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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). • 2nd Grade: o o o 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: • 1st Grade: o Experience music of various cultures through audio recordings, visual performances, and available instruments. • 2nd Grade: o Explore music of various cultures through audio recordings, visual performances, and available instruments. o Unit Days: 10 Create and perform in style of culture.