Download Overview - West Ada

Overview
Genre
History
Unit Topic:
Music
Awareness
Elements of Music
This course is for non-performers as well
as performers. It covers the styles and
forms of music from Medieval and
Renaissance to the 20th century. The
course will also cover the types and
evolution of musical instruments
(including voices).
Elements of Music
Enduring Understandings
(generalizations)
Guiding Questions
Exit Skills
 The relationship of rhythmic patterns
aids in the expression of musical
ideas. (9-12.Mu.2.1.2)
 Manipulating rhythm creates
patterns. (9-12.Mu.2.1.2)
 How do rhythmic patterns indicate
musical style?
 How do various musical periods differ
rhythmically?
 How can rhythmic values be grouped?
 Demonstrate how patterns are formed
using rhythmic note values.
 Define differences in meters (duple,
triple; simple, compound).
 Melody is a succession of single
pitches that is perceived as a
recognizable whole. (9-12.Mu.2.1.2)
 What are the components of melody
(step/leap, range, contour, phrasing,
scales/modes)?
 How are melodies arranged?
 How are chords constructed?
 What is the difference between
consonant and dissonant?
 How are simple chords altered to create
more complex chords?
 How do chord progressions create order
and unity?
 How are sections combined to create
musical compositions?
 How do repetition and contrast affect
structure?
 What are some common multiimovement structures?
 Demonstrate how patterns are formed
using melody.
 Define differences in melodic structure.
 Dynamics, tempo, articulation and
text express and enhance the
message of music. (9-12.Mu.3.2.3)
 How are expressive elements
demonstrated in music?
 Recognize terminology and symbols for
dynamics and articulation.
 Aesthetics are personal and cannot
be measured objectively, although
meaningful generalizations about
them can be made. (9-12.Mu.1.1.3,
9-12.Mu.2.1.3)
 How can a work of art impact
individuals differently or in a like
manner?
 Discuss how music facilitates the
communication of emotions and ideas.
 Evaluate the non-musical aspects of a
performance and how they can
influence the impact of a work of art.
 Chords have primary qualities and
secondary qualities. (9-12.Mu.3.2.3)
 Chords move in progressions.
(9-12.Mu.2.1.2.)
 Structure creates order and clarity in
music.(9-12.Mu.2.1.2, 9-12.Mu.1.1.2)
 Musical structure is caused by
repetition and contrast of same and
different parts. (9-12.Mu.2.1.2,
9-12.Mu.1.1.2)
 Recognize harmonies as consonant or
dissonant.
 Recognize moments of tension and
release in music (i.e. cadences,
progressions, non-harmonic tones).
 In an aural example, determine when
the chord changes.
 Recognize repetition and patterns that
shape form at many levels
 Analyze various musical structures in a
prescribed piece (both aurally and
visually).
Genre
Enduring Understandings
(generalizations)
 Melody and rhythm are primary
tools in the communication of
ideas in music. (9-12.Mu.2.1.1)
Guiding Questions
 How do the mode and composition of the
melody and rhythm affect music?
Exit Skills
 Compare and contrast the
characteristics of melody and rhythm
in different genres.
 What are the melodic and rhythmic
characteristics of different genres?
 Different genres incorporate
different approaches to harmony,
consonance and dissonance.
(9-12.Mu.2.2.2)
 Different genres incorporate
different textures. (9-12.Mu.1.2.2)
 How do the unique harmony and voicing
in music require different approaches in
the music?
 Determine genre of an aural example
based on harmonic structure.
 Why is texture different from one genre
to another?
 How are different textures indicators of
style in music?
 Demonstrate an understanding of how
texture can be changed to create
complexity and interest (i.e. addition
and subtraction of voices or
instruments, moving parts vs. static
parts, etc.).
 Texture creates complexity and
interest.
(9-12.Mu.2.2.2)
 Structure creates order and clarity
in music. (9-12.Mu.2.1.2)
 How do textures create complexity and
interest in music?
 What formal structures are exhibited in
different genre?
 In composed works, timbre choices  How does timbre affect genre?
reflect mood, culture and style.
(9-12.Mu.1.1.1)
 Describe the formal structures as they
affect genre using appropriate musical
vocabulary.
 Compare and contrast use of timbre in
varying genres.
 Performance expectations are
culturally derived and vary
according to musical styles and
environments. (9-12.Mu.1.1.1)
 How does the proper approach to
producing sound impact a performance?
 What manners are expected from
performers and audience members?
 Why should the behavior of an audience
change with the different performance
styles or environments?
 What non-musical aspects of
performance affect an audience’s
perception?
 Evaluate a performance using the
proper musical vocabulary.
 Demonstrate proper etiquette as a
performer and audience member,
according to the given performance
style.
 Assess performances, as both
performer and audience member.
 Describe the use of body language,
facial expression, and other visual and
sensory elements of performance.
History
Enduring
Understandings
(generalizations)
Guiding Questions
Exit Skills
 Music is a product and reflection of
the lives and experiences of people.
(9-12.Mu.1.1.1, 9-12.Mu.2.1.1,
9-12.Mu.2.1.2)
 How does a given piece of music reflect its
time period?
 How can understanding the historical
context of a composition foster insight?
 Music exhibits both continuity and
change over time. (9-12.Mu.1.1.1,
9-12.Mu.1.1.2, 9-12.Mu.1.1.3,
9-12.Mu.1.1.4, 9-12.Mu.2.1.3,
9-12.Mu.2.1.4)
 How can understanding the culture and time  Compare and contrast musical
that surrounded a musical composition help
compositions of differing historical
periods.
to appreciate it?
 Musical genres and styles have
distinguishing characteristics.
(9-12.Mu.1.2.2, 9-12.Mu.3.2.3)
 What characteristics make each style or
genre unique?
 Create an appropriate interpretation
of a performance based on the
composer/arranger’s intent.
 Distinct rhythmic patterns are
indicators of musical style.
 How do various musical periods differ
rhythmically?
 Demonstrate through class
performance different rhythm styles
reflecting various musical periods
and genres.
 Distinct melodic patterns are
indicators of style. (9-12.Mu.3.2.3)
 What are the melodic characteristics of
different styles and genres?
 Different styles incorporate different
approaches to harmony, consonance
and dissonance. (9-12.Mu.2.1.1)
 How are harmony and voicing approached
in different historical periods of music?
 Analyze the use of melody in
different styles and genres such as
fugue, theme and variations, or 12
tone.
 Describe and/or analyze how
harmony evolved over time.
 Describe characteristics of various
musical examples with accurate
musical terminology.
 Layers of sound reflect historical and
cultural choices in composed and
improvised music. (9-12.Mu.1.2.2)
 In music, timbre choices reflect
mood, culture and style.
(9-12.Mu.1.1.1)
 How are different textures indicators of style  Demonstrate an understanding of
and historical periods in music?
the correlation between texture
styles and the major historical
periods.
 How do timbre choices reflect mood and
culture in historical eras of music?
 Identify by listening the different
texture styles (i.e. homophony,
monophony, polyphony).
 Discuss use of timbre according to
the historical style of music.