cultures 1. recognize the role music plays in American society.
of the world, functions music
serves, roles of musicians, and
conditions under which music
is typically performed.
x
x
x
x
7
5/7/17
1. interpret different styles of music using similar notation and changing feels. This will
include classical, rock and folk music.
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter