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Core Instructional Materials Essential Questions CMS Curriculum Guide Grade/ Course: Grade 5 General Music Date of Revision: June 2013 MP1 How can you use your hands to show the changes in the music? How does Camille Saint-Saëns’ use tone poems to tell stories through music? -- Meet the Great Composers (Book One) by June Montgomery and Maurice Hinson -- Famous Composers by Diane C. Butikofer -- World of Music Grade 8 textbook -- Classical composer CDs MP2 How does a composer’s life influence the music that he/she writes? Why is Bach considered one of the most important composers of his time? -- Meet the Great Composers (Book One) by June Montgomery and Maurice Hinson -- Classical composer CDs MP3 How is music constructed and notated? How are symphonies, concertos, and sonatas different from each other? -- musictheory.net -- Alfred’s Essentials of Music Theory (student book, teacher’s guide, and reproducible activities kit) -- One Minute Theory (Neil A. Kjos Pubications) MP4 Why is music based around scales? How do people perform music they’ve never seen before? -- Alfred’s Essentials of Music Theory (student book, teacher’s guide, and reproducible activities kit) -- One Minute Sight-Singing (Neil A. Kjos Publications) -- Curwen/Kodaly hand signs chart Ver. 2006-05 Standard/ Strand/Activity 1.1.5.B.1, 1.1.5.B.2, 1.4.5.A.2, and 1.4.5.A.3 Identify and demonstrate the elements of music and make informed aesthetic responses through listening and discussion of Saint- Saëns’ music 1.2.5.A.2 Relate the elements that define a tone poem 1.2.5.A.3 Discuss the impact of SaintSaëns’ music on their communities and culture 1.3.2.B.7 Discuss the role of a conductor 1.1.2.B.3 Identify the syllables used to construct a major scale 1.3.2.B.3 Sing using Kodaly hand signals 1.1.5.B.1, 1.1.5.B.2, 1.4.5.A.2, and 1.4.5.A.3 Identify and demonstrate the elements of music and make informed aesthetic responses through listening and discussion of Bach’s music 1.2.5.A.1 Recognize religious works of Bach as a reflection of societal values of the Baroque era through biographical study 1.4.5.A.1 Use music vocabulary to categorize the compositions of Bach 1.2.5.A.3 Discuss the impact of Beethoven’s music on their communities and culture 1.4.5.A.1 Use music vocabulary to categorize the compositions of Liszt and Beethoven using established terminology (concerto, symphony, etc.) 1.1.5.B.1 and 1.1.5.B.2 Identify and demonstrate the elements of music through study of notation systems 1.3.5.B.1 Study notation systems in treble and bass clefs 1.3.5.B.4 Analyze the use of rhythmic notation in musical scores 1.1.5.B.1 Explain the function of a time signature and how it affects the music that it relates to 1.1.5.B.1 Explain how flats, sharps, and natural signs affect the pitch of written music 1.2.5.A.2 Relate the elements that define a symphony, concerto, and sonata 1.3.5.B.1 Sing music using notation systems learned during the 3rd Marking Period 1.3.5.B.2 Sing sight-reading examples individually and as a class 1.3.5.B.3 Create simple melodies using classroom instruments or computer software 1.1.3.5.B.4 Analyze the use of melodic notation in musical scores Ver. 2006-05 Modifications for SpEd/Ell/Gifted & Talented Assessment Danse Macabre TIER I: Create a listening map showing the different themes Camille Saint- Saëns uses in Danse Macabre TIER II: Identify the themes used in Camille SaintSaëns’ Danse Macabre through listening TIER III: Identify the themes used in Camille Saint- Saëns’ Danse Macabre with the use of visual cue cards Kodaly Hand Signs: TIER I: Use Kodaly hand signs to sight-sing a sample piece in a major key TIER II: Use Kodaly hand signs to indicate a major scale TIER III: Use Kodaly hand signs to indicate a major scale with the use of a hand signal chart Beethoven’s Symphonies TIER I: Describe how a symphony differs from other categories of classical music TIER II: Describe the components of a symphony TIER III: Describe the components of a symphony with the use of a checklist Bach Listening TIER I: In an open-ended response, explain why much of Bach’s music is religiously based TIER II: Distinguish between the varied functions of Bach’s compositions TIER III: Distinguish between the varied functions of Bach’s compositions with the use of a reference bank of possible function choices Notes in the Staff: TIER I: Play notes in the treble or bass clefs on a classroom instrument by following correct notation TIER II: Identify notes in the treble and bass clefs and categorize instruments by the clef they use TIER III: Identify notes in the treble clef using teachercreated acronyms and mnemonics Note Values: TIER I: In an open-ended response, explain why different note values are necessary in music notation TIER II: Complete musical math problems using knowledge of note values TIER III: Complete musical math problems with the use of a note value reference chart Major Scales TIER I: Perform a major scale on an instrument TIER II: Identify and perform major scales vocally TIER III: Perform major scales vocally with the use of music notation Sight-Reading TIER I: Sing and perform a song using all solfege syllables and hand signals with only music notation (no solfege written) TIER II: Identify the solfege syllables of a song, then play or sing TIER III: Identify the solfege syllables of a song -- Warm-up exercises -- Danse Macabre theme activity -- Class Participation -- Warm-up exercises -- “Describing Beethoven’s Music” listening worksheet -- Bach listening worksheet -- Class Participation -- Warm-up exercises -- Alfred’s Essentials of Music Theory worksheets -- Quizzes and tests -- Class Participation -- Warm-up exercises -- Collaborative song writing -- Sight-singing exercises -- Class Participation Ver. 2006-05 21st Century Life & Careers (4th-8th grade) 9.2.8.A.1 Discuss the career of a composer as it relates to compensation and jobrelated skills 9.4.12.C(4).5 Demonstrate knowledge of music theory 9.3.8.B.12 Discuss how Beethoven’s personal attitude and behavior would impact his success as a composer in the 21st century 9.1.8.F.1 Discuss how Bach’s productivity led to him realizing his goals as a composer 9.1.8.F.2 Discuss how current legislation would have protected Bach from the cruel treatment he suffered by his employer 9.2.8.A.2 Discuss how musicians use their knowledge of music theory in their careers 9.4.12.C(4).5 Demonstrate knowledge of music theory 9.2.8.A.2 Discuss how musicians use their knowledge of music theory and sight-reading in their careers 9.4.12.C(4).5 Demonstrate knowledge of music theory 9.4.12.C(4).7 Demonstrate a wide repertoire of music through vocal performance Ver. 2006-05