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POMPTON LAKES SCHOOL DISTRICT PRACTICAL ARTS Music – General Grade 6 COURSE OF STUDY June 2012 Dr. Paul Amoroso, Superintendent BOARD MEMBERS Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz, Mr. Shawn Dougherty, Mr. Garry Luciani, Mr. Carl Padula, Mr. Tom Salus, Mrs. Nancy Schwartz, Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr. Content Area: General Music Unit Plan Title: Music Exploration – Appreciation Anchor Standard (ELA) or Domain (Math) Grade(s) 6 Overview/Rationale This unit will examine different genres of music in the “western” world in addition to other “world” music. This shall include (but not be limited to) classical, jazz, rock, pop, and other world music such as African, Chinese, Indian, Latin, etc. Current musical artists and styles will be discussed and the students will be able to use musical terminology to analyze the music that they listen to. In addition, instruments of the orchestra will be taught, identified and heard. 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. 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. 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. 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. Technology Standard(s) Interdisciplinary Standard(s) Social Studies – History and Culture of the composer, literature and time periods being studied. Music Theory – Rhythms, sonorities, musical for World Language Music terminology Essential Question(s) Why is it important to study different styles of music as well as music from different cultures? How do musicians and their music influence generations that come after them? How is sound produced on each different instrument family of the orchestra? Why do we like the music we like? How does music impact our lives? Is all sound music? Why do we listen to music? Enduring Understandings Music likes and dislikes are individual. Composers and musician are influenced by the music that has come before them and that many styles of music, although sounding very different, share common bonds with one another. Music can be made from anything. Music builds a sense of community. Students should gain an awareness of the vast musical world around them. Music is everywhere. Music is a universal language. Music is a part of all cultures. Music tells a story through time. In this unit plan, the following 21st Century themes and skills are addressed. Indicate whether these skills are E-Encouraged, TCheck all that apply. Taught, or A-Assessed in this unit by marking E, T, A 21 s t Century Themes on the line before the appropriate skill. 21 s t Century Skills X Global Awareness X Creativity and Innovation X Civic Literacy X Critical Thinking and Problem Solving X Communication X Collaboration Student Learning Targets/Objectives Students will listen to a variety of different musical genres and be able to identify what in the music makes it sound in that particular style. Students will learn descriptive musical vocabulary in order to discuss listening examples in a musical way. Example: Tempo, Dynamics, Timbre, Texture, etc. Students will learn about Jazz music and understand the concept of improvisation. Assessments Classroom participation and discussion Quizzes on music and composers studied Teaching and Learning Actions Instructional Strategies Demonstration D Worksheets Collaborative Group work Practice by doing Listening examples provided by the teacher Activities Listening examples provided by the students D Learning of musical terms Improvising in the key of Bb blues using melody instruments. Experiences D Students will have the opportunity to bring in examples of music they listen to and be able to discuss their listening example in musical terms. Students will learn the basics of using a blues scales to improvise over a chord progression. Students will get to see and hold instruments of the orchestra. Resources Variety of orchestral instruments in the wind, brass, and string family of instruments. Suggested Time Frame: 7 days of a 21 day rotation D- Indicates differentiation at the Lesson Level. Stereo system Music listening examples. I-pod Content Area: General Music Unit Plan Title: Music Exploration – Melody/Harmony Anchor Standard (ELA) or Domain (Math) Grade(s) 6 Overview/Rationale This unit will allow students to learn about the importance of melody and harmony in music. Focus will be on learning notes names of the treble clef staff and incorporating this knowledge into being able to play and compose simple melodies. Students will use instruments such as classroom guitars and/or xylophones to learn basic note names and to perform melodies. 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. 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. 