Download public schools of edison township

EGG HARBOR TOWNSHIP PUBLIC SCHOOLS
CURRICULUM
General Music
Grades 1-2
Length of Course:
Full Year
Elective / Required:
Required
Schools:
Slaybaugh, Davenport and Swift
Elementary Schools
Student Eligibility:
Grades 1-2
Credit Value:
N/A
Date Approved:
TABLE OF CONTENTS
Mission Statement
3
Philosophy
3
Statement of Purpose
3
Introduction
3
District Curriculum Template
4
Guiding Principles
4
Intent of the Guide
5
Unit 1 – Performance
6
Unit 2 – Expression
10
Unit 3 – Literacy
15
Unit 4 – History and Culture
19
This curriculum guide was prepared by:
Valerie Brozosky, Slaybaugh Primary, Davenport Primary, Swift School
Coordinated by: Thomas Weber - Supervisor of Fine and Performing Arts
3
DISTRICT MISSION STATEMENT
Our mission in the Egg Harbor Township School District is to partner with the student,
family, school, and community to provide a safe learning environment that addresses
rigorous and relevant 21st Century standards and best practices which will develop
academic scholarship, integrity, leadership, citizenship, and the unique learning style of
students, while encouraging them to develop a strong work ethic and to act responsibly
in their school community and every day society.
FINE AND PERFORMING ARTS - PHILOSOPHY
It is our belief that it is in a child’s inherent nature to create. Experiences in creating in
the arts are essential to a well-rounded education. Furthermore, creative and artistic
exploration enhances critical thinking and problem solving skills. The arts also promote
an atmosphere that embraces cultural diversity. Children who are exposed to the art of
past and present cultures learn about themselves, the society in which they live, and
people throughout history.
FINE AND PERFORMING ARTS - STATEMENT OF PURPOSE
Education exists for the purpose of enabling each individual to realize and maintain
her/his full potential. Music/visual arts education, as a social, intellectual, and physical
discipline, specifically involves the development of each individual's aptitude,
understanding, and appreciation and serves as an essential element to the
developmental process.
The music and visual arts programs provide the opportunity for each individual to
develop a comprehensive foundation of basic knowledge, skills, and techniques and
serves not only as an arts specific course but also provides a vehicle by which
associated disciplines are enhanced and supported.
This curriculum guide has been designed to expose all students to the arts educational
experience outlined within. Each student will be offered thorough and analogous arts
instruction and will be fully prepared for the continuing education offered at the
secondary level. Additionally, through active participation, students will develop positive
individual and group behavioral patterns while exploring the vast cultural and ethnic
diversity reflective of our community and the art form itself.
Our school district provides an extensive arts program, which will enable students to
succeed and compete in the global marketplace using the New Jersey Core Curriculum
Content Standards in conjunction with the New Jersey Visual and Performing Arts
Curriculum Frameworks and technological exploration.
INTRODUCTION
The most precious resource teachers have is time. Regardless of how much time a
course is scheduled for, it is never enough to accomplish all that one would like.
Therefore, it is imperative that teachers utilize the time they have wisely in order to
maximize the potential for all students to achieve the desired learning.
4
High quality educational programs are characterized by clearly stated goals for student
learning, teachers who are well-informed and skilled in enabling students to reach those
goals, program designs that allow for continuous growth over the span of years of
instruction, and ways of measuring whether students are achieving program goals.
THE EGG HARBOR TOWNSHIP SCHOOL DISTRICT CURRICULUM TEMPLATE
The Egg Harbor Township School District has embraced the backward-design model as
the foundation for all curriculum development for the educational program. When
reviewing curriculum documents and the Egg Harbor Township curriculum template,
aspects of the backward-design model will be found in the stated enduring
understandings/essential questions, unit assessments, and instructional activities.
Familiarization with backward-design is critical to working effectively with Egg Harbor
Township’s curriculum guides.
GUIDING PRINCIPLES: WHAT IS BACKWARD DESIGN?
WHAT IS UNDERSTANDING BY DESIGN?
