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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