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. Technology Standard(s) Interdisciplinary Standard(s) Social Studies – History and Culture of the composer, literature and time periods being studied. Music Theory – Rhythms, sonorities, musical for World Language Music terminology Essential Question(s) What role does the melody of a piece of music play in the overall interpretation of the piece? What makes a melody sound “good?” How are rhythm and melody connected? What is the relationship between melody and speech? Does all melody have contour? What is the pattern of note names on a piano/xylophone keyboard? How does one determine the difference between a major sound in music vs. a minor one? Enduring Understandings Pitches are the high and low sounds of music. Melodies which use stepwise motion and smaller leaps along with a logical rhythm tend to make a melody more recognizable and/or memorable. Students should be able to recognize the melody in a given piece of music. The human voice is melodic. Melody has shape. There is a definitive pattern of notes on a piano and xylophone keyboard. The difference in sound between major and minor chords is the result of the change of only one note in the chord. In this unit plan, the following 21st Century themes and skills are addressed. 21 s t Century Themes 21 s t Century Skills X Global Awareness X Creativity and Innovation x Civic Literacy X Critical Thinking and Problem Solving X Communication X Collaboration Student Learning Targets/Objectives Students will learn the notes of the treble clef staff. Students will be able to play simple melodies on selected melody instruments. Students will be able to compose a short four measure melody in the key of C. Students will be able to distinguish major and minor chords Assessments A pre-assessment of the students’ melodic abilities music be made to ensure an equal starting point for all students. Assessments will be based on students’ ability to recognize note names in the treble clef staff, their abilities to compose a simple melody in the key of C, and the performance of a simple melody on the xylophone keyboard or guitar. Teaching and Learning Actions Instructional Strategies Demonstration D Worksheets Collaborative Group work Practice by doing Performing simple melodies on a keyboard or guitar. Activities Composing utilizing notes in the Key of C. D Learn to play examples or major and minor chords. Experiences Students utilize the piano, xylophone, and/or guitar to increase D awareness of the notes of the treble clef staff. Resources Music Chairs Music Stands and Racks Mel Bay’s, “Guitar Method – Grade 1” Variety of melody instruments such as piano, xylophone, bells, and guitars. Stereo system Suggested Time Frame: 7 days of a 21 day rotation D- Indicates differentiation at the Lesson Level. Content Area: General Music Unit Plan Title: Music Exploration – Rhythm Anchor Standard (ELA) or Domain (Math) Grade(s) 6 Overview/Rationale Students will learn the basic building blocks of rhythm. These include whole notes, half notes, quarter notes, eighth notes and sixteenth notes with corresponding whole, half and quarter rests. Students will be able to identify and perform these rhythms in addition to using them to compose short rhythmic compositions. Along the way, students will learn about the different instruments in the percussion section of a band and orchestra and be able to play them with teacher guidance. Standard(s) 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. 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. 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. Technology Standard(s) Interdisciplinary Standard(s) Social Studies – History and Culture of the composer, literature and time periods being studied. Music Theory – Rhythms, sonorities, musical for World Language Music terminology Essential Question(s) How are rhythms in music related to mathematical concepts such as division and multiplication? Is it possible to have music without a sense of rhythm? Is all sound music? Enduring Understandings The relationship of one rhythm to another in terms of simple multiplication and division Rhythm is a main building block of music. Music can be made from anything. Music is a universal language. In this unit plan, the following 21st Century themes and skills are addressed. 21 s t Century Them es X x Global Awareness Civic Literacy 21 s t Century Skills X X X X Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration Student Learning Targets/Objectives Students will learn the rhythms of whole, half, quarter, eighth and sixteenth notes along with whole, half and quarter rests. Students will learn about the different types of percussion instruments of the band and orchestra. Students will be able to perform these rhythms by hand-clapping and the use of a variety of percussion instruments. Students will compose their own rhythmic composition. Assessments A pre-assessment of the students’ rhythmic abilities music be made to ensure an equal starting point for all students. Assessments will be based on students’ ability to compose rhythms in addition to their actual performance of the given rhythms. Teaching and Learning Actions Instructional Strategies D Activities D Experiences D Resources Demonstration Worksheets Collaborative Group work Practice by doing Performing of selected rhythms Composing a composition with the aforementioned rhythms. Students utilize different percussion instruments including snare drums and/or drum set to complete the tasks. Music Chairs Music stands and racks Variety of percussion instruments – Snare Drums, Drum Set, Sticks Stereo system Suggested Time Frame: 7 days of a 21 day rotation D- Indicates differentiation at the Lesson Level.