“Backward design” is an increasingly common approach to planning curriculum and
instruction. As its name implies, “backward design” is based on defining clear goals,
providing acceptable evidence of having achieved those goals, and then working
‘backward’ to identify what actions need to be taken that will ensure that the gap
between the current status and the desired status is closed.
Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005)
have developed a structured approach to planning programs, curriculum, and
instructional units. Their model asks educators to state goals; identify deep
understandings, pose essential questions, and specify clear evidence that goals,
understandings, and core learning have been achieved.
Programs based on backward design use desired results to drive decisions. With this
design, there are questions to consider, such as: What should students understand,
know, and be able to do? What does it look like to meet those goals? What kind of
program will result in the outcomes stated? How will we know students have achieved
that result? What other kinds of evidence will tell us that we have a quality program?
These questions apply regardless of whether they are goals in program planning or
classroom instruction.
The backward design process involves three interrelated stages for developing an entire
curriculum or a single unit of instruction. The relationship from planning to curriculum
design, development, and implementation hinges upon the integration of the following
three stages.
Stage I: Identifying Desired Results: Enduring understandings, essential questions,
knowledge and skills need to be woven into curriculum publications, documents,
standards, and scope and sequence materials. Enduring understandings identify the
“big ideas” that students will grapple with during the course of the unit. Essential
5
questions provide a unifying focus for the unit and students should be able to answer
more deeply and fully these questions as they proceed through the unit. Knowledge and
skills are the “stuff” upon which the understandings are built.
Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to
ensure that students demonstrate attainment of desired results. While discrete
knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will
be utilized during an instructional unit, the overall unit assessment is performance-based
and asks students to demonstrate that they have mastered the desired understandings.
These culminating (summative) assessments are authentic tasks that students would
likely encounter in the real-world after they leave school. They allow students to
demonstrate all that they have learned and can do.
To demonstrate their
understandings students can explain, interpret, apply, provide critical and insightful
points of view, show empathy and/or evidence self-knowledge. Models of student
performance and clearly defined criteria (i.e.: rubrics) are provided to all students in
advance of starting work on the unit task.
Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences
are aligned with stages one and two so that the desired results are obtained based on
the identified evidence or assessment tasks. Instructional activities and strategies are
considered only once stages one and two have been clearly explicated. Therefore,
congruence among all three stages can be ensured and teachers can make wise
instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best
practices, shared and sustained inquiry, consensus building, and initiative that involves
all stakeholders. In this design, administrators are instructional leaders who enable the
alignment between the curriculum and other key initiatives in their district or schools.
These leaders demonstrate a clear purpose and direction for the curriculum within their
school or district by providing support for implementation, opportunities for revision
through sustained and consistent professional development, initiating action research
activities, and collecting and evaluating materials to ensure alignment with the desired
results. Intrinsic to the success of curriculum is to show how it aligns with the overarching
goals of the district, how the document relates to district, state, or national standards,
what a high quality educational program looks like, and what excellent teaching and
learning looks like. Within education, success of the educational program is realized
through this blend of commitment and organizational direction.
INTENT OF THE GUIDE
This guide is intended to provide teachers with course objectives and possible activities,
as well as assist the teacher in planning and delivering instruction in accordance with the
New Jersey Core Curriculum Content Standards. The guide is not intended to restrict or
limit the teacher’s resources or individual instruction techniques. It is expected that the
teacher will reflectively adjust and modify instruction and units during the course of
normal lessons depending on the varying needs of the class, provided such modified
instruction attends to the objectives and essential questions outlined below.
6
Unit 1: Performance
UNIT
UNIT SUMMARY
Music is a performance experience. In the music classroom, this includes singing, performing on
classroom instruments, and movement. Singing in first and second grade will be working
towards developing healthy vocal techniques (age-appropriate vocal production, using head voice).
UNIT RESOURCES
Silver Burdett, Making Music Grades 1-2, 2002 Edition
STAGE ONE
GOALS AND STANDARDS
Standard State: NJ
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.
1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and used 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.
1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art.
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.
Goal:
Students will be performing through singing, classroom instruments, and movement. Students will be
developing proper vocal and instrumental technique.
7
ENDURING UNDERSTANDINGS
Successful ensemble performances are group efforts and require cooperation.
