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ESSENTIAL QUESTION (optional)
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CONTENT
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SKILLS
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ASSESSMENT
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RESOURCE
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August EALR's in
Brackets [ ]
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Welcome/Logistics/Goals [4.5] What Makes Sound? [1.1.1]
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Classroom
Expectations Team Building Games Vibration/Science
Experiments
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* List
Qualities and Demonstrate the two rules: 1.) Respectful Behavior/ Attitude
and 2.) Making Safe Choices for ourselves and with others.
*Identify the moving part of the item: the sound generator stimuli.
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Rule
Reminders/Music Award Medals & Gummi
Bears
also…Evidence for Learning includes: Performance Assessments,
Personal Communication/Observation, Written Work, Daily Work, and Cummulative Written Tests (Pre- and Post Tests)
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*1-2-3
Magic by T. Phelan *Kodaly Technique: Spiraling "Prep, Point, and
Practice" Lesson Plans. *Orff
and Laban Techniques: composition and
kinesthetic levels
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September Please note that concepts and questions spiral
throughout the year.
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What
is Singing? [1.1.1] What New Songs can
we Learn? [1.3; 3.1; 3.2] What Old Songs
can you share? [4.3] What is Steady
Beat? [1.1.1; 1.2; 2.2; 3.1 ] What is
Vocal vs. Instrumental Music? [1.1.1] How
do you play and take care of (non-pitched) Percussion Family Instruments? [1.1.2; 3.3]
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<Buidling up a Repertoire of Music Literature: Revolving
focus years A & B:
A = Traditional American Music from around the States; B = Ethnic
and World Music from every continent> A
years: '00- 01,'02-03 ,'04-05,'06-07, etc.
B Years: '01-02, '03-04, '05-06, etc.
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*
Keeping steady beat within their bodies (groups of 8 and 16) in a variety
of ways *Distinguishing
between the Speaking, Shouting, Whisper, and Singing Voices.
*Categorizing the non-pitched Percussion Family Instruments by
Playing Technique.
*Practicing proper playing form and etiquette.
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Skill
Level Rubric: --- = no evidence of skill D
= Developing (w/ Hand over
Hand instructor help)
E = Emmerging
(independent but not always accurate) P = Participating with near accuracy M = Mastery
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*Kodaly and Orff Materials,
charts, games…. *Song
Books: Library of Children's Song Classics,; Wee Sing Series; Reader's
Digest Series of Children's Songs; Hal Leonard; old FSD curriculum books
and materials : Silver Burdett and Holt's "Exploring Music";
Branches and Roots (ethnic music), Voices of Forgotten Worlds, Voices of
the World,
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October
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Continuation
of above plus… What is…(Music
Vocabulary:) Metronome, Steady Beat? [1.1.1;
1.1.2 ; 3.1; 4.1] What does a Music
Concert look like and how do we best prepare for our audience? [1.2; 2.2; 3.2; 4.3; 4.4] What are the other
Instrument Families? [1.1.1; 1.3]
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*Culture
and History of individual songs per A or B year (See above) *Melodic and Rhythmic Games to
reinforce lyrics and steady beat.
*Conductor Cues & Riser Safety *Vocal Enunciation and Breath
Support/Posture *ABC Musical Instrument Rap
(This continues throughout the year, adding a few key instruments at a
time.
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*Distinguish
function and parts of a metronome.
*Demonstrate maturing form of steady beat. *Demonstrate
proper response to conductor's verbal and hand-sign cues for: "Rest Position", "Ready
Position" and "Play Position" and "Stop/Cut Off"
(both with student body and instrument.) *Categorize Music
Rap Instruments by family, playing tech. and size.
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See
Skill Level Rubric
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Con't from above: Folk
Songs of North America, etc.... *Library and
Internet Research items *Personal
Collection of World and American CDs for audio listening lessons. *Classroom sets
of simple percussive instruments *ABC music pictures,
posters, and Music Audio Bingo-type games.
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November
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Continuation
of previous plus… What
is…(Music Vocabulary:) Tempo, Largo, Presto? [1.1.1; 1.1.2;
3.1; 4.1] Music Notation: How do
we record the Rhythm Patterns we hear? [1.1.2]
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Continuation
of above plus…
*Music Games in various speeds
*Paschen in groups of 8 with adding
"double time"
*Formal training in Steady Beat vs. Rhythm Patterns using stick
notation: "Tah" (quarter note),
"Ti-Ti" (eighth note) and "Tah
Rest" (quarter rest) both visual and aural.
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*Identify
the tempo changes in a given piece of aural music. *Determine if a piece is largo,
presto or somewhere in between.
*Identify/distinguish different simple rhythmic patterns by visual
and aural stimuli from amongst a group of three patterns.