ESSENTIAL QUESTIONS
How are performers affected by the musicians around them?
How is performing different from being an audience member?
KNOWLEDGE AND SKILLS
Students will understand the differences between singing and speaking.
Students will be able to demonstrate developmentally appropriate singing voices.
Students will be able to demonstrate correct playing techniques on classroom instruments.
Students will demonstrate ability to move to music with consideration of musical style, tempo, dynamics
and feeling.
STAGE TWO
PERFORMANCE TASKS
Title: Can you sing it?
These performance tasks allow for assessment of student solo singing. When students sing alone it is
easier to assess quality of singing voice, vocal placement and pitch accuracy.
1st Grade: Singing Game
• Use a singing game (i.e. Doggie, Doggie, Hello Game- students sing "Hello, ___" using sol-mi
interval and leader guesses who sang hello to them).
2nd Grade: Echo Singing
• Utilize an echo song with teacher and student leaders.
Title: Move it!
Students will perform movement sequences individually and in small groups.
1st Grade: Students will perform movement patterns based on teacher or student-leader movements.
Students will improvise appropriate movements to music or songs.
2nd Grade: Class and small groups will create planned and improvised movements to songs/ recorded
music which reflect style/genre of music with consideration of tempo, dynamics, etc.
8
Title: Play it!
Students will perform individually and in groups on classroom instruments. Students will improvise on
instruments and perform planned rhythmic and tonal sequences.
1st Grade: Students will perform individually and in groups on classroom instruments. Students will
improvise with classroom percussion instruments.
2nd Grade: Students will create and perform accompaniments such as ostinati and borduns. Students
will improvise using nonpitched and pitched percussion instruments.
Title: Performing 101
Grade 1: Students will perform in large and small groups with consideration of posture,
direction/projection, diction, etc..
Grade 2: Students will evaluate performances of peers or professionals to gain greater understanding of
how they are perceived by an audience.
OTHER EVIDENCE
Below are some sample rubrics which could be used for various aspects of performance assessment.
Vocal Performance Assessment: (created by Vicki Butler)
54321-
Sings
Sings
Sings
Sings
Sings
melody in tune with good pitch and tone.
melody but does not quite match all pitches.
correct melody but in different key.
melody using head voice but does not match pitches.
using chest voice.
Performance Assessment:
Did the performer….
Demonstrate proper posture?
Face the audience?
Reflect the style/message of
music?
Sing to be heard
(projection/enunciation)?
Seem to try their best?
None of the time
Some of the Time
All of the time
Below is an example of a rubric that could be used for class evaluations.
“Give me Five! Grading” (students hold up an additional finger for each question they can say “yes” to)
Group Project Performances:
1- Did the group work well together?
2- Did everyone participate in the group performance?
3- Do you feel the group was creative?
4- Was the group respectful to the other groups’ performances?
5- Did you like what the group created? (class opinion, can lead to discussion of what/why we prefer
some performances. Why did you like their performance?)
9
STAGE THREE
LEARNING ACTIVITIES
Singing:
•
1st Grade:
•
Utilize warm-ups and sound effects to practice singing using head voice.
Use singing games to encourage solo singing.
Echo short melodic patterns with echo songs/activities.
2nd Grade:
o
o
o
o
o
o
o
Use manipulatives to explore the range of the voice (i.e. bendy tube/roller coasters).
Learn and sing songs individually and in large and small groups.
Have students lead echo activities/singing.
Begin to explore using Solfège syllables (pentatonic scale) with hand signs.
Playing:
•
1st Grade:
•
Learn correct playing techniques of classroom percussion instruments.
Perform rhythmic patterns on instruments.
Perform along with singing repertoire.
2nd Grade:
o
o
o
o
o
o
Create rhythmic patterns and perform on classroom instruments.
Begin performing tonal patterns on classroom instruments.
Perform within the context of a song with planned patterns or improvisation.
Moving:
•
1st Grade:
•
Explore moving to various styles and genres of music.
Utilize props (i.e. scarves) to explore movement.
2nd Grade:
o
o
o
o
o
Perform appropriate movements to various musical styles.
Adapt movements to musical changes.
Perform planned and improvised movements sequences to music.
Performing: (Preparation for in-school or in-class performances will be used to explore performance
strategies and tips.)
•
1st Grade:
o
•
Students will determine what a performer needs to be aware of when performing for an
audience (i.e. posture, direction/projection, diction).
2nd Grade:
o
o
Units Days: 40
Explore how performing in front of others differs from singing at your leisure.
Practice performing in large and small groups.
10
Unit 2: Expression
UNIT
UNIT SUMMARY
In this unit, students will gain an understanding of how the elements of music (such as form, dynamics
and tempo) can be utilized to create and express musical ideas. Students will explore how composers
have expressed musical ideas through music as well as develop the ability to use music to express their
own musical ideas and emotions.
UNIT RESOURCES
Silver Burdett, Making Music Grades 1-2, 2002 Edition
STAGE ONE
GOALS AND STANDARDS
Standard State: NJ
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.
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).
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.4 Categorize families of instruments and identify their associated musical properties.
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.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.
Goal: Students will learn how the elements of music can be used to express musical ideas.
11
ENDURING UNDERSTANDING
Music can express feelings and emotions.
Music is personal; it affects people differently.
The elements of music (such as tempo, dynamics, form) can be utilized to create musical ideas.
ESSENTIAL QUESTIONS
How can music express feelings and emotions?
How can we express ourselves through music?
KNOWLEDGE AND SKILLS
Students will know…
music can be used to express ideas.
the basic concepts of the elements of music.
that music affects people differently.
changes in dynamic levels.
that music is an arrangement of patterns into
a whole.
Students will be able to…
express ideas or feelings through musical
performances.
recognize how composers use the elements of
music to create musical ideas.
express how they are affected by music.
utilize dynamics to help create expressive
ideas.
perform in AB and ABA independently and in
groups.
12
STAGE TWO
PERFORMANCE TASKS
Title: Express Yourself!
This project for expression can be used with a variety of classroom instruments and singing. It is an
introduction to expressing musical ideas and call/response. Below is a possibility using a drum circle.
Expressing yourself in a drum circle:
1st Grade: Pass a drum/percussion instrument around the circle. Each student answers a question from
the teacher's instrument (with words “What’s your favorite color?” “Red” and without). Allow
opportunities for students to lead.
2nd Grade: Circle creates ostinati with rhythmic patterns using body percussion/instruments. Soloists
(individual and small groups) improvise over ostinati to express musical ideas.
Title: Musical Story
Use imagination to create and act out a musical story. Explain that some composers create music with a
story in mind (programmatic music). In this project, the class will use music (perhaps that does not
have a story already associated to encourage creativity) to create a story based on the music.
1st Grade: Students perform teacher-created stories (allow student adaptations) with appropriate
movement/ instruments (if appropriate). Assign music for characters with contrasting styles and
movements. Act out story with music.
2nd Grade: Class or small groups create stories to represent a musical experience. Students add
movement to represent characters (provides opportunities for showing understanding of tempo, weight,
space, etc.).
13
Title: Fun with Form!
In this project, students will demonstrate an understanding of musical structure hrough contrasting
movements to reflect form.
This can be used with folk music, songs found in the book, children's songs, or music from composers
being studied.
1st Grade: Identify contrasting sections of music. Perform planned and improvised movements to
musical sections to demonstrate understanding of form.
2nd Grade: Create movements for contrasting musical sections (as a class or in groups). Perform
movements with music, showing changes in form with movement.
OTHER EVIDENCE
Movement Rubric:
1-
Student does not move with consideration of music.
2-
Student sometimes moves appropriately to music but needs guidance in adapting to musical
changes.
3-
Student demonstrates appropriate movements with consideration of musical style, tempo,
dynamics and is successful in adapting movements to musical changes.
14
STAGE THREE
LEARNING ACTIVITIES
Expression:
•
1st Grade:
o
o
o
•
Explore feelings in music.
Perform and create movements that reflect expressive qualities of music.
Use imagination to create drawings/projects to express how music makes students feel.
2nd Grade:
o
o
Discuss how contrasting music affects how we feel.