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See
Skill Level Rubric
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*Music
Vocab Cards *Bug Pre-stick notation cards and
pocket chart
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December
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Short
Month focus: Demonstration
and Public Performance of Music Learning Thus Far…. WINTER CONCERT [3.1; 3.2; 3.3; 4.1]
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Continuation
of above plus….
*Working in large and small group units (whole/part singing and
playing)
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*Demonstrates
style of work through feelings, body and facial expressions, and vocal
dynamics. *Synthesizes and
communicates music and team work learning for public purpose (concert).
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See
Skill Level Rubric
Concert Closure/Feed-back Personal Discussion
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PAC
and Theatrical Props and Equipment
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January
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How
do we create our own songs? [1.1.1;
1.1.2; 4.3] What is (Music Vocab)
Rhythm? [1.1.1] A
year = Composers: (rotates) John Philips Sousa, George M. Cohan, and/or Woody Guthrie
B Year = Composers: Scott Joplin's African Influence, and/or Sergey
Prokofiev; Peter Tchaikovsky;
Beau Soliel's
Acadien (Cajun/Zydeco) [1.3; 4.4]
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*Pre-staff
notation skills: 4/4, groups of four steady beat lines. *Adding to our stick
notation: "Toe" (half-note) and "Ticka-Ticka"
(sixteenth notes)
*Composer lessons
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*Write
a full measure's worth of correct rhythm patterns from aural clues in 2/4
and 4/4 time. *Flex
the pitch of the voice to follow a simple relative melodic contour
map.
*Identify a piece of music from our composer of study and three
simple facts about their life or work.
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See
Skill Level Rubric
Rhythm Pattern Transparencies
<same/different, 2 through 4 pattern differenciations,
etc.>
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DVD's,
Videos, Art Work, Story/Picture Books; Big Books, etc.
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February
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What
is (Music Vocab) Pitch? [1.1.2] What
visual clues can we see and use that predict when our song goes high or low
in pitch? [1.1.2]
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*Pre-staff
notation skills: 4/4, 3/4 and measure bars, end bars, and repeat
signs.
*High/Low and Same/Different *Melodic Contour Maps *Octave: Length and Order of notes
on a resonator bell scale.
*Adding new songs from different regions/styles/history
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*Demonstrate
ability to match pitch in the range of D - B. *Be able to distinguish
if two pitches are the same or different. *Accurately echo melodic
phrases. *Perform call and response
songs.
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See
Skill Level Rubric
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Contour
Maps
High/Low Line "Simple Staff" Octagon Octapus
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March
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How
do these visual clues (see above) translate into simple staff notation? [1.1.1; 1.1.2]
What are our instrument
Families? [1.1.1;1.1.2]
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Adding
to February:
*Note heads: above the line, below the line, on the line. <varies
in presentational manipulatives> *ABC Rap and worksheet
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*Students
will reconstruct the aural pitches they hear on to a simple one-line
staff.
*Students will be able to
sing a two to eight measure phrase composed on a simple line staff. *Students will indentify 26 instruments and their proper families.
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See
Skill Level Rubric
Melodic Pattern Transparencies <Same/different, High/Low Simple
Staff, etc.>
ABC Rap worksheet
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White
Boards/Dry Erase and Worksheets
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April
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What
is (Music
Vocabulary) Piano, Forte, Crescendo, Descrescendo
Accent Marks? [1.1.1;
1.1.2; 3.1] Begin Original Compositions/Music Poems (see below) [1.3; 2.3; 3.3]
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*Application
of dynamic markings to songs learned and to new songs. Composition Process: *Brainstorm on a Theme *Selection of Key Lyric Words *Selection of Rhyming Lyrics *Analysis of Syllables for potential
Rhythm pattern notations
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*Understand
and use loud and soft dynamics within a well-known song. *Able to mark the
correct accented beat(s) to a given an 4-beat
aural pattern. *Communicate
the brainstorm ideas in small and large group settings.
*Identify potential ryhming words. *Articulate correct number of syllables
per action word.
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See
Skill Level Rubric
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May
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Complete,
Compare/Contrast Original Compositions with other student's works and
professional musical works. What criteria or rubric can we use to judge
a piece of music (simple/complex)? [1.3; 2.3;
3.3]
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Con't from above: *Addition of High/Low Melodic
Phrases
*Analysis of Timbre Words and Representational Percussion
Instruments
*Rehearsal of Group Music Poems and Compositions
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*Indentify action words /timbre words to
orchestrate.
*Communicate simple 2- choice criteria for instrumental
orchestration of action words.
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See
Skill Level Rubric
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June
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*Review
and Practice of Concepts, History, Culture Games, etc and Demonstration and Public
Performance of Music Learning Thus Far…. SPRING CONCERT. [EALRS 1-4]
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*Critique
and Evaluation of Music Performance of Compositions
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