Show expressive qualities of music through creative movement (with props i.e. scarves,
ribbon, etc.)
o
Create a story to go with a musical experience (act out story to music, coloring
projects, movement activity).
Dynamics:
•
1st Grade:
o
o
o
•
Recognize dynamic changes in musical examples.
Students will be introduced to dynamic terminology (forte/piano).
Demonstrate changes in dynamics with movement.
2nd Grade:
o
o
o
o
Identify dynamic changes with appropriate terminology (forte/piano).
Be introduced to pianissimo and fortissimo.
Demonstrate changes in dynamics with movement or manipulatives.
Conduct/perform from conductor with consideration of dynamics.
Form:
•
1st Grade:
o
o
o
•
Recognize the structure of music as "form."
Employ listening maps to visualize form with listening examples.
Use movement to perform with contrasting movements which reflect form.
2nd Grade:
o
o
Identify contrasting sections of music with appropriate form terminology (A/B).
Use movement to show understanding of form (contrasting movement sequences for
each section, i.e. ABA), students show changes in form by changing movements.
o
Unit Days: 10
Perform with singing/instruments in ABA form.
15
Unit 3: Literacy
UNIT
UNIT SUMMARY
Music, like a language, has symbols which represent sounds (rhythm/pitch), structure (form), and flow
(meter). Students will be working toward recognizing and performing from musical notation
to develop music literacy. As reading a book opens the world of literature to a person, music literacy can
open the world of music to students.
UNIT RESOURCES
Silver Burdett, Making Music Grades 1-2, 2002 Edition
STAGE ONE
GOALS AND STANDARDS
Standard State: NJ
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.
1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art.
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 eighth notes and rests.
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.
Goal:
Students will be able to perform (sing, play on classroom instruments, body percussion) from basic
notation. Students will explore and identify musical elements aurally and visually. Students will be able
to sing or play simple melodies or rhythmic accompaniments in AB and ABA forms.
16
ENDURING UNDERSTANDINGS
Music literacy helps us to relate to the music and the world around us.
Music literacy gives us the tools for creating our own music.
Music literacy allows us access to music of past and present musicians.
ESSENTIAL QUESTIONS
How does music literacy help us express ourselves?
How does music literacy help us to understand the music of others?
KNOWLEDGE AND SKILLS
Students will be able to identify and perform quarter notes (ta) and rests, eighth note pairs (ti-ti) and will
be introduced to half notes.
Students will be able to create and perform new rhythmic patterns.
Students will be able to identify and perform stepwise vs. leaps, repeated notes and pitch direction
STAGE TWO
PERFORMANCE TASKS
Title: Reading and Writing Rhythms
Possible performance tasks for rhythmic understanding:
Partner activity:
•
1st Grade:
o
Use rhythm manipulatives for dictation of a familiar song, or rhythms dictated by
student/teacher.
o
•
Create and perform new rhythms.
2nd Grade:
o
o
Use rhythm manipulatives for rhythmic dictation.
Students create and perform new rhythms to create musical ideas.
Rhythm Game: This game assesses rhythm reading and performance skills. Using a sport, (i.e.
basketball) in conjunction is a great motivator. Separate students into teams. Have rhythms on board
or in computer program. Students identify rhythm performed by teacher or perform a rhythm given.
Correct answer can earn a point for the team and an opportunity to shoot the basketball for an extra
point!
17
•
1st Grade:
o
Teacher performs a rhythm. Students rotate so everyone has a turn to identify the
rhythm.
o
o
Rigor adapted for class.
Cooperative learning: leader can check their answer with their teammates (hold number
of fingers of correct rhythm).
•
2nd Grade:
o
Increasing rigor: increase number of rhythms from which to choose, rhythmic difficulty,
add rests.
o
Teacher gives a rhythm and students perform with body percussion or classroom
instruments.
Title: Moving with the Melody
This performance task is to assess students' abilities to recognize melodic movement (stepwise,
leaps/skips, repeat, downward/upward) through listening activities, performances on classroom
instruments, Solfège with hand signs.
•
1st Grade:
o
High vs. low:


Use classroom instruments (i.e. glockenspiels) to play glissandi.
Teacher or partners perform glissandi and students show pitch direction with
movement (arms up/down; stand up/sit down).
•
2nd Grade:
o
Stepwise, leaps/skips, repeats, upward/downward:

Aural and visual recognition (students demonstrate with thumbs
up/down/sideways or cue cards)


Students identify in familiar songs.
Students create and perform on classroom instruments.
OTHER EVIDENCE
Formative assessments (thumbs up/down/sideways or cue cards) for pitch direction.
Rhythm Reading Rubric:
1-
Student is not able to identify or perform rhythms.
2-
Student is able to identify rhythms separately but has difficulty performing rhythms while
maintaining a steady beat.
3-
Student is able to identify and perform rhythms with a steady beat.
18
STAGE THREE
LEARNING ACTIVITIES
Rhythms:
•
1st Grade:
o
o
o
o
o
•
Introduce long vs. short sounds in familiar songs (i.e. Rain, Rain Go Away).
Perform body percussion with rhythm patterns (different for long and short).
Identify as ta and ti-ti.
Sing song with rhythmic syllables and body percussion.
Use visual references to show long vs. short and rhythmic notation.
2nd Grade:
o
o
o
Review ta and ti-ti notation (and ta rests).
Determine rhythmic notation of other familiar and class songs.
Perform rhythms on classroom instruments.
Pitch:
•
1st Grade:
o
Use arms/scarves to show pitch direction with music (initially teacher led, then
encourage students to listen and show pitch direction).
o
•
Utilize visual aids (listening maps) to show pitch direction.
2nd Grade:
o
o
o
o
Explore singing with Solfège syllables and hand signs (up to pentatonic scale).
Use hand signs to explore stepwise movements vs. leaps
Introduce music staff through visual aids (i.e. music staff rug).
Show stepwise vs. leaps on visual aids and use instruments to perform pitch
patterns/songs.
Unit Days: 10
19
Unit 4: History and Culture
UNIT
UNIT SUMMARY
Music represents the culture and circumstances in which it was created. Present day music is affected by
past music and cultures. Studying the lives of composers helps to gain an understanding of their music.
UNIT RESOURCES
Silver Burdett, Making Music Grades 1-2, 2002 Edition
STAGE ONE
GOALS AND STANDARDS
Standard State: NJ
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.
1.2.2.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.
Goal:
Students will compare and contrast cultures and will determine how music is a part of culture.
learn about the lives of composers to better understand their music.
They will
20
ENDURING UNDERSTANDINGS
Music reflects the culture in which it was created.
Composers and musicians are affected by past composers and music.
ESSENTIAL QUESTIONS
What can music tell us about the people who created it?
How is music affected by culture?
KNOWLEDGE AND SKILLS
Students will be introduced to music of various styles and eras.
Students will identify how musicians/composers are affected by past and present cultures.
Students will compare and contrast culturally and historically diverse works that evoke emotion and
communicate cultural meaning.
Students will identify aesthetic qualities of exemplary music and identify the characteristics of the artists
who created them.
STAGE TWO
PERFORMANCE TASKS
Title: Composer Central
1st Grade: Students will learn about the life of a composer, and will explore how their music was affected
by their life.
2nd Grade: Students will compare and contrast music from different composers/eras.
Title: Cultural Concentration
1st Grade: Students will experience music from various cultures and will explore how the music
represents the people of that culture.
2nd Grade: Students will perform and create music in various cultural styles. Students will explore how
music reflects cultural traditions.
21
STAGE THREE
LEARNING ACTIVITIES
Composers:
•
1st Grade:
o
o
o
Explore characteristics of composers through background information/posters.
Experience music of composer.
Create movement opportunities to allow students to experience musical intent of music
(i.e. guided/improvised movement with scarves).
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2nd Grade:
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Contrast background information about composers.
Discuss meaning of music as it relates to composers lives (if known).
Explore similarities/difference in music from composers.
Cultural:
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1st Grade:
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Experience music of various cultures through audio recordings, visual performances, and
available instruments.
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2nd Grade:
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Explore music of various cultures through audio recordings, visual performances, and
available instruments.
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Unit Days: 10
Create and perform in style of